at Indianapolis he published an agricultural paper; and during the past summer, the Journal of that city, alluding to the admiration of strangers for the beauty of its gardens and yards, ornamented with flowers, and evergreens, and shrubs, gave all the credit to Mr. Beecher's teachings when there. He left in the west "the Beecher rhubarb"-a seedling variety, originated by him, not inferior to any other -and he reformed the butter market of that city. And he did these things whilst he was the first of its preachers. His recent political speeches in England exhibit his power in another field.

Another case, showing the superiority of a general education of the faculties of the mind over the disciplining of a few only, is seen in an eminent American manufacturer and inventor. In exhibiting in England one of his inventions he had the work mostly done there, but made slow progress in completing it. Writing home, he said that in English shops the workmen are trained to such subdivisions of labor that one of them can do the work of only one part of an engine; that one part must be done before another workman can do his part; that few of them can superintend the entire work of an engine; whilst in his own manufactory here, most of his workmen were competent to do this. And to this subdivision he attributes the want of inventive talent in England.

Apart, then, from pre-eminent ability, we see that both in education and labor, a development of mental power is promoted by a general discipline of all the faculties of the mind, and that instruction dwarfed to a particular pursuit, results in a dwarfed mind itself; that the powers of the mind, like those of the body, achieve most when their fully developed strength is centred, for the time, on the accomplishment of a certain object. If our greatest minds have found this developed strength in liberal studies, lesser minds must be governed by the same law of progress. Confine their faculties to a narrow routine of study, and whilst a few faculties may be partially strengthened, others remain undeveloped.

In the agriculture of England and of the continent, we see the influence of limited instruction. A ploughman continues to be but a ploughman, and a worker in the vineyard occupies the place filled by his grandfather's grandfather. Whatever of progress we find in England and Scotland, is to be attributed to a higher and broader development of mind. Turn to France, and in the following description of its agriculture of the south, we see the results of subdivided instruction. One of our most intelligent consuls thus writes :

"I received the request from the Agricultural department to furnish its statistics. I know not what to do. I, who have always so loved agricultural and horticultural pursuits, would certainly be expected to do much in this line. But when I look around, I find absolutely nothing in all France to interest our country in that line. So far is France behind us in all labor-saving machinery, in every thing relating to agriculture, or the mechanic arts even, that I know it is the wrong place to seek light. Many things are unearthed at Pompeii and Herculaneum that are much in advance of anything in France. The ploughs are of the style of the ancient Egyptians-a forked tree. Their carts and wagons of the farm are four times the size of our own-awkward and clumsy affairs you might worship and not break the second commandment, for they are the likness of nothing on earth. The peasants drive in a single hog to market as in Ireland, and everything else is in the same piddling, picayune style. Is this the style to be imitated by our own large-minded, greatsouled, enlightened, free-born Americans? Not by my aid or consent.

"This district, and the whole south of France from here to Nice, on the Italian border, is a land mostly of grapes; the eastern half of olives also; a poor, miserable character of farming, which we should leave, I think, after looking over the whole ground, to the small-minded small farmers of Europe. Or when we do go at graperaising, as we will largely in California, let us go at it in our own grand style, as we raise hogs, corn, wheat, &c., &c.; no piddling or scratching like this."

Here we have graphically described the difference between the enlarged American agricultural mind, and the dwarfed European agricultural mind. Our agriculture presented a scope that demanded thought; it was vast in itself, and by its own

greatness raised up the farmers of our country to the higher standard we find in the foregoing contrast. But as population becomes more dense, there will be a tendency to European division of labor and its narrow views. This must be counteracted by liberal education. Grand as have been the achievements of American agriculture, it has been aided by a natural richness of the soil, which must be replaced and sustained by the riches of science.

But the American farmer and artisan have not yet achieved their greatest elevation either in their occupations or in their positions as American citizens. Look into the army and at the civil offices. A stranger to our institutions might readily suppose that the profession of law constituted a privileged class in this country, and that no one outside of its ranks could hold a civil or military official position. Is this just to the industrial classes? Or is it safe to the government? The mission of these classes is not one of toil merely, but of equal position as citizens. The skilful artisan, the comprehensive farmer, the far-seeing merchant, the enterprising manufacturer, should be competent, when occasion demands, to be an officer in the army, or statesman at home, or a minister abroad.

Our agricultural colleges have heretofore failed because they aimed to educats for the pursuit of agriculture only. The sons of our farmers are not less ambitioue of distinction than others, and an education that regards them as farmers only, cannot meet their approbation. The purpose of an education is to teach men to observe and to think-these are alike essential to all pursuits, and in these operations of the mind all the faculties are called in requisition. A skilful and correct use of their power is the boon of instruction. Their general development is first to be accomplished, and subsequently this developed power is to be applied to particular pursuits. A course of instruction regarded merely as information is not less necessary to one pursuit than another; for a mere farmer or mechanic is not less to be discountenanced than a mere lawyer. General science and knowledge is as essential, and is as becoming, to the one as the other. All pursuits, then, may have a common course of instruction.

