Japan.

Imperial Agric. College of
Sapporo, Japan. (Englisn

Nitobe.

IRLF

3M hfll

MAIN LIBRARY-AGRICULTURE DO

MAkN LJi3-

THE

AGRICULTURAL
LIBRARY,

UNIVERSITY
CALIFORNIA.

IMPERIAL AGRICULTURAL COLLEGE

OF

SAPPORO,

JAPAN.

BY

INAZO NITOBE, A.M., PH. D.

PROFESSOR.

PUBLISHED BY

THE

IMPERIAL COLLEGE OF AGRICULTURE
SAPPORO.

1893.

THE IMPERIAL AGRICULTURAL COLLEGE
OF SAPPORO.

THE War of Restoration over, the Japanese Gov-
ernment turned its attention to more peaceful pur-
suits. It began to divert the overflowing energies
of the warrior class and the superabundant strength
of the oppressed peasantry into new channels of
industrial warfare and conquest. A field well suited
for enterprises of this kind was not wanting. For
some years preceding the Restoration (1868) foreign
relations had been forced upon Japan ; and the
contact with Russia in diplomacy brought vividly
to mind the fact that the northern extremity of
our Empire touched one end of the Czar's vast
dominion. The northern islands of Japan, vaguely
called Yezo, were for centuries a terra incognita
among the peopl •: all that was told about, and
unfortunately most readily accepted by them was
that the region was the abode of a barbarian folk
known as the Ainu, and that it was a dreary waste
of snow and ice, altogether unfit for inhabitation
by a race of higher culture.

To Yezo, then, at once the northern frontier of
the Empire and a land endowed with magnificent
natural resources as yet untouched by human hand,

48254

the new Imperial Government wisely began to ex-
tend its fostering care. A colonial office, entrusted
with the work of developing the resources of the
Islands (thereafter, i.e. from the 23rd of August, 1869,
denominated the Hokkaido) and of defending them
against possible attack from a foreign power, was
organized on the 16th day of August, 1869, under
the name " Kaitakushi." Appointed Vice-Governor
in the summer of 1870, General Kiyotaka Kuroda,
now Count and Minister of Communications, soon
proved himself the de facto governor. He was
charged with the task of setting the new office in
motion. A man of great insight and of indomitable
will, be betook himself to the work with character-
istic zeal and earnestness. Two mouths after his
appointment, in his reply to His Imperial Majesty's
question as to his colonial policy, he dwelt upon
education as a most potent factor in advancing the
interests of the Hokkaido. Again three months
later, he dwelt elaborately and emphatically upon
the same theme, and prevailed upon the Govern-
ment to send abroad some young men, in order that
they might be prepared for the undertaking of civil
service and pioneering labor. He saw that the fertile

I virgin soil could be made to yield its richest treasures
only under wise management. But where should he
seek for wisdom ? Japan had long since forgotten
the art of breaking up new land ; her agricultural
system was too intensive to be applied to a newly-
opened country ; her mining operations were too

• ^"primitive to be followed on an extensive scale. In
General Kuroda's mind there was one source whence
he could expect wisdom and knowledge pertaining to

— 3 —

new settlements; and that was America. Thither,
therefore, he himself proceeded in the fall of 1870. J
He studied the rapid and wonderful progress of
colonization in that country, and thought that the
modus operandi at work there might well produce
similar results in Japan. The simple adoption of
American methods without trained hands to rightly
direct them, would merely amount to an apish trick.
His appreciation of education now rose higher than
ever. What particularly struck him as a remark-
able trait in American civilization was the immense
influence which women wielded there, and the
healthy tone it imparted to the society in general.
Returning in July, 1871, lie presented a memorial to-i
the Government, to the effect that the work of pio- I
neering was not confined to the opening of rivers,1
and mountains, nor even to the augmenting of popu-
lation, but that it must take cognizance of the all
important labor of fostering human talents, of train-
ing youthful minds — in one word, that the first great
aim never to be lost sight of in founding a new colony,
must be to provide itself with men and women, pro-^
perly equipped to become the leaders of a pioneering
population. He closed his memorial with a sugges-
tion to send abroad some young girls, who might
some day become mothers in the infant colony. The
suggestion was carried into practice, and several
girls were taken over to America.

Pursuant to his plan of education, General Kuroda
started a germ of a school in Tokyo under the pat-
ronage of the Kaitakushi. On the 21st of June, 1872,
it was ready to receive students. It provided two
courses, a general and a special. The latter embraced

_ 4 —

the rudiments of knowledge, the former included
departments in Physics, Mechanics, Mining, Geo^
logy, Architecture, Surveying, Chemistry, Botany,
/ Zoology and Agriculture. It was the design of the
/ Kaitakushi to engage foreign specialists as instruct-
ors. This comprehensive scheme of scientific edu-
j cation — reminding one of a polytechnic institute—
was, however, not carried out. Agriculture was
""" really added to the curriculum for the first time in
1874, while the rest of the sciences enumerated
above were never pursued to any extent. Most
of the young men, who had been sent abroad, and
who might have become teachers, came sadly short
of the general expectation.

The introduction of Agriculture was an earnest
of the future development of the school into an
Agricultural College. Interesting as the task may
be, we can not follow in this place the career of the
Girls' School, which had also been opened in Tokyo
since October, 1872. Suffice it to remark that in the
year 1875 both schools were removed to Sapporo.
This town counting then a population of not more
than eight thousand, had been newly laid out in
regular squares after American fashion, and was to
be the capital of the Hokkaido. Sapporo is situat-
ed in a fertile plain of the valley of the Ishikari
River, a branch of which, the rushing stream named
the Toyohira, runs through the eastern portion of the
town, supplying it with all the needed water. West
of the town stretches an irregular mountain-chain,
Affording a pleasing break in the otherwise monoto-
nous scenery ; for on every other side the eye sweeps-'
over one wide expanse, unbroken for miles until it

,can catch of a clear day the summit of the Optate-
shike Range glimmering far away in the east. The
atmosphere of this portion of Japan is clearer and
drier than that of the main islands ; the climate is
bracing and salubrious. Mother Nature here is well
calculated to nurture youthful souls, and to endue
them with the love of study and the love of work.
Removed to the new surroundings, the school (let
it be noted here in passing that the girl's school is
£ow out of our consideration) did not remain long
an institution of a secondary grade, as the sequel
of our narrative will show.

When General Kuroda visited America, he was
given authority by the Imperial Government to ne-
gotiate with the Government of the United States
for the services of any one, whom he might choose
<as counsellor in his work. The choice fell upon
General Capron, the Commissioner of Agriculture
at Washington. Satisfactory arrangements being
made, Horace Capron, with the title of Commis-
sioner and Adviser to the Colonial Office, followed
General Kuroda to the Hokkaido. It was through
his instrumentality that so many American crops,
animals, machines, etc., were introduced into, and are
still used in, the Island. What nearly concerns us
at present in his career, is the fact, that under date
of January 2, 1872, in what he calls a preliminary
.^report, drafted soon after his arrival, he suggests
the establishment of an agricultural college in Sap-
poro. He says;— "It should be the endeavor of
this Government to establish by e very possible ef-
fort, scientific, systematic and practical agriculture.
In no way can this be done more effectively or eco-

— 6 —

nomically than by connecting with the gardens at
this place (Tokyo) and also with the farm at Sap-
poro, institutions at which shall be taught all the
different branches of agricultural science. These
institutions should have well appointed laboratories,
and should be supplied with professors of acknowl-
edged ability in their several specialities."

This recommendation so exactly coinciding with
his own educational plan, strengthened the General
in his determination to make his idea a reality at
an early date. The Japanese Minister in Wash-
ington was asked to secure the service of a man
thoroughly competent to equip and manage an ag-
ricultural institution of high grade. Hereupon the
State Agricultural College at Amherst, Mass., being
considered the best conducted of its kind, its Pres-
ident, William Smith Clark, was nominated for the
work of organizing a sister institution in Sapporo.
The trustees of the College in Massachusetts kindly
consented to loan their President for a year. Presi-
dent-Clark and his two assistants arrived in Sapporo
in the summer of 1376. He went immediately into
his work with his wonted energy, revising the curri-
culum of the school and raising it to the level of
what would correspond to an average American col-
lege. The institution was, as it were, reborn and
christened " The Sapporo Agricultural College."

It was auspiciously opened on the fourteenth day
of August, 1876, with twenty-four students, repre-
senting all the main islands of the Empire. The
faculty consisted of the Hon. Hirotake Dsusho as
Director, of Wm. S. Clark, Ph. D., LL. D., as Pres-
ident of the College and Director of the College

- 7 —

Farm, Wm. Wheeler, C. E., as Professor of Mathe-
matics and Civil Engineering, David P. Penhallow,
B. S., as Professor of Botany and Chemistry, Seitaro
Hori, Secretary and Interpreter, and of K. Yoshida
as Farm Overseer. The arrival soon after of Wil-
liam Penn Brooks, B. S., as Professor of Agriculture
and successor to Dr. Clark as Superintendent of the
Farm, was an important addition to the teaching
staff.

The number of students was restricted to fifty on
account of the limited appropriations made by the
government. All the successful candidates were to
be educated at government expense, board, room,
clothing and stationary all included. Such an ar-
rangement was necessary at the time, seeing that
the life and work in the Hokkaido offered but little
attraction in the form of any immediate return.
Moreover, as the primary aim of the institution was
to train select young men for civil service and as far
as possible to make their residence in the Island sure,
an obligation was in this way imposed upon them.
As to the mere number of students, therefore, it was
only of subsidiary moment. The successful candi-
dates for admission were required to sign an agree-
ment with the authorities to serve in the Colonial
Office for five years after graduation, and to transfer
their domicile from their respective provinces to the
Hokkaido. The course of study (which will be
given in details in another part of the paper) cover-
ed four years, and comprised those branches of
knowledge which were deemed necessary to make
efficient officials and exemplary pioneers. As pub-
lished in the Plan of Organization, " It was the aim

g

of tlie College to qualify its students for intelligent
and effective work in the administration of business,
and in those departments of industry and technical
science pertaining to agriculture and the develop-
ment of natural resources, manufactures, and the
maintenance of an advanced civilization ; also to
promote conceptions of their relations to the state
and to society, and of self-culture befitting their
prospective stations." As thus defined, the College
was by no means strictly agricultural ; and to have
called it so was nothing short of misnomer. Its
real object was, as we see, much broader and ap-
proached in fact to a school of cameralistic science,
which was so eagerly pursued in Germany during
the latter part of the last, and the beginning of this
century. Did Frederick William I., the " Economic
King," institute special chairs of cameralistic sci-
ence at Halle and Frankfurt chiefly from the motive
of training public servants for the economical man-
agement of royal estates, so did Count Kuroda found
at Sapporo a College with the similar intention of
preparing officials for rightly husbanding the re-
sources of public domains. In both cases the start-
ing point was the watchful solicitude for the public
economy of the country. In neither case did the
cameralistic science long continue a distinct and
independent branch of learning: in Halle it was
dissolved into Agriculture and Dendrology, Admi-
nistration and Political Economy, while in Sapporo
it was concentrated to Agriculture. This is not to
be wondered at, when we remember that the main
aim and value of the cameralistic science was es-
sentially of practical character, and what must be

practical has widely different interests from what
is to be scientific. An education, in order to be of
practical use in a new country, must needs be more
comprehensive than profound : it can afford to be-
come special only as that country grows older.
This truth is well illustrated in the development
of our College curricula, as will be evident from a
glance at the list of College studies of 1876, given
elsewhere in this paper.

Attached to the College, and forming an integral
part of it, was the Preparatory Department, where
boys over twelve years of age might be admitted
and prepared for the collegiate course proper.

An important adjunct to the College was a tract
of some two hundred and fifty acres of government
land lying a mile north of the College. Nearly one
half of this area had been opened before it came
under the direct control of the College, while the
rest consisted of wild and forest land. Experiments,
scientific and practical, could be made on this ground.
President Clark caused to be erected on it, a model
barn which was the first of its kind not only in the
Hokkaido but in the whole Empire. The building
was of spruce wood, the foundation being of season-
ed timbers from oak and elm trees, which were
abundant in the vicinity. The ground floor was in
dimensions 100 x 50 feet, the hight of the posts from
the ground to the eaves 25 feet. No efforts were
spared to make it an object worthy of imitation
among the farmers of the country. The barn was
provided with a well constructed cellar, over which
was the floor for horses and cattle, while the floor
above was to serve for the storage of hay. Much of

— 10 —

the Hokkaido being possible of development as a
fine grazing country, and the weakest feature in
Japanese agriculture lying in its disregard of stock
husbandry, the erection of a model barn was a
stroke of practical wisdom on the part of Dr. Clark
deserving of all praise. It was soon supplied with
native horses and cattle, and several Shorthorn
cows. Vehicles, machines and implements, as well
as seed corn and grass seed of different varieties,
were ordered from America.

Having brought to satisfactory consummation the
two main duties, which he had undertaken, — namely,
the organization of the first Agricultural College in
the Orient, and the erection of the first barn in the
most approved American style, — Wm. S. Clark left
Sapporo in the spring of 1877 to resume his post in
Amherst. President Clark's work in Sapporo did
not end in merely inaugurating the College and
constructing the barn. Far from it ! He left behind
him a memory not easily to be effaced. That manly
spirit he instilled into young students at the age
when they were most susceptible of external in-
fluences, was not to be easily forgotten. Of lasting
benefit to those, who came in close personal contact
with him, was that invincible energy, which was his
— and without which, it is said, neither circum-
stances nor talents can ever make of a two-legged
[ creature a man.

