AFFECTATION, as opposed to what is real, genuine, and natural, is carefully to be guarded against in the education of the young. In certain peculiarities of character, there is a proneness to the formation of habits of affectation in manners and speech. This tendency, however, rarely shows itself at an early age. Children generally yield to their natural impulses, and do not assume or feign what they do not feel, or, to use a common expression, "put on airs." Their mode of training, however, may tend to this, particularly if they are forced to assume an unnatural mode of expression in phraseology or pronunciation, in the attempt to make them excessively precise in such matters. Some styles of reading and elocution may lead to this characteristic; and hence the importance of adopting methods that, in all respects, correspond to the prevailing usage. Certainly, nothing can be more disgusting than the forced imitation of peculiar and unnatural models of conceived propriety of speech and manners, which we sometimes find to prevail among the pupils of certain schools, or the "mincing airs" which are often assumed by those, both male and female, but particularly the latter, who | affect to belong to the best society, and hence arrogate to themselves a superior degree of refine ment. The standard of the educator should be, in every respect, that ease, grace, simplicity, and beauty that belong to what is natural; and every tendency to the contrary, in his pupils, should be promptly and sternly repressed. Locke says: "Plain and rough nature left to itself, is much better than an artificial ungracefulness, and such studied ways of being ill-fashioned. The want of an accomplishment, or some defect in our behavior, coming short of the utmost gracefulness, often scapes observation; but affectation in any part of our carriage, is lighting up a candle to our defects, and never fails to make us to be taken notice of, either as wanting sense or wanting sincerity.' See LOCKE, Thoughts concerning Education.

professor of zoology and geology in the Lawrence Scientific School, then just established. He commenced his duties in 1848, and settled permanently in the United States, where his greatest fame was achieved by his numerous labors as a naturalist and a scientific lecturer and teacher. The establishment of the Anderson School of Natural History on Penikese Island in 1873, was almost the last act of his life. The means for founding this school were furnished by Mr. John Anderson, a generous and public-spirited citizen of New York, who not only devoted for this object the island of Penikese, but the sum of $50,000, as a permanent endowment. Agassiz had long advocated the establishment of such a school for the special instruction of teachers in marine zoology; and during the summer of 1873, he devoted his time and energies to this institution, being present at every exercise and lecture, and the constant companion of the students. His chief publications were Recherches sur les Poissons Fossiles, 1833—1844; Etudes sur les glaciers, 1840; Système gla ciaire, 1847, and Contributions to the Natural History of the United States. Though chiefly eminent as a naturalist, and particularly in the department of ichthyology, he was an accomplished linguist, being versed in six languages. He read Plato and Aristotle in the original, wrote several works in elegant Latin, and was a good Hebraist. French and German were to him vernacular tongues, and he could speak and write the English language with ease and correctness. He was a natural teacher, fond of giving instruction, patient and sympathetic, overflowing with an earnest love for his subject, and having a mind replete with stores of information. His voice, look, and manner at once gained the attention of his pupils; and the clearness of his explanations as well as the fluency of his delivery gave interest to every subject upon which he spoke. His skill in ready graphic delineations with chalk and blackboard was AGASSIZ, Louis John Rudolph. This astonishing, and greatly contributed to the eminent naturalist and teacher was born at effectiveness of his teaching. Few have ever Motiers, near Neufchatel, in Switzerland, May made such rich additions to the stores of science, 28., 1807, and died at Cambridge, Mass., Dec. 14., or have been more zealous in diffusing the bene1873. His ancestors were Huguenots, driven fits of knowledge among mankind. His exfrom France by the revocation of the edict of ample as a teacher has been of very great value, Nantes. His father was the pastor of a protest- since his system was to teach from natural obant parish; his mother, the daughter of a phy- jects rather than from books, to enable the sician. Under the latter he received his first pupil to acquire an experience of his own before education till the age of eleven, when he was presenting to his mind the results of the exsent to the gymnasium at Bienne, where he re-perience and observation of others. His own mained four years. His subsequent studies were assumed title, Louis Agassiz-Teacher,” was pursued at the college of Lausanne, the medical the one of which he seemed to be most proud; school of Zurich, and the universities of Heidel- and all teachers should cherish the example berg and Munich. At the latter place, he partic- which he set, as the true means of success. ularly distinguished himself for his attainments in natural history. At Paris, he made the acquaintance of Humboldt and Cuvier, both of whom held him in high esteem for his talents and scientific acquirements. In 1846, he came to the United States, being invited to deliver a course of lectures at the Lowell Institute, in Boston. The next year, he accepted the appointment of

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AGE, in Education. The life of man has been variously divided into periods, or ages. Thus Pythagoras assumed four, Solon and Macrobius ten, different ages, while others have preferred a division into five, six, seven, or eight. With regard to the education of man, one great turning-point stands forth so conspicuously, that teachers at all times have chosen it as a broad

questions, are, whether the two sexes should be educated separately or conjointly, to what extent the same course of instruction should be prescribed for both, whether special studies should be begun at this age, or whether the entire course should be obligatory for all the children of a school. (See Co-EDUCATION OF the SEXES.)

The age of youth extends from the beginning of puberty to the complete development of sexuality, or from the fourteenth to about the twentyfirst year of age. At this time the growth of the body is completed; young men and women become aware of their special duties of life and of the difference in the careers upon which they are respectively to enter. The time of study is drawing to its close; the entrance into active life is at hand. Among the lower classes of society, this transition occurs at the beginning of this age; and the only increase of knowledge that is accessible to most persons of these classes must be derived from evening schools, public lectures, and reading; while those of the wealthier classes, and all who wish to fit themselves for any of the learned professions, now enter upon the special studies of those professions, or finish the general studies of the preceding age. Toward the close of this period, if not earlier, the preparations for entering public life are completed, or an actual entrance into life begins. See SCHWARZ, Erziehungslehre; SCHLEIERMACHER, Erziehungslehre, edited by PLATZ; BENEKE, Erziehungs- und Unterrichtslehre; HERBART, Umriss pädagogischer Vorlesungen.

regarded at that time as necessary for this study, but Agricola advised his friend always to reproduce what he had learned in German. Three things were needed for pursuing any study: (1) To understand what had been learned; (2) To retain what had been understood; (3) To derive advantage from what had been learned. The first was obtained by application, the second was the gift of memory, the third could only be acquired by practice. While the works left by Agricola would alone not suffice to assign to him a prominent place among the educators of the middle ages, it appears from the writings of his contemporaries that his personal influence was very great, and that, in fact, he was regarded as second to none but his friend Reuchlin. His letters to Reuchlin, to Alexander Hegius, an excellent educator, who founded the famous school of Deventer, to Antonius Liber of Soest, a very zealous humanist, who, after fruitless efforts to establish a school at Emmerich, Kampen, and Amsterdam, at length succeeded at Alkmaar, where he died in 1514, and to other contemporaries, contain a large amount of information on the educational movements of his times. A complete edition of the works of Agricola has been published by Alardus, of Amsterdam (Cologne, 1539).-See SCHMIDT, Geschichte der Pä dagogik, 11, 452; RAUMER, Geschichte der Pädagogik, trans. in BARNARD'S German Educational Reformers; GEIGER, in Allgemeine Deutsche Biographie, 1, 151 156; TRESLING, Vita et merita Rudolphi Agricolæ (Groningen, 1830); AĞRICOLA, Rodolphus, an eminent edu- HALLAM's Literature of Europe. cator of the middle ages, was born in August 1443 It is (or 1442) at Baflo, near Groningen, in Holland. only within the last fourteen years that any His original name was Huysmann, which, after general and systematic effort has been made in the custom of his time, he exchanged for a Latin the United States to furnish facilities for acquirname. After his native province, Friesland, he ing a thorough scientific and practical education is also sometimes called Frisius. He studied at in agriculture. In 1862, Congress gave to the the universities of Louvain, Paris, and Ferrara; several states and territories land scrip to the and, after returning to his native country, distin- amount of 30,000 acres for each senator and guished himself greatly by introducing the study representative in Congress, provided that each of Greek into the countries north of the Alps. state or territory, claiming the benefit of this In 1483, he accepted an invitation from his act, should, within five years from its passage, friend, Bishop Dalberg of Worms, and deliv-"provide not less than one college, which should ered lectures alternately at Heidelberg and at Worms. He died in Heidelberg, Oct. 28., 1485. His works, which are not very numerous, are written in Latin. His principal work De Inventione dialectica attacks the scholastic philosophy of the age. In an educational point of view, his epistle to Barbirianus in Antwerp, the so-called Epistola de formando studio, is of special importance. At the time of its publication, it was regarded as a compendium of the pedagogical views of the German humanists. Its prime object was to advise his friend as to the continuation of his studies. Agricola recommended philosophy, by which term he understood also ethics and physics, and, in general, the entire range of natural science, as the study most deserving his friend's attention; he represents it as the only road to true knowledge and perfect felicity, while the other sciences could procure only a doubtful happiness. The Latin language was

AGRICULTURAL COLLEGES.