From these general remarks, rendered necessary by prevailing erroneous opinions respecting the instruction suitable to the industrial classes, we return to the question asked, that it may now be answered specifically-what course of instruction should be adopted in our industrial colleges?

1. Languages.-Besides the considerations just advanced, a knowledge of the English language, to express his thoughts, either in writing or speaking, clearly, forcibly, and elegantly, is as important to one engaged in an industrial pursuit as in a professional. In early years, as twelve to sixteen, a youth cannot make more progress in learning it, than by the study of the Latin language. It is a language that has added much to our own. Its study familiarizes the pupil with English words and their meanings, and their use to express ideas both correctly and elegantly. The study of the Latin grammar instructs him in the English grammar. And the knowledge of Latin is absolutely essential, if he would better understand and more readily remember the numerous words derived from this language used in works on the natural sciences.

The German language is used so extensively in the business transactions of many parts of the United States, that opportunity to acquire it should be given in these colleges. It need not, however, be made an essential part of the regular course of study.

2.

The Mathematics.-The study of mechanical laws is directly connected with the mechanical and manufacturing arts. So far as mathematics is essential to their understanding, to disciplining the mind, and a thorough knowledge of natural sciences, they should be made a part of the course of study.

3. Of the other branches of study, we cannot do better than to adopt the following, transmitted to the Department by Richard Owen, a brother of Robert Dale Owen, and of the late David Dale Owen, a name familiar to every intelligent citizen on account of his eminent attainments in science, and his practical application of them in geological and mineralogical surveys. Mr. Richard Owen is now a professor

in the State University of Indiana, at Bloomington, and is not less thorough in his scientific acquirements. He has received a military education also, and until recently commanded a division of the Indiana troops.

A course of study, although briefly laid down by one who is as practical as learned, cannot but receive the careful consideration of all.

Mr. Owen, in his letter, says:

"I hasten now to furnish, as you request, an outline of the plan of study which I think might be advantageously adopted, throwing out other hints which can receive consideration, provided the means are sufficient and the public mind prepared.

"Finding the great advantage of addressing all instruction, as far as practicable to the eye, (in addition to that given through the medium of the ear,) I would recommend a Musuem, (besides the lecture-room, each having its own appropriate specimens and diagrams,) to contain.

"1. All the most important minerals, arranged according to Dana's text-book. "2. The necessary rocks and fossils, to illustrate pretty thoroughly each geological period.

3. A suite of plants, arranged according to the natural orders.

"4. Specimens of all the most important seed vessels (chiefly fruits) and seeds, (grains, grapes, &c.)

"5. A zoological department, exhibiting the most important animals from the sponge and polyp, up through the star fishes and sea-eggs, worms, crustaceans, and insects, (particularly those injurious to agriculture,) mollusks, fishes, reptiles, birds and mammals, (including the skeletons of all the domestic animals,) to end with

man.

"6. Numerous charts, exhibiting streams of time, chemical tables, geological sections, maps of physical geography, giving meteorology, distribution of plants, animals, rain, &c.

7. A good set of philosophical instruments to illustrate the department of natural philosophy and land surveying, such as the air-pump, electrical machine, mechanical powers, rain-gauge, barometers, thermometers, hygrometers, hydrometers, microscopes, sextant with horizon, &c.

"8. Models of machinery, as grist-mills, saw-mills, paper-mills, cotton machinery and the like. Also improved agricultural implements of every description, and models of barns, bridges, grain-houses, &c.

["N. B.-This museum should be open to the agricultural and normal institutions.]

"INSTRUCTION.

"1. For physical development, gymnastics, agricultural operations in suitable weather, at least for a part of the classes, (the others taking the succeeding day,) as ploughing, digging, mowing, sowing, &c.

2. For moral culture, religious instruction, moral philosophy, music, (especially vocal in parts,) social gatherings or re-unions, at least for some classes, each week, when they should meet the professors and their families, having some object to bring them together, such as microscopic examinations, or the magic lantern, music, or portfolios of engravings, &c., to examine.

"3. For mental improvement, supposing the elementary branches mastered ;— then drawing, and surveying, geography, book-keeping, human anatomy, physiology and hygiene, comparative anatomy and physiology, vegetable physiology, chemistry, mineralogy and geology, botany and zoology, lectures on gardening, pruning, fruit-raising, wine-making, &c; agricultural chemistry, embracing lectures on manures, improving worn-out lands, drainage, &c.; lectures on stock-raising and farriery.

"THE NORMAL SCHOOL.

"In this a great object should be, not so much to convey any particular information of subjects to be taught, as to discipline the would-be teachers in the best method of imparting instruction in any branch or department.

"Instruction how to convey information to the youthful mind might be given on the following points:

"1. Lessons on things (objects surrounding us) of every day occurrence. "2. Pestalozzi's system of arithmetic, (mental.)

"3. Writing on blackboard, before using either slate or paper, to give freedom to the hand.

"4. The elements of drawing and practice in estimating distances, areas, &c. "5. Proper mode of teaching vocal music with metronome, tuning-forks, &c. "(These last three comprise improvement of the hand, eye, and ear-consequently the developement of three senses; the taste and sense of smell do not require much cultivation.)

"6. Making each would-be teacher lecture alternately on some of the subjects under discussion, so as to practice the imparting of instruction, the professor criticis ing, if necessary, his style, mode of handling the subject, &c.

"N. B.-If female teachers are to be received and instructed, there should be a model kitchen for the instruction of young ladies in the proper mode of preparing wholesome food, such as household bread, and of knowing, not guessing, when things are sufficiently cooked; also, how to cook without the wasteful and unwholesome use of so much lard, and the advantages of boiling instead of frying constantly in grease, &c.

"MODEL FARM.

"Connected with the agricultural college there should, of course, be a model farm, and the best of stock, implements, &c; also a model garden and green-house. Connected with the normal institution there ought to be a model school-house and appurtenances, and, as above suggested, a model kitchen.

"MILITARY TRAINING.

"Perhaps by carrying out the West Point system of training, as far as consistent with study, work, &c., the necessity of a gymnasium might not be so great as in ordinary schools and colleges, where it ought undoubtedly always to be introduced under proper instruction.

"The above may serve to convey to some extent the plan which had been in my head for some time, but which had never assumed quite a definite form for want of knowing the exact circumstances under which such a plan could be worked out, and many details would of course depend upon that. For instance, Congress may, in the grant, perhaps, prescribe a certain course; the State, in accepting, may prescribe. The community, in sending, may demand certain things, but the above may, perhaps, at least serve for a basis on which any one, knowing the circumstances, can work out the superstructure."

AN EVIL AND ITS REMEDY.

This admirable course of study thus briefly sketched by Professor Owen needs no comment; it sufficiently recommends itself. But it demands what few of our collegiate institutions have-that museum, apparatus, &c., which aid so greatly the acquisition of knowledge by presenting through the senses clear ideas to the mind.

Why our institutions are deficient in these is obvious enough when we look at their too great number. The educational means of the community have been expended in building edifices, to the great detriment of thorough instruction by the help

of those agencies referred to by Mr. Owen. Each State has its dozen of colleges ;and the apparatus, museum, library, &c., of all, would be insufficient for one. Are these industrial colleges to be virtually destroyed by a like waste of means?

What are these means? The act of Congress gives to each State a quantity of land equal to 30,000 acres for each senator and representative in Congress. A State that has unsold lands within its own borders may locate this grant; but those that have not are to receive land scrip, which cannot be located by the State, but only by the assignees of the State, at $125 per acre. When we reflect that the homestead law gives away the public lands to actual settlers, and that no large bodies of good public farming lands remain for entry, it is pretty clear that the fund from the grant to the older States will be slowly realized, and then only at a great sacrifice.— The law ought to be so amended as to allow immediate location by all of the States. Must the industrial classes wait for this slow realization of the fund before colleges, so important to them, can be established; and must they be limited to an inadequate course of instruction, by reason of insufficiency of the fund? No! Kansas has so answered, and its admirable precedent should be followed by all other States like situated. No! Connecticut replies by bestowing its grant of lands upon Yale College. The one answers for the West, the other for the East.

The new States of the West and Southwest have had donations granted them by Congress for the establishment of universities or seminaries of learning. Among these is Kansas, and wisely determining to consolidate, and not dissipate, its college funds, it has consolidated the grant for both, merging the first one into the second, thus saving useless expense in building two edifices when one is all-sufficient, in having two sets of professors when only one is required, and by this economy securing a museum, apparatus, library, &c., so necessary for the proper instruction of all occupations, whether professional or industrial.

Under like grants we have the following universities: Ohio, at Athens; Indiana, at Bloomington; Illinois, at Springfield; Missouri, at Columbia; Wisconsin, at Madison; Iowa, at Iowa City; Michigan, Ann Arbor. Since these universities were established many others have been, in these and other States, mostly by religious denominations, in which is usually found such course of instruction as is adapted to professional pursuits; but not to the industrial, for want of the museum, apparatus, library, model farm, &c,, mentioned by Mr. Owen. Why retain these State universities as competitors of these private colleges? Why not render them efficient, economical, more truly State institutions, by consolidating the grants, and thus creating a college competent to the thorough education of all occupations?-The sound policy of such union is the more obvious when it is remembered that the last act does not allow any of the fund created by it to be used in buildings. The former grants have provided these and a skeleton library and apparatus, with a fund competent only to sustain a faculty inadequate to such instruction as the wants of the age and of our condition demand. But all these would constitute a basis on which, as the funds from the recent grant were realized, colleges adapted to these wants could be built up.

These views are now placed before the public in compliance with the requests that have been made, and with the hope that they will lead others to express theirs.

ISAAC NEWTON,

Commissioner.