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1868.-Third annual report. 64 pp., 8vo.

(Containing an essay on the aim and object
William D. Whitney.)
(Containing a catalogue of oficers, bea

of scientific education, by Professor 1869.-Fourth annual report. 76 pp., 8vo. factors, and students, 1846-1869.) 1870.-Fifth annual report. 108 pp., 8vo. mathematical library.)

(Containing a catalogue of the Hillhouse

Inaugural address, by Professor William P. Trowbridge, on the profession of the dynamic or mechanical engineer.

The same. Second edition; Philadelphia.

Five brief explanatory tracts.

1871.-Sixth annual report. 64 pp., 8vo. (Containing short essays on dynamic engi neering, and on city surveys, by Professor W. P. Trowbridge, and a cataloga: of drawings from the Novelty Iron-Works.)

DELAWARE.

1871.-Circular of Delaware College. 28 pp., 8vo.

ILLINOIS.

1854.-Industrial universities for the people, by J. B. Turner.

1864.-On the Illinois School of Agriculture, by W. C. Flagg. 12 pp., 8vo. On industrial university education, by J. B. Turner. 21 pp., 8vo.

1867.-Laws of Congress and of Illinois in relation to the Industrial University, and minutes of the first meeting of the trustees.

1868.-First annual report of the trustees of the Illinois Industrial University. 323 pp., 8vo. (Containing a history of the movement for industrial education is Illinois, and an account of the condition of agriculture in that State, past and present.)

1869.-Second annual report. 407 pp., 8vo. (Including a full report of the lectures and discussions on agriculture at the university, January, 1869.) 1870.-Third annual report, (with a full report of the agricultural lectures, &c., of|| 1870.)

Third annual circular.

1871.-Fourth annual circular.

The Illinois Industrial University, Vol. I, No. 1, June, 1871. 20 pp., 4to.

IOWA.

1863.-Fourth annual report of the secretary of the Iowa State Agricultural College and Farm.

1864.-Fifth annual report of the same.

1866. First annual report of the superintendent and secretary of the Iowa State Ag cultural College and Farm. 66 pp., 8vo. (Containing history and financial condition of the college building and farm from 1858 to 1866.) 1868.-Plan of organization of the Iowa State Agricultural College. (Presented by Pres dent A. S. Welch.) 24 pp., 8vo.

Second report of the trustees of the Iowa Agricultural College. 96 pp., 8v0. (Containing history of the college from its inception to 1868.)

1870.-Third biennial report of the board of trustees of the State Agricultural College and Farm. 143 pp., 8vo.

1871.—The annual report of the Iowa Agricultural College. 125 pp., 12mo.

KANSAS.

1866.-Sixth annual report of the superintendent of public instruction of the State. 1867.-Third annual catalogue of the State Agricultural College.

1868.-Annual report of the State Agricultural College.

1869.-Fourth annual catalogue of the same.

Annual report of the board of regents of the State Agricultural College. 15
Pp., 8vo.

Annual report of the superintendent of public instruction. 163 pp., 8vo.

KENTUCKY.

1866-71, inclusive.-Annual Catalogues of Kentucky University, each_catalogue contains an historical sketch and the report of the regent, J. B. Bowman.

MAINE.

1867.-Annual report of the State College of Agriculture and the Mechanic Arts. 1868.-Reports of the trustees and treasurer of the College of Agriculture and the Mechanic Arts.

Catalogue of the State College of Agriculture and the Mechanic Arts.

69.-Annual reports of the trustees and treasurer of the College of Agriculture. 30 pp., 8vo.

70.—Catalogue of the State College of Agriculture and the Mechanic Arts.

Annual reports of the trustees, farm superintendent, and treasurer of the College of Agriculture and the Mechanic Arts. 40 pp., 8vo.

MARYLAND.

253.-Report of register of the Maryland Agricultural College. 59.-First circular of the Maryland Agricultural College. 503.-Circular of the same.

MASSACHUSETTS.

1. Institute of Technology, Boston.

61.—Proceedings preliminary to the organization of the Massachusetts Institute of Technology. 23 pp., 8vo.

362.-Officers, objects, and by-laws of the Institute of Technology.

65.-First annual catalogue of the Institute of Technology.

66.-Second annual catalogue.

S67.-Third annual catalogue.

-33.-Fourth annual catalogue.

369.-Fifth annual catalogue.

870.-Sixth annual catalogue.

2. Agricultural College, Amherst.

864.-First annual report of the Massachusetts Agricultural College. (Supply

exhausted.)

$65.-Second annual report.

366.-Third annual report. 867.-Fourth annual report.

(868.-Fifth annual report. (Containing illustrations of the buildings.) 1869.—Sixth annual report.

(Containing illustrations of the buildings.) 1870.-Seventh annