were blamed for not having taken steps to educate the people for liberty; and the system of instruction, as well as the discipline enforced in the American school, he thought, did rather retard and impede than promote education to liberty.

Resolutions indorsing these views were passed; when the next paper was read by Dr. A. Douai, of Newark, on "English readers for German-American schools," in which he pronounced the books now in use insufficient, being generally introduced by speculators, ignorant of the necessities for such work. To meet a long-felt want he himself had compiled two English readers, in which all religious allusions were excluded. On motion, they were referred to a committee of three for investigation.

At the final session the various committees read their reports, which were all adopted except that of the committee on the table of study in German-American schools, which was sent back for further consideration and to be reported on at the next convention. Such a profound discussion by professional teachers about an expedient, judicious plan of study is worthy the attention of any convention.

The last paper read was on "Object-lessons in higher grades," by C. L. Hotze, of Cleveland, in which he showed that it was inconsistent with reason to stop objectlessons at the fourth year; that these should be continued up to the highest class; that the lessons should embrace what is most worth knowing out of the descriptive natural history, physics, and chemistry; that to each of the higher German-English classes one hour for German object-lessons should be given. On motion of Mr. L. Klemm, the theses of this discourse were referred to the committee on elementary schools.

It was expected that an address on the education of girls would be read by a lady, but a telegram announcing that she could not be present was received. Mr. John Kraus, of Washington, was requested to make some remarks.

Mr. Kraus availed himself of the opportunity to call the attention of the convention to a document which, although offered last, he hoped would not be found the least interesting and worthy of consideration. It had been sent to him in order to publish in this country, and he deemed it proper to make it first known to the Teachers' Union, namely: "Call to a participation in a General Educational Union." (Aufforderung zur Betheiligung an einem allgemeinen Erziehungsverein.) The society had recently been formed in Dresden, embracing members from all parts of Germany, and even of Holland, England, and America; that the call was signed by persons of high respectability and social and official position, namely: Bertha von Marenholtz-Bulow, Berlin; Countess M. v. Hessenstein, Prof. J. H. v. Fichte, Stuttgart; Professor and privy-councillor Th. Schliephake and Professor Röder, Heidelberg; Professor v. Leonhardi, Prague; Doctor P. Hohlfeld and Director B. Marquart, Dresden; Assessor Schrader, Braunschweig; and Doctor Rohrbach, Gotha; that the association had a similar aim as the Philosophers' Congress in Germany, whose praiseworthy efforts were made to bring about and strengthen a cordial and sincere intercourse between school and home. That at all times and by all nations this truth had verified itself-that the elevation of schools had also promoted the welfare of the state in all directions. That in all countries where there flourished industry and commerce, arts and sciences, one would be sure to find also good schools; that the effort to emancipate the school from all narow boudages and fetters-from church and political parsons, and to afford and vouchsafe what was necessary to her development-was a triumph of the modern times; that the school not only should become the foundation of material interests, but that it should take care of and foster the intellectual interests, the highest that man possesses, and should lay the germs of them in the susceptible heart of the child; that parents and teachers and all who were interested in the judicious instruction and good education of the youth should join their hands; that just as the political association endeavored to explain political questions, so should it become the aim of the educational association to lay open to the people the true meaning of instruction and education, and to bring about a more effective and cordial intercourse between parents and teachers; thgt it was more especially the work of the teachers' associations and conventions to produce this effect, as had been shown by the General German Teachers' Conventions; that while the humanists adhered by preference to history and to that which has grown out of history, Rousseau has discovered and emphasized the laws of development of the individuals, Pestalozzi invented the means of this development, Fichte put in the right light the idea of national education, Froebel had succeeded in reforming family education and the nursery by his kindergarten system; that this system was the result of the progress of education and of culture in general, and of a want of rising generation; that its fundamental principle, being the same which Pestalozzi carried out so ably, must become the ground-work of education by all nations; that for this reason

* In Germany, without any exception, the clergyman of a place is ex-officio local inspector; the clerical superintendent of a district is inspector of schools for the district. They both keep a secret conduct-list, so that the teacher in this way never certainly knows what his superiors and the official authorities think of him. The teacher is excluded from rights which all other trades and professions enjoy. In every other profession the members are superintended by members of the profession; that is a matter of course. Everywhere those who devote themselves to a profession are trained by members of the profession, and only by such. The application by the teacher in this country is easy. Thus, the German teachers know where the shoe pinches.

the aims, means, and fundamental principles of the General Educational Union were just as applicable in this country as in the Old World; that the kindergarten system was a medium between home and school, and that it was especialy the aim of this Union to bring both into co-operation; that the most of the signers of this call have already worked many years for this purpose, and not only by words but also by deeds: that by the efforts of Bertha v. Marenholtz-Bulow alone, the kindergartens have been spread all over Europe, even to America.

Mr. Kraus said that he had placed himself in communication with the bureau of this association. As there had been sent already many American children to German kindergartens at Berlin, Dresden, Gotha, Stuttgart, Heidelberg, Munich, &c., and as there will be ever more parents who visit Germany for that purpose, and as the means and aims of this society are just as applicable here as on the other side of the Atlantic, the annual report of the Commissioner of Education may perhaps be the best way to make them generally known.

The General Educational Union is a wandering meeting, which annually will meet at certain places, and aims to make education and its improvement a common cause of the people. The means are as follows: The formation of branch societies, whose object it is to establish institutions for the better education of females, with a special view to their general educating talent; to introduce improvements in educational institutions, for the furtherance of the bodily and mental health of the pupils; to multiply kindergartens, particularly people's kindergartens, (Volks-Kindergarten,) and unite them organically with the public-schools youth gardens as a continuation of kindergarten; provision for proper juvenile books and papers and enlargement of popular libraries; training of teachers of both sexes in a normal institute, constructed according to the principles of the society; publication of a paper, promulgating the principles of the society in a popular way, a supplement of which would be distributed gratuit ously to mothers of the working classes, for the purpose of teaching them the general principles of hygiene and education, &c.

The fundamental principles of the society are that the thorough improvement of our educational systems is to be secured by beginning with the life of the individual; that education should assist, but never disturb, a free development of the individual, in accordance with human nature; that the general aim of all education is to educate morally free, religious, and practically able men and women; that the present time requires particularly that education should tend to the formation of character, to develop power to will and to do the beautiful, ideal, and sublime; that the society acknowledges in Froebel's system of education the safest foundation for the early education of children, and finds in it leading features for all degrees of higher education.

Various standing committees were appointed for the ensuing year, and the following gentlemen were selected as a central committee: Stahl, Klund, and Schroeder, of Hoboken; Douai, of Newark; and Thurm, of Williamsburg.

The following were among the resolutions adopted: That the next convention be held at Hoboken, New Jersey; that a vote of thanks be extended to Mr. John Kraus, of Washington, for the interest he has shown in the welfare of the Teachers' Union; to the central committee of the last year, especially to the secretary, H. Rosenstengel, for faithful services; to the local committee, for the cordial reception of the teachers; to the authors and publishers who had furnished specimen books; and to the press for faithful accounts of the convention. After which the president, Mr. Eugelmann, of Milwaukee, pronounced the closing address.

JOHN KRAUS.

AGRICULTURAL EDUCATIONAL CONVENTION.

For the purpose of promoting the science of agriculture, a convention of gentlemen, interested in agricultural schools, and in the agricultural departments of universities and colleges, was held in Chicago, August 24, 1871.

The following was the call:

"CIRCULAR TO THE FRIENDS OF AGRICULTURAL EDUCATION.

"After correspondence with those more immediately interested, it has been decided to call a convention of presidents of agricultural colleges, professors of agriculture, or other persons in the United States or British Provinces, who are engaged or interested in promoting the art or science of agriculture, by experiments in the field or laboratory, for the purpose of organizing, consulting, and co-operating in the great work of advancing the cause of agricultural knowledge and education, especially by experimentation with similar crops under similar conditions, at all the agricultural colleges.

"Accordingly a meeting will be held, commencing on Thursday, August 24, at 10 o'clock a. m., in one of the halls in the Prairie Farmer Building, 112 Monroe Street, in the city of Chicago, at which the attendance of all interested, but especially of the representatives of the agricultural colleges of the country, is earnestly invited."

"Papers upon various topics related to the objects of the meeting are expected from several gentlemen, and are solicited from all who have any suggestions to make thereon."

This meeting was called with the approval of a large number of gentlemen, most of whom expected to be present.

At the appointed time the following gentlemen assembled, and organized their meeting by the election of Dr. J. M. Gregory, of Illinois, as president, and Professor Prentiss, of New York, and Professor Hamilton, of Pennsylvania, as secretaries; Dr. J. M. Gregory, Champaign, Illinois; Dr. Mauly Miles, Lansing, Michigan; Dr. Joseph Denison, Manhattan, Kansas: Professor D. C. Gilman, New Haven, Connecticut; Professor A. N. Prentiss, Ithaca, New York; Professor John Hamilton, Agricultural College, P. O., Pennsylvania; Professor E. W. Hilgard, Oxford, Mississippi; G. C. Swallow, Columbia, Missouri; Dr. E. S. Hall, Alton, Illinois; W. W. Daniels, Madison, Wisconsin; Rev. R. S. Parker, Manhattan, Kansas; W. W. Folwell, St. Anthony, Minnesota; S. H. Peabody, Amherst, Massachusetts; A. S. Welch, Ames, Iowa; I. H. Roberts, Ames, Iowa; W. W. McAfee, Madison, Wisconsin; W. C. Flagg, Moro, Illinois; Edward Snyder, Champaign, Illinois; Dr. H. J. Detmers, Champaign, Illinois; H. D. Emery, Chicago, Illinois; W. W. Corbett, Illinois; G. E. Morrow, Madison, Wisconsin; T. H. Glenn, Chicago, Illinois; Julius Silversmith, Chicago, Illinois; C. W. Murtfelot, St. Louis, Missouri; Milton George, Chicago, Illinois; Edward Young, Mansfield Young, and William Watkins, Joliet, Illinois.

The chief attention of the meeting was directed, in accordance with the call, to the subject of agriculture and the best method of promoting it.

The following resolutions were adopted:

Resolved, That the very strong commendations that the agricultural experiment stations of Europe have received from such persons as Johnston and Liebig, as the source of a large amount of agricultural science and practical progress, as well as our own investigations into the subject, makes us believe that the establishment of not less than one such station in each of the several States of the Union would be eminently beneficial to the agricultural interests of the country.

"Resolved, That a committee consisting of one person from each of the several States in which an institution founded on the national land-grant has been organized be appointed by the president, whose duty it shall be to memorialize Congress and the several State legisla tures for the speedy establishment of such stations throughout the country."

In accordance with these resolutions the President, Dr. Gregory, has nominated the fo lowing gentlemen to serve as such committee:

Arkansas.-M. A. Cohen, secretary board of trustees Arkansas Industrial University Little Rock.

Connecticut.-D. C. Gilman, professor Sheffield Scientific School, New Haven.
Illinois.-W. C. Flagg, secretary board of trustees Illinois Industrial University, Cham

paign.

Iowa.-Hon. A. S. Welch, president Iowa Agricultural College, Manhattan.
Kentucky.-J. B. Bowman, regent Kentucky University, Lexington.
Maine.-M. C. Fernald, president Maine Agricultural College, Orono.

Maryland.-Dr. Samuel Regester, president Maryland Agricultural College, Hyattsville
Massachusetts.-W. S. Clark, president Massachusetts Agricultural College, Amherst.
Michigan.-T. C. Abbott, president Michigan Agricultural College, Lansing.
Minnesota.-W. W. Folwell, president University of Minnesota, Minneapolis.
Mississippi.-Eugene W. Hilgard, professor University of Mississippi, Oxford.

Missouri.-G. C. Swallow, professor of agriculture Missouri State University, Columbia.
Nebraska.-S. R. Thompson, professor of agriculture, Lincoln.

New Hampshire.-Rev. A. D. Smith, president Dartmouth College, Hanover.

New Jersey.-George H. Cook, professor of agriculture Rutgers Scientific School, New Brunswick.

New York.-Hon. A. D. White, president Cornell University, Ithaca.

Pennsylvania.-John Hamilton, professor of agriculture Pennsylvania Agricultural Col

lege.

Tennessee.-Hunter Nicholson, professor of agriculture East Tennessee University,

Knoxville.

Wisconsin.-W. H. Daniels, professor of agriculture and analytical chemistry University of Wisconsin, Madison.

During the deliberations there was much discussion of the principles and methods by which the purposes of the national endowment can best be secured. So general indeed was the interest thus manifested, and the desire for further conference on this subject, that proposals were made for assembling the convention at a future day, and inviting the attendance of other gentlemen from other kindred institutions. The responsibility of calling another meeting was left to Dr. Gregory and his associates in the conduct of this convention.

The proceedings, with a praiseworthy degree of enterprise, were reported almost verbatim for the Prairie Farmer of Chicago, and published in successive numbers of that journal. Being a universal report of familiar conversations, full allowance should be

made for the fragmentary and not always sufficiently guarded expressions which appear to have found utterance.