receive for its endowment, support, and maintenance the interest of all moneys derived from the sale of the aforesaid scrip or lands." It was further required that "the leading object" of these colleges "should be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in order to promote the liberal and practical education of the industrial classes, in the several pursuits and professions of life." The main supporter of this law was the Hon. Justin S. Morrill, senator from Vermont. Of all laws enacted, either state or national, for the advancement of higher education, no one has ever been productive of such fruitful results. The originators and framers of this law, "builded better than they knew." The tabulated statement below, while it shows a vast amount accomplished in a short space of time, cannot, of

the

9

necessity, give more than a faint idea of what has been done in advancing agricultural education in the single direction of a systematic and thorough collegiate training. Looking back over the last ten years, we notice that those It is difficult to give an exact statement of the engaged in agriculture have made marvelous present condition of agricultural colleges, since in progress general information, as well as in they are only a part of colleges or universities technical subjects having a direct bearing upon devoted also to teaching mechanic arts, and scientheir special calling. This has been largely tific and classical studies more or less germane to brought about by the munificent endowments of agriculture. We find that, in this department, and Congress. For as soon as the act had become a in that of mechanics.there are at present about 300 law, numerous energetic and far-seeing men professors and teachers. So far as reported, 361 brought the matter prominently before the students have graduated after a full course in several state legislatures, setting forth the great agriculture. According to the usual proportion benefits that would arise from an acceptance of of freshmen to graduates, this would indicate the donation. Some strenuously opposed its ac- that 1,444 had pursued the course for a longer or ceptance, as it would add heavy burdens, in order a shorter period. The number of graduates who to furnish buildings etc., to those already im- during their course have, to use the phraseology posed by the war; and others opposed it, believ- of the act of Congress endowing these instituing the whole scheme to be chimerical and im- tions. pursued studies "relating to agriculture practicable. Through these discussions, which and the mechanic arts," is 669; making the total have not yet wholly ceased, much valuable in- number who have entered these courses, for a formation has been disseminated; and the effect longer or a shorter period, 2,676. The number has been, to arouse thoroughly the agricultural of students, so far as reported, in all the departclasses to a sense of their rights and duties. ments of the institutions named, is 6,907, of These earnest and continued discussions have whom 715 are ladies. and 2,889 are receiving developed latent talents. and excited a desire for instruction in military tactics. The minimum cost information among the farmers, that is, as yet, of board-usually in clubs-is $1.25 per week; only partially gratified. They have made it pos- the maximum cost, $5.00; and the average, sible to publish and sustain numerous agricult- $3.00. The cost of room rent per term ranges ural journals with regular contributions from from $1.33 to $12.00. In all but two or three pen of many of the ablest writers on the institutions, some provision is made for a greater practical and scientific subjects of the day. They or less number of free scholarships, and several have created such a demand for agricultural offer free tuition for all. As a general rule, no literature, that a large proportion of our relig- pains have been spared by these colleges to furious and political journals devote. more or less nish all the facilities for pursuing a college course space to the subject. These are but a few of the at the least possible expense. Manual labor is reincidental results of this wise and munificent act quired in 11 of the colleges; in the others, it is of Congress; and they are none the less real or optional. The price paid for students' labor beneficial, although they cannot be tabulated or ranges from 5 to 18 cents per hour. State apset forth in long Columns of figures. Such rapid propriations have been made of nearly one and strides have been made in some directions within a half million of dollars, which have been largely the last few years, that a chemist and a laboratory used for erecting buildings. The amount of prihave become a necessary adjunct to many of the vate donations it is impossible to arrive at acagricultural industries.-notably to that of the curately, but they cannot fall short of $5,000,000. manufacture of cheese, butter, and commercial The late Ezra Cornell gave $700,000 to the unifertilizers. Up to 1865, the agricultural college versity that bears his name, and the total amount of Lansing, Mich., was the only one in the United of private donations to this single institution is States in which students could pursue a college not less than $1.400,000, of which the colleges of course arranged and adapted to meet the wants agriculture and the mechanic arts have received of those who might desire, in after years, to en- their due proportion. The number and equipment gage in agriculture. Since that time, some thirty of laboratories, workshops, etc., in the colleges colleges have been organized-about one half of that serve, directly or indirectly, to illustrate and them from parts of universities-which are teach subjects relating to agriculture, are as follargely devoted to teaching such branches of lows: mechanical laboratories or workshops, 10, learning as are related to agriculture and the all of which are furnished with tools for workmechanic arts." The donation of lands by Con- ing in iron and wood, and several with engines, gress did not furnish endowment sufficient fully planers, turning-lathes, drilling-machines, saws, to equip and man these numerous institutions; and other necessary but less expensive tools; but it afforded the means to lay the firm founda- physical laboratories. 16, most of which are tions upon which, aided by state and individual furnished with apparatus for illustrating the submunificence, have been reared many noble insti- jects of mechanics, electricity, magnetism. heat, tutions of learning, which are doing an important acoustics, and optics. All, with one or two exand much-needed work. We can hardly con- ceptions, have well-equipped chemical laboratorceive of the grand and important position these ies; and several of them furnish facilities for in institutions are to occupy when the wants of an struction in chemistry not excelled in any other

increased population shall furnish a demand for the products of the soil at prices sufficiently remunerative to induce many trained and educated men to embark in agriculture.