Dr. Clark's two colleagues and assistants remained
behind to carry on the work he had so ably initiated,
in the lines he had marked out for them. Professor
Wheeler, upon whom the presidential mantle fell,
rendered to the Colonial Government, besides the

11

performance of his College duties, valuable services
in surveying and engineering. Professor Penhallow
was instrumental in improving the process of tan-
ning ; he studied also most assiduously the different
kinds of textile fibers produced in the Hokkaido.

In the course of the second academic year (1877
-78), the chemical laboratory was completed and
furnished with the necessary apparatus and speci-
mens. In this year, too, an important acquisition
was made to the College in the form of the Plant
House, which had been built and managed under the
Agricultural Bureau of the Kaitakushi, and from
which it was now transferred. Professor Brooks,
who had arrived in the meantime, carried on various
improvements on the College Farm, building a corn
barn, draining the cellars, and so forth. It was
about this time, also, that the nucleus of a museum
of Natural History was first formed from specimens
collected by the professors and students during their
vacation excursions. Almost simultaneously was
founded a more pretentious museum in another part
of the town under the direct auspices of the Colonial
Office. Later on, as we shall see, these two re-
positories were combined and the result was a more
excellent institution.

The third academic year (1878-79) opened with
the full number of students, which the College could
well accomodate — namely fifty. It was memorable
for the completion of the so-called Military Hall, the
dedication of which took place on the sixteenth of
October, 1878. This building afforded in its upper
floor room for a drill hall and an armory, while its
ground floor served for a museum and the wings for

— 12 —

lecture rooms. It was also furnished with a tower
and clock which served the purpose of a municipal
horologe. A complete outfit of physical apparatus,
a large purchase of chemical instruments and re-
agents, the acquisition of a fine microscope and
spectroscope, important additions to the library, the
accession to the faculty of John C. Cutter, M. D., as
Professor of Physiology and Comparative Anatomy,
of Cecil H. Peabody, B. S., as Professor of Mathe-
matics and Mechanics, of Lieutenant Kato as Military
Instructor, of Michimasa Mij^azaki, B. S., as Chemi-
cal Assistant, — all these, to borrow the words of
President Wheeler, were a proof that " the material
needs of the College for carrying out the routine of
study and training, prescribed under the present
system, have been, in the main, provided for."
" The institution " he continues " has passed the
formative stage, and is now possessed of all the im-
portant requisites for its legitimate work."

It is interesting to note that in this the third year
of its existance the first change was made in the
curriculum of the College. The time devoted to
Zoology, during the first term of the Junior Year,
was increased from three to six hours per week, and
that given to English composition and elocution
reduced from four to one hour each week. These
changes, perhaps not so very important in them-
selves, were significant of the spirit and inclination
of the institution to eliminate whatever was not vital
to its sphere as an Agricultural College and to grow
more and more true to its name, until it should
attain its specific character.

Another feature of the same period worthy of our

— 13 —

notice, was the first attempt made at the publication
of a College Journal. The " Sapporo Nogakko
Hokoku-sho" was a small monthly bulletin, edited
by the students and published under the patronage
of the College, with the laudable object of diffusing
scientific information relating to agriculture. Nor
must we omit to mention in connection with the
College work the first agricultural fair ever held in
the Hokkaido occurring in October, 1878, at the
instance of Professor Brooks. It proved a decided
success and gave an impetus towards the holding of
like exhibitions in subsequent years.

During the succeeding collegiate year (1879-80),'
another step in the differentiating process of the
College curriculum was taken, in that Mental and
Moral Science was dropped from the course to be
replaced by History of Philosophy; but for lack of
adequate text book, Philosophy of History was
chosen to take its place. From the latter to the
Political History of Europe was an easy transition.
General History played an important part in the
curriculum until the year 1891, when it gave place to
History of Agriculture.

By far the most material change in the plan of
the institution was made about this period. Up to
this time the number of students had been limited
to fifty, and the expense of education entirely de-
frayed by the Government ; but the reformed plan
was to the effect that the number of students should
not be limited, and further that they should be
responsible for their own expenses. Provision was
made at the same time for assisting such young men
of limited means as were worthy, by the Govern-

— 14 —

ment advancing the needed money, on condition that
they should return, after graduation, the debt so
incurred in regular instalments. This liberal pro-
vision was of wide application, and was eagerly
taken advantage of. But as the dormitory, the
chemical laboratory, the lecture rooms, etc. were
constructed to accommodate not more than fifty, the
actual number of attendants at any one time could
never exceed that total to any large degree. No new
admission of students had been made until the pio-
neer class was graduated in the summer of 1880.
This class originally twenty-four strong, dwindled
to thirteen by the time they reached the end of their
collegiate career. Upon them was conferred the
degree ef " Nogakushi," literally "Batchelor of
Agriculture," and they were soon employed by the
Kaitakuslii in different capacities according to their
varied aptitudes, but all of them connected with
agriculture, engineering and education. This band
of young educated officials, the first fruits of the
institution, was reinforced the following year by a
fresh supply of ten graduates, who, too, found their
calling awaiting them in civil service.

The only fact worth mentioning in particular in
the record of the year 1881, was the promotion of
Genzo Mori to fill the chair of Director vacated by
the resignation of the Hon. Dsusho. Mori remained
in office until 1886. !Let it be stated here that the
Presidency was successively assigned after Wheeler
to Penhallow and Brooks ; the latter occupying that
position from August, 1880, until the day when that
office was absorbed in 1886 in that of Director, j

The history of the College since 1882 has been

— 15 —

one of varied experiences. Originally a creation and
ever since a protege of the local Government of
the Hokkaido, the College had to undergo the same
vicissitudes, to which the local administration might
be subject. We shall now proceed to cast a cursory
glance at the changes, which followed one after
another in quick succession in the experimental ad-
ministration of the Island.

Judged by the fruits of its labors, covering a
period of more than a decade, the further continu-
ance of the Kaitakushi was deemed unnecessary ;
and it was decided by the Government that this
unprofitable branch of administration should be re-
moved. This decision was welcomed by the people,
very few of whom really knew what had been done
in the Hokkaido, and scarcely any of whom had any
notion what pioneering meant. The Kaitakushi
expired formally in February, 1882. The College
survived this political catastrophe, having been
adopted, as it were, for the time- being by a bureau
in the Department of Agriculture and Commerce.
It was arranged that this Department, which liad its
headquarters in Tokyo,, should look after the agri-
cultural interests of the Island, while the general
administration was to be attended to by the three
prefectures (Kens) now established in Sapporo,
Hakodate and Nemuro. A year later, i. e. in Feb-
ruary of 1883, a subdivision in the Department of
Agriculture and Commerce was created under the
name of Kanri-Kyoku (Bureau of Supervision), and
the College was placed in its charge. It so conti-
nued, until its new protector was consigned to an-
nihilation in the summary reforms of 1886, whereby

— 10 —

the Kens vanished to give place again to a uniform
administrative organ, the Hokkaido Clio. The Col-
lege was then placed under the new authority.

At last by an Imperial Ordinance issued in Decem-
ber, 1886, the College was put on a firmer footing ;
but its position was a unique one, since it was placed
under the joint jurisdiction of two authorities. As
far as the business part of the institution was con-
cerned, it was to be directed by the Governor of the
Hokkaido ; but as relating to the personnel of the
faculty and the instruction, the Department of Pub-
lic Instruction was to exercise the right of super-
vision.

P In March of the following year, Shosuke Sato,
Ph. D., who had been appointed Professor four
months before, was made to act as Director until a
person be found to fill the latter position. Dr. Sato
was well calculated to occupy the chair of Acting
Director, being himself a graduate of the College in
the pioneer class, and having afterward pursued his
agrarian studies in the Johns Hopkins "University,
Baltimore, U.S. While in America, he distinguish-
ed himself by a monograph in English on the
"Land Question in the United States." Under his
administration, the College saw great and important
changes. The field of its instruction was so enlarged
as to include different collegiate courses and dif-
ferent grades of agricultural study. The two main
courses or rather departments of the College proper
were those of Agriculture and Civil Engineering,
leading respectively to the degree of Nogakushi
(Batchelor of Agriculture) and Kogakushi (Batchelor
of Engineering). The Preparatory Department was

— 17 —

continued with a few changes which made its course
higher and more comprehensive. There was also
formed a Practical Course in Agriculture, to train
some of the younger generation of Hokkaido farmers
in the use of improved machines, the care of live
stock, the rudiments of agricultural science, etc.
Any more detailed account of these different courses
of instruction necessarily relates to the present stand-
ing of the College, and we will defer it until we shall
have treated in chronological order the events, that
i transpired between 1886 and 1892.

To briefly enumerate, then, the main events of
the period, great improvements were made since
1886 in the museum and the Botanic Garden, both
of which were assigned to the College the previous
year. The former is a nice two-story frame build-
ing erected independently of the College Museum in
1832, and has been the repository of a rich mineral-
ogical collection made by Benjamin S. Lyman, of
specimens of Ainu relics and utensils, and of a large
number of stuffed animals representing the fauna of
the Hokkaido. The Botanic Garden, beautifully
situated in the westerly part of the town, consists of
grounds with a gently undulating surface, through
which meanders a murmuring brook of the freshest
water. Here and there are still standing in their
pristine dignity Bvjme solitary elm trees, majestic
survivors of the forest primeval that once covered
the Island. The whole garden with an area of over
thirty acres, serves at present as a public park. A
part of it is laid out in parallel rectangular beds
planted with different kinds of trees and herbs, ar-
ranged in natural order, so as to give an excellent idea

-18 —

of the general characteristics of the Hokkaido flora.

Among the events of the year 1.886, mention may
be made of the departure of two of the graduates,
Kingo Miyabe of the class of 1881 and Sho
Watase of the class of 1884, for America. Destined
to become Professors of the College, they had both
been sent to the Imperial University in Tokyo to
further prosecute their studies in Natural Science.
They were now dispatched, the former to Harvard
to study Botany under Farlow and Goodale, the
latter to Johns Hopkins to complete his zoological
researches under Martin and Brooks. It is but just
to mention that they did credit to their alma mater
b}r the service they rendered to their respective
sciences. Miyabe, who received the degree of
" Doctor of Science/" in Cambridge, published the
result of his investigations in the two papers, " The
W Life-History of Macrospo/ium parasiticum, ThXin.," /'*
and " The Flora of the Kurile Islands." Watase,
Ph. D., of the Johns Hopkins, now Assistant in the
new Chicago University, made his work public in
several scientific publications, y&nong which we may
-// note here the principal ones, which are " On the
Anal and Caudal Fins of Gold Fish," " Observations
-'on the Development of Celopholopods," "On the
Morphology of the Compound Eyes of Arthropods;"/ /
" On Cartfyokinesis," etc.

To make the faculty still more complete, two more
young men were the following year commissioned
to prepare themselves for future Professorships.
They were Isami Hiroi and Inazo Nitobe, graduates
of the class of 1881, both of whom were in America
at the time of their appointment. Hiroi had been

— Ill —

engaged for several years in engineering work in
America, for some time as a momber of the Mis-
sissippi River Commission in St. Louis, and at an-
other time in the Iron Bridge Works at Edge
Moore, Delaware. Appointed Associate Professor
of the College, he was now ordered to complete his
engineering studies in Germany. He studied in the
Royal Polytechnic Institutes of Karlsruhe and
Stuttgart : in the latter he took the academic degree
of " Civil Engineer." The other, Nitobe, had been
studying successively after his graduation in the
Imperial University and in the Johns Hopkins, his
inclination being towards History and Economics.
While lie was studying in Baltimore, the appoint-
ment came, together with the order to proceed at
once to Germany, there to devote three years to the
study of Agricultural Economics and Administration.*
He studied in Bonn, Berlin and Halle, taking his
degree of A.M. and Ph. D. in the last mentioned
University. His published works are, besides maga-
zine articles, a German monograph on the Landed
Property in Japan, and a book written in English
on the Intercourse between the United States and
. his country.

It would be some years before these young men
conld be ready for efficient work. Meanwhile the
College had to go on in the lines it had marked out
for itself. Other specialists must be engaged to
carry on the programme. Accordingly in the spring
of 1887, Giyemon Sudo, a graduate in Veterinary
Medicine of the Komaba Agricultural College, was
called to Sapporo to fill the chair vacated at Dr Cut-
ter's return to America. The two years' contract of

— 20 —

H. E. Stockbridge, Ph. D., Professor of Chemistry
and Geology, expiring in the spring of this year, it
was renewed for another fifteen months.

The changes in the Faculty were not the only fea-
tures of this period. Material acquisitions of no
mean proportion were made to the College. A re-
spectable lot of two hundred and twenty-five acres,
including an unusually picturesque pasture land,
had formerly been a Government Seed Farm. It
was now appropriated to College use.

But by far the most important, indeed the epoch-
making event of the collegiate decennium (1887-88)
was the commencement of the Engineering Depart-
ment. It was inaugurated with no more than five
applicants, and instructors temporarily appointed.
At this crisis there was a dearth of properly qualified
Professors in this Department ; for the College had
just lost in the resignation of Kano Tachibana, B.A.,
for over five years in charge of Mathematics, an
efficient teacher and engineer. A foreign professor
was, however, soon engaged to take charge of
Mathematics and Physics/ Milton Haight, B.A.,
was a graduate of the Toronto University, and had
afterward pursued his mathematical studies in the
Johns Hopkins under Rowland and Newcomb. He
arrived in Japan in 1888, and continued at his post
as late as 1892, when he left for Canada. The same
year that Haight arrived saw Brooks leave for his
alma mater, where he was appointed Professor of
Agriculture. Professor Brooks stayed altogether
more than ten years in Sapporo. It was with re-
luctance on the part of College authorities, that his
connection with the town, with the growth of which

lie Lad so identified himself, was severed ; but the
valuable service he rendered, as well as the integrity
and judgment he manifested in his work, is still
held in high esteem.

The College had thus far been without a Director:
but late in this year (18S8) Bunzo Hashiguchi, an
official in the Hokkaido Government, was appointed
to the office, whereupon Dr. Sato was released from
the Acting Directorship.

Brooks' successor had immediately to be secured.
A proper person being found and a satisfactory con-
tract signed, he was soon on his way to Japan.
Professor Arthur A. Brigham arrived with his family
in Sopporo early in 18S9. A graduate of the Massa-
chusetts Agricultural College, he was for several
}rears engaged in practical farming, dividing his
time between his farm and the State Legislature, of
which he was a member. His contract came to end
in 1891 ; but it was renewed and he is still at his
post. Dr. Stockbridge left for America in 1889, and
his place was filled by Toyozo Yoshii, a graduate of
the Komaba Agricultural College in Agricultural
Chemistry, and for a while Assistant in that institu-
tion. In this year the College welcomed the return
of two of its graduates, Hiroi and Miyabe. The
former was called back ere the appointed term of
his stay in Europe came to end, as the Engineering
Department was in sad plight for want of instructors.
He slightly reorganized the Department, and added
to the staff the following year Bunzo Sugi, C.E., a
graduate of Cornell. The year we are considering
witnessed two more developments in the plan of the
College. One was the establishment of the Military

22

Department in the College proper for the benefit of
the Colonial Militia, which had its headquarters in
Sapporo. The other was a considerable addition to
College land, as a tract of some 3273 acres was re-
served for its use out of the Government forest in
Yubari.

While the College had been thus advancing step
by step toward perfection — from which, let it be
observed, it is still afar off — large forces were at
work, which might one day impede its steady pro-
gress. Whatever the new Imperial Parliament,
which was to meet for the first time in 1890, might
or might not do, this much, it had been expected
and feared, it would not fail to contend, namely, the
reduction in taxes. Its policy was in brief : If any
Government Institution can be dispensed with, let
it go ; if not, let its expenses at least be cut down.
Foreseeing this possible attack on all the state in-
stitutions of the country, a company of the College
alumni met to discuss the ways and means, whereby
to mitigate or if possible to avert such action against
their own alma mater. "We believe," so runs the
resolution in substance, "that our alma mater is an
institution essential not only for the Hokkaido but
for Japan at large, filling a unique position in the
educational system of the Empire. It stands for
the upholding of higher 'technical and practical edu-
cation. It aims to train men for developing the
physical resources of the country. In an age like
this, when people only talk, and politics and law
engross the attention of the rising generation, in a
land like this (meaning the Hokkaido), which hides
within its bosom inexhaustible treasures, technical

— 23 —

education is of inestimable value; and an institution
equipped for this special purpose, must either be
created anew or, better still, maintained if haply one
already exists. Should, however, the public, — more
especally the Parliament — fail to recognize the
worth of our alma mater, and make any encroach-
ment upon its appropriations, we must have where-
upon to fall back for the source of its revenue." At
this juncture it happened that, according to the
policy of the Hokkaido administration begun by
Governor Iwamura and continued by his successor
General Nagayama, many a factory and farm
originally started and for a time controlled by the
Government was given away or loaned to individuals
under certain specified conditions. The guiding
motive for this new departure was to encourage in-
dividual and private enterprise. Taking advantage
of this liberal policy, the Alumni Association applied
for the College Farm and an additional land. From
the moment the Association became possessed of
property, it assumed its present importance and
character. Till then from the time it was first or-
ganized on the return of Dr. Sato from America in
1886, it had been no more than an informal company
of young men, who were wont to meet together
occasionally for " social chats," to refresh their
memory of the merry careless days^they had spent
within the walls of the College or on the campus, to

" — remember all that one

Could wish to hold in recollection ;

The boys, the joys, the noise, the fun,
But not a single Conic Section."

Indeed, how genial the very name of "Common

— 24 —

Hearth Club " sonnds ! For such is the Japanese
rendering of the "Alumni Association."

But as has been hinted above, the possession of
property brought with it grave responsibility and
care. The piece of land, which was assigned to the
College in its earliest days with the model barn
upon it, including the stock, machines, etc., was
handed over to the Association on condition that the
same be kept as a model. Some money was like-
wise granted to aid in carrying on the work of im-
provement. Other lands lying in the neighborhood
of Sapporo were also given. The Association was
henceforth to hold and improve the estates, until the
College should become empowered to own property
on its own account, which provision is absolutely
necessary to place education without the bounds of
politics, and to assure science of its independence.
As long as an educational institution is identified
with political or any other interests, so long must it
be liable to constant disturbance and hindrance. A
change in the Cabinet may be followed by another
in the Governorship, and this in turn may bring
about undesirable changes in the faculty.

Notwithstanding some disadvantages under which
the College had now to work, important changes
were made during this year (1891). The reforms in
the curriculum were a decided step in the differenti-
ation of the College. Several branches of general
knowledge were now relegated to the Preparatory
Department. The reforms were far from being
radical or complete ; the ideal would be reached, if
in the College proper only such knowledge as was
essentially and organically connected with Agricul-

— 25 —

ture or Engineering were taught. In other words,
let Political Economy be eliminated from the course,
and Economics of Agriculture and of Transportation
be put in its place. If literature is desirable, let us
have, not miscellaneous belles-lettres, however well
written or elevating, but rural essays and pastoral
poems for the Agricultural Department. Such a
specialization of the course is to be realized, if strict
conformation to the name of the institution out-
weighs other and no less important, nay perhaps
more important, considerations. A homely English
proverb says, " Call one a thief and he will steal."
Might we not say, " Call a school agricultural and it
will turn out plowmen " ? One is almost tempted to
insist with Walter Shandy that there is much, in
fact almost all, in names.

We have been tracing the gradual process, operat-
ing for over a decade and quarter, by which the
Sapporo Agricultural College developed into a hete-
rogeneous, specially technical institution, from a
homogeneous condition which we have boldly sug-
gested might be called cameralistic. How far the
specialization has progressed, is evident from the
table of curricula we have appended elsewhere.

From the curriculum of the Collge proper, that of
the Preparatory Department may be judged with
more or less precision. This Department aims at
two objects— one of preparing young men for the col-
legiate course, and the other of imparting such
general knowledge as is given in the Ordinary
Middle Schools of the Empire ; hence its curriculum
is arranged only a little lower than that of the so-
called Higher Middle Schools.

— 2(5 —

Having thus made a somewhat detailed examina-
tion of the past of the College, it behooves us nowr
before we close, to take a bird's eye view of its pre-
. sent condition, in as concise a manner as we can.
The chief items of interest may be summed up : —

Firstly ; the Faculty in the two Departments con-
sist of

PllOFESSOIlS.

» Shosuke Sato, Nogaknsld (Sapporo), Ph. D. (Johns
Hopkins), Acting Director, Agricultural Econo-
mics and Colonization.

Arthur A. Brigham, B.S. (Mass. Ag'l College), Agri-
culture.

Isami Hiroi, Nogakusld (Sapporo), C. E. (Stuttgart),

Civil Engineering.
Kingo Miyabe Nogakmld (Sapporo), S.D. (Harvard),

Botany, Phytopathology and Microscopy, Su-

perir^dent of Botanic Garden.
Inazo Nitobe, Nogakusld (Sapporo), B. A. extra or-

dinem (Johns Hopkins), A.M. and Ph. D. (Halle),

Political Economy, History and Agrarpolitik,

Librarian.

Bunzo Sngi C.E. (Cornell). Civil Engineering,

Takajiro Minami, Nogakusld (Sapporo), Principal of

the Practical Department, Director of College

Farm, Agriculture.

Masatake Oshima, Nogakusld (Sapporo ), Principal of
the Preparatory Department.

Toyozo Yoshii, Nogei Kwagakusld (Komaba),"- Che-
mistry.

ASSISTANT PEOFESSOES.

Jitrro Teshima, Nogaknshi (Sapporo), Mathematics
and Surveying.

• Tatsusaburo Sase, Nogakusld (Sapprbro), Chemistry,
Physics and English.

hiji Kodera, Nogakusld (Sapporo),; English and
Zoology," Curator of the Museum.

27 —

Hifoslii Yamazaki,

Chinese.

**Sagoro Hashimoto, Nagakushi (Sapporo), Agriculture
and Entomology.

Teiji Isliikawa, Noyakushi (Sapporo), Geology.

Sojiro Yokoyama, Nogakus/u (Sapporo), „

INSTEUCTOES.
Sergeant Gengoro Makiwo, Military Drill.

„ Toranosuke Yokoyama, „ „

Yosliishiro Tanaka, Practical Agriculture.

Buryo Suzuki, ,, ,,

Tokuji Terui, „ „

Masachika Komuro, „ „

Sojiro Murata, „ „

Bunkichi Okazaki, Kogakmld (Sapporo), Mathematics

and Engineering.

Micliimasa Nagata, Japanese.

Saburo Hatakeyama, Drawing.

LECTUKEKS.

Mototaro Aclachi, Nogakushi (Sapporo), Sericulture.
Shunjiro Nozawa, Nogakushi (Sapporo), Fishery

and Zoology.
Toragoro Qbata, Veterinarian (Komaba), Veterinary

Medicine.

Secondly, — The present number of students n \

yt

Ag'lDcp't Kngi:

- fcep't

1st year 21 * 1

2nd year ...jr.. 11 Sp

3rd . . •"%

r4th V-;iEjfc I/
5th ye

tn

together jflier<]Q arj?^" theaMfcre/ two liunc
-fouTstudei

— 28 —

Thirdly ;— The annual expenses of running the
Institution have been in round numbers thirty-eight
thousand yen ; but lately there have been constant
and appreciable reductions.

Fourthly ; — There were graduated from

Ag'l Dep't Engineering Military Practical
Dep't Dep't Dep't

.in 1880 13

1881....

10

1882....

18

1884....

17

1885....

12

1887....

9

1888....

.. 17

1889....

17

1890.. .

... . —

1891....

7

1892

8

— 47

24 21

2 23

2 18 23

128 4 42 114

Fifthly and lastly comes the most important ques-
tion, " What have the graduates done " ? " What
are they doing " ? In other words, " What has the
College done ? " k< To what extent has it justified its
own existence " ?

We have already remarked that the first two gra-
duating classes were immediately employed in civil
service. It will be remembered that, when the third
calss was graduated, the Kaitakushi was no more.
The Kens could hardly afford to engage the young
graduates, as they naturally demanded more re-
muneration than ordinary clerks. Only a part of the
class remained in the Hokkaido, arid the rest found
their calling in other parts of the Empire. This ex-

— 29 —

oclns, as it were, took a more decided turn, when the
next class came out ; for with this class, as we saw,
the students ceased to be Government cadets. They
and the classes following them, instead of being
educated at Government expense, only borrowed
money to be returned in instalments. They owed
to the Administration of the Hokkaido not a moral
but only a financial obligation. They needed not to
stay in the Hokkaido : they needed not to serve in
its government. The whole world was open before
them. They could go wherever they desired. The
wide range of studies they pursued, if it lacked pro-
fundit}r, gave them a broad basis for action. It fur-
nished them with clear enough notions of the 'world,
science and letters, wherewith they could adapt
themselves td all conditions and requirements.
Especially useful to them was the knowledge of
English, which enabled them to gain access to an
inexhaustible store of knowledge. In all depart-
ments of activity and in all parts of the Empire, are
their names to be met with. . While those who are
in Kens are chiefly identified with educational work,
such as are in Tokyo betake themselves to official
careers, journalism and education. Not a few have
made their names in the domain of authorship. A
long list of works might be cited covering the field
of Agriculture, Physics, Chemistry , Botany , Engineer-
ing, History, Zoology, Fishery, Geograph}T, Travels,
Economics and Literature.

If a single town and a single province of knowl-
edge is to be pointed out, where the graduates are
found in largest number, it is naturally and fitly the
town of Sapporo and the province of Industrial Arts.

— 30 —

Here in the center of the Island are laboring be-
tween thirty and forty young men, i. e. fully one-
third of all the alurnni (excluding the graduates of the
Military and Practical Departments, who are with
scarce an exception resident in the Island) in dif-
ferent branches of the Administration, — education,
colonization, agriculture, forestry, fishery, engineer-
ing and geological survey. Though their individual
names are hidden in a mass of paper by the wonder-
ful working of red-tape machinery, yet any careful
and impartial observer will never fail to recognize,
that some ef the most substantial work of the Hok-
kaido Government was primarily the fruit of their
exertions. The town of Sapporo reaps no small
benefit from their presence; for they take a leading
part in the chief local concerns of an intellectual
nature. As the College was instrumental in first in-
troducing into Sapporo some elements of material
civilization, — the bakery, the shoe-shop, the tailor-
ing establishment, etc., — so are its sons now become
pioneers in the sphere of less material nature. The
Society for the Advancement of Agriculture, the
Fishery Association, the Natural Science Society, a
body called the Friends of Learning, the Pomologi-
cal Society, the Economic Club, the Young Men's
Christian Association, the Temperance Society, the
Silk Culture Association, and many other minor or-
ganizations all oount among their most active mem-
bers and promoters the graduates of the College.
Notwithstanding all this it must still be admitted
that her ripest fruits have not yet been borne.
President Oilman, speaking of the results achieved
by a university, named a generation as " the briefest

period for a fair review." "With little modification
can the same be affirmed of a lesser educational in-
stitution than a university.

The college has often been charged with having
come short of its mark, in th&'t it has turned out but
few practical farmers. This point has been more
than once touched upon and explained in the course
of our narrative. It is hoped that, the fact that the
training of practical agriculturists was neither the
exclusive nor the main object of the college, has been
made sufficiently clear. Even if some of the gradu-
ates were by nature or association inclined to pursue
rural callings, few of them were provided with suffi-
cient capital to enter into it at once. Unlike law or
literature, a tongue and a pen are not enough to
start a young man in the business of farming.
Neither could they utilize what agricultural knowl-
edge they acquired, by becoming directors on large
estates, simply because the native system of small
farming left no room for sach functionaries. The
alternative for those who would resort to agriculture,
was either to choose a post in civil service or to
" dig and delve " with hoe and spade. For the lat-
ter they either possessed too much self-respect or
too little self-sacrifice.

Irrespective of the College in Sapporo, it is not to
be wondered at, that higher agricultural schools in
general, whether in Europe or America, have not
always turned out agriculturists. About the only
question which is settled in regard to Agricultural
Science, is that such a study is essential: the rest be-
longs to the domain of inquiry. What should an
agricultural course include and what should it ex-

— 32 —

elude ? How far should practice enter in forming an
ideal course ? Should or can an agricultural college
be separate from a university ? "Which social class
should an agricultural institute chiefly keep in view
to educate ? Should the study of agricultural science
be content with demonstrating scientific truth, re-
gardless of their practical application or applicability,
or should it aim over and above all to discover and
improve practical methods ?

All those and many other points have been mooted
and hotly discussed pro and con without being
solved. Yet it is obvious that a rational system
of agricultural instruction can ensue only after these
queries are satisfactorily answered. That delicate
adjustment between Science and Practice is by far
the hardest point to settle : for between the profit-
seeking Practice and the truth-seeking Science there
lies a wide gulf in interests. While this looks for its
leward in the long future, that must reap its im-
mediate fruit. While the one is fearless of its
consequence, the other is only anxious of its result.
The Practice and the Science of Agriculture do not
always harmonize in their demands: and as long as
an educational scheme is bent upon combining the
two, without defining their respective proportions,
there can be no uniform and universal system
adaptable to all cases. It is likely that for years to
come an agricultural course will not acquire that
uniformity, which is observable in other departments
of scientific knowlege. It is more probable that
each agricultural institution will develope a character
peculiar to itself, imparting to it an individuality
of its own. One may excel in pomology, another in

— 33 —

agricultural engineering, a third in extensive farm-
ing, a fourth in horticulture, and so on, according
to the needs of the time and the place, and the
spirit of the faculty. Consciously or unconsciously,
it feels its way and ascertains what the world around
it expects of it. An organization, no less than
an organism, can not last long without adapting
itself to its environment. Such a transition takes
place but slowly and cautiously. Let no undue
pressure of the outside world be exterted upon it to
hasten the process. Politics must never meddle
with an educational institution : for the kingdom of
Science must never tolerate the rule of politics or
pander to the fickle wants of public opinion.

APPENDIX.

COUBSE OF STUDY AND INSTKUCTION.

(Ihe numerals denote number of hours for each week.)

AGRICULTURAL DEPARTMENT.

Freshman Year.

At Present.

Term. — Introduction
to Agriculture and Soils,
3 ; Agricultural Practice,
3 ; Inorganic Chemistry
and Anatysis, 7 ; Vege-
table Histology with
Laboratory Work, 5 ;
Geology, 4 ; Surveying

6 ; English, 2 ; German,
2 ; Military Drill, 2.

Second Term. — Soil Impro-
vement and Agricultural
Machines and Imple-
ments, 4 ; Agricultural
Practice, 6 ; Organic
Chemistry and Analysis,
5 ; Cryptogumic Botany
with Laboratory Work,

7 ; Physics, 5 ; English,
2 ; German, 2 ; Military
Drill, 2.

First Term. — Algebra, in-
cluding Logarithms, 6 ;
Chemical Physics and
Inorganic Chemistry 6 ;
English, 6 ; Japanese, 4 ;
Military Drill, 2 ; Manu-
al Labor, 6.

Second Term. — Geometry
and Conic Sections, 6 ;
Organic and Practical
Chemistry, 8 ; Agricul-
ture, 4 ; English, 2 ;
Elocution, 2 ; Freehand
and Geometrical Draw-
ing, 3 ; Military Drill,
2 ; Manual Labor, 0.

Sophomore Ytar.

Firat Term. — Agricultural
and Analytical Chemis-
try, 8 ; Botany, 3 ; Hu-
man Anatomy and Phy-
siology, 3 ; English, 2 ;

Fir*t Term. — Drainage and
Irrigation, 4 ; Agricul-
tural Practice, 6 ; Agri-
cultural Chemistry, 5 ;
Vegetable Physiology,

— 36 —

Elocution, 2 ; Agricul-
ture, 4 ; Military Drill,
2 ; Manual Labor, 6.

Second Term. — Trigonome-
try and Surveying, 6 ;
Quantitative Analytical
Chemistry, 8 ; Botany,
4 ; Agriculture, 2 ; En-
glish and Japanese
Translations, 2 ; Mathe-
matical Drawing arid
Plotting, 3 ; Military
Drill, 2 ; Manual Labor,
3.

4 ; Zoology with Labo-
ratory Work, 5 ; Phy-
sics, 5 ; German, 2 ; Mi-
litary Drill, 2.

Second Term. — Manures
and Crop Rotation, 4 ;
Agricultural Practice,
6 ; Agricultural Chemis-
try, 2 ; Vegetable Pa-
thology, 5 ; Zoology
with Laboratory Work,
6 ; Political Economy,
H ; German, 2 ; Military
Drill, 2.

Junior Year.

First Term. — Mechanics,
6 ; Zoology, 3 ; Botany,
3; Fruit Culture, 3;
English, 4 ; Japanese,
2; Military Drill, 2;
Manual Labor as re-
quired.

Second Term. — Astronomy
and Topography, 6 ;
Stock and Dairy Farm-
ing, 3 ; History of En-
glish Literature, 6 ;
Landscape Gardening,
3; English and Japanese
Compositions and Trans-
lations, 3 ; Military Drill,
2 ; Mechanical ami To-
pographical Drawing, 3.

First Term. — Farm Man-
agement and General
Crops, 4 ; Japanese Ag-
riculture, 2 ; Agricul-
tural Practice, (> ; Zoo-
logy with Laboratory
Work, 5 ; Forestry," 3 ;
Agricultural Economy,
4 ; German, 2 ; Military
Drill, 2.

Second Term. — Special
Crops and Fruit Cul-
ture, 5 ; Japanese Ag-
riculture, 2 ; Agricul-
tural Practice, 6 ; Ani-
mal Feeding, 3 ; Ento-
mology and Sericulture,
6 ; Fishery, 3 ; History
of Agriculture, 1 ; Ger-
man, 2 ; Military Drill,

9

— 37

Senior Year.