As an indication of the value of the meeting in its second or educational aspect, the following extract is made from the report of Professor Hilgard, of the University of Mississippi:

"I found the attendance much larger than, from the limited publicity of the call and short notice given, I had been led to expect. The meeting seemed in this case really to justify the use of a much-abused phrase, viz, to supply a want to-day felt. It appeared in the course of the discussions that the predominant thought of the originators of the call had been the establishment of uniformity in the agricultural experiments conducted by the several institutions, and some of the delegates could not to the last divest themselves of the idea that this subject should have been made paramount. But the great majority evidently held that the consideration of the educational interests, and of the results reached by the various plans of organization and study, was first in importance; and the reports made thereon successively, as called upon by the presidents or other representatives of twelve institutions, (two or three only of importance being represented,) were decidedly the most interesting and practically important feature of the meeting. The general conviction of the great benefits to be derived from a more frequent personal interchange of views soon found expression in the appointment of a committee on the foundation of a permanent organization. "In view of the brief space of time allowed for consideration, and of wide differences of opinion as to the scope to be given to the association, the committee reported in favor of referring the whole subject to a committee consisting of the officers of the convention."

REPORT ON THE NATIONAL SCHOOLS OF SCIENCE.

SHEFFIELD SCIENTIFIC SCHOOL OF YALE COLLEGE,

NEW HAVEN, CONNECTICUT, November 1, 1871.

SIR: It is now about three months since you entrusted me with a commission to investigate and report upon the condition of the various scientific and agricultural schools which have been established in the Northern States, east of the Rocky Mountains, in accordance with an act of Congress approved July 2, 1862, and coinmonly, though erroneously, called "the Agricultural College bill."

The interval which has passed since your wishes were made known has been insufficient for a thorough survey of even this restricted field. During a considerable portion of the time the various institutions were in the midst of their summer vacations, and since the period of instruction began I have been occupied even more closely than I expected by college duties in New Haven.

I have been able, however, during the last few months to visit the colleges which are aided by the national grant in Massachusetts, New Hampshire, Connecticut, New York, New Jersey, Michigan, Wisconsin, and Minnesota, and to have prolonged conversation with one or more of the principal officers in these institutions, and in those of Illinois, Iowa, Kansas, Kentucky, Pennsylvania, Tennessee, Missouri, and Mississippi. With those of some of the other States I have been in correspondence.

But the more I consider the subject the more important does it appear to postpone for a year a detailed report upon these institutions. In 1872 ten years will have gone by since the act of Congress was passed under which the national colleges have been organized, and this expiration of the first decade seems to me a fit time for a review of the work accomplished. It constitutes the period of State legislation and preliminary inquiry.

Probably, as each successive decennium rolls by, it will be found that a like report will be called for by the Government and the people. Whether this duty is intrusted to me or to some one else for the coming year, I would respectfully recommend that the inquiry be as complete and thorough as possible, and that it be conducted in the spirit of a sincere desire to discover what is good, and likewise what is deficient, in these institutions, so that the good may be strengthened and copied, and the failures, if such there be, may be so distinctly pointed out that they shall not be repeated.

Such an investigation should, of course, extend to the States of the whole Union, and not to those of the North and East alone. It would also be highly desirable that notice should be simultaneously taken of such scientific schools as are not aided by the national grant; like the Lawrence School at Cambridge, the Rensselaer School at Troy, the Stevens Institute at Hoboken, and others in like manner endowed by private munificence.

As an indication of the scope of such inquiries, I would present the following schedule, which is designed to be suggestive rather than exhaustive:

TABLE I. Schedule of inquiries respecting the national schools of science.

(To be answered in 1872.)

I. State action.-A full exhibition of the legislation of the State bearing upon the national grant.

II. Financial results of the grant.-What price did the scrip sell for? What aggregate fund has it made? What annual income does it afford? By whom is the fund held? How is it invested?

III. Other funds.-Whence derived? Of what amount? How restricted? What annual income?

IV. Tuition.-How much is charged? How much in the aggregate was received last year? How many free scholarships, and how are they bestowed?

V. Buildings.-A particular statement of the number, dimensions, cost, uses, &c. VI. Lands held for college purposes.-Amount, cost, purpose to which devoted.

VII. Farm. What experience in respect to its educational utility, economy, service in experimental work, &c.

VIII. Courses of study.-The published schemes. How far are they actually established and attended by students? Qualifications for admission and for graduation. What views are held in respect to the proportion of technical or professional studies, and of general or disciplinary studies; comparative estimate of lectures, recitations, and laboratory exercises?

IX. Trustees.-How constituted?

X. Teachers. How many give all their time to this work? How many are connected