First Term.— Physics, G ;
Veterinary Science and
Practice, 6 ; Geology, 4 ;
Bookkeeping, 4 ; Extem-
pore Debate, 2 ; Micros-
copy, 3 ; Military Drill,
2.

tiecond Term. — Roads, Rail-
roads and Hydraulic En-
gineering, G ; Mental
Science, 4 ; Political Eco-
nomy, 4 ; Original De-
clamations, 1 ; Military
Drill, 2.

First Term. — Special Crops
and Stock Farming, 4 ;
Agricultural Practice, G ;
Agricultural Technolo-
gy, 2 ; Veterinary Medi-
cine, 4 ; Agrarpolitik, 4 ;
Military Drill, 2 ; Gra-
duation Thesis.

Second Term. — Stock Farm-
ing, 3 ; Agricultural
Practice (as required) ;
Veterinary Medicine, 3 ;
History of Colonization,
2 ; Military Drill, 2 ;
Graduation Thesis.

on

Ol7

ENGINEERING DEPARTMENT.

First Year.
First Term. — Analytical Geometry, 5; Descriptive

Geometry, 8 ; Inorganic Chemistry and Analysis,

7; Geology, 4; English 2; German, 2; Military

Drill, 2.
Second Term. — Differential Calculus, 5 ; Surveying,

3 ; Surveying Field-work and Draughting, 0 ;

Physics, 5; English^ 2; German, 2; Military

Drill, 2.

Second Year.

First Term. — Integral Calculus, 5 ; Surveying, 3 ;
Surveying Field-work and Draughting, 0 ; Phy-
sics, 5; Astronomy, 3; German, 2; Military
Drill, 2 ;

Second Term. — Applied Mechanics, 5 ; Graphical
Statics, 7; Materials of Construction, 3; Physics,
2; Road Constructin, 5; Political Economy, 3;
German, 2; Military Drill, 2.

Third Year.
First Term. — Applied Mechanics, 3 ; Geodesy, 3 ;

Railway Construction, 11; Transportation, 2;

German, 2 ; Military Drill, 2.
Second Term. — Bridge Construction, 9 ; Masonry

and Foundation, 9 ; Architecture and Building

Construction, 6 ; Machine Element, 3 ; German,

3 ; Military Drill, 2.

Fourth Year.

Fir si Term. — Bridge Construction, 8 ; Hydraulic
Engineering, 10; Sanitary Engineering, 3; Mili-
tary Drill, 2,

— 40 —

Second Term. — Sanitary Engineering, 3 ; Electrical
Engineering, 2 ; Engineering Designs, 8 : Gra-
duation Thesis ; Military Drill, 2.

PREPARATORY DEPARTMENT.

First Year.

Ethics, 1 ; Japanese, 2 ; Chinese, 3 ; Japanese and
Chinese Composition, 2; English, Reading and
Translation, 4 ; Spelling and Writing, 4 ; Uni-
versal Geography, 2 ; Japanese History, 1 ;
Chinese History, 1; Arithmetic, 4; Gymnastics,

2.

Second Year.

Ethics, 1 ; Japanese, 3 ; Chinese, 3 ; Japanese Com-
position and Dictation, 1 ; English, Reading
and Translation, 4; Grammar and Composition,
3 ; Universal Geography, 2 ; Universal History, 2 ;
Arithmetic, 2; Algebra, 3; Freehand Drawing, 1;
Gymnastics, 2.

Third Year.

Ethics, 1 ; Japanese, 1; Chinese, 3; Japanese Com-
position, 1; English, Reading and Translation,
4; Grammar and Composition, 3; Universal
History, 2 ; Algebra, 3 ; Geometry, 2 ; Plrysics,
1 ; Chemistry, 1 ; Hygiene, 2 ; Freehand Draw-
ing, 1; Mechanical Drawing, 1.5; Gymnastics, 2.
Fourth Year.

Ethics,!; Chinese, 2; Chinese Composition, 1;
English, Reading and Translation, 4; Composi-
tion and Declamation, 2 ; Ancient History, 2 ;
Algebra, 2 ; Geometry,:' ; Botany, 3 ; Physical

— 41 —

Geography, 2 ; Physiology, 1 ; Freehand Draw-
ing, 1 ; Mechanical Drawing, 1.5 ; Gymnastics,
2.

Fifth Tear.

Ethics, 1 ; Chinese, 2 ; Chinese Composition, 1 ; En-
glish Literature, 4 ; Logic,!; English Composi-
tion, 1 ; Modern History, 2 ; Trigonometry, 4 ;
Zoology, 3 ; Mechanics, 2 ; Chemistry, 3 ; Free-
hand Drawing, 1 ; Mechanical Drawing, 1.5 ;
Gymnastics, 2.

PRACTICAL DEPARTMENT.

First Year.

First Term. — Practical Exercises in the use of Horses
and Cattle, Agricultural Implements and
Machines, Animal Management, Preparation of
Fertilizers, Cultivation of Grain and Vegetables,
Harvesting and Storage of Crops, Drainage and
Breaking of new Land, Seed-beds Prepapation
and Transplantation, Hay-making. Lectures on
Agricultural Machines, Y^getable Physiology
and Outlines of Chemistry.

Second Term. — Practical Exercises in the use of
Horse and Cattle, Construction of Agricultural
Machines, Animal Management, Preparation of
Fertilizers, Cultivation of Crops, Butter-making,
Making of Maple-Sugar, Seed-bed and Trans-
plantation. Lectures on Fertilizers, Soils, Soil
Improvement, Vegetable Pathology, Fruit Cul-
ture, General and Special Crops.

<'

— 42 —

Second Year.

First Term.— Practical Exercises in the use of Ani-
mals, Agricultural Machines, Animal Feeding,
Fertilizer Preparation, Crop Kaising, Storage
and Preservation of Crops, Butter-making,
Milking, Fruit Preservation, Brewing, Charcoal
Burning, Manufacture of Vinegar and Miso,
Wool Shearing and Cleaning. Lectures on
Farm Management, Animal Physiology, Survey-
ing with Practice, Practical Entomology.

Second Term. — Agricultural Machine Construction,
Kepair of Harness, &c., Animal Feeding, Fer-
tilizer Preparation, Crop Raising, Poultry keep-
ing, Butter-making, Milking and Salting of
Meat, Hemp and Flax Manipulation, Starch
Manufacture, Bread-baking, Indigo Prepara-
tion, Manual Training. Lectures on Stock
Farming, Veterinary Practice, Surveying, Horse-
shoeing with Practice, Rural Economy.

r

Gaylord Bros.

Makers
Syracuse. N. Y.

PUT. JAN. 21. H08

YC 21202

48251

UNIVERSITY OF CALIFORNIA LIBRARY

UNIVERSITY OF CALIFORNIA LIBRARY
BERKELEY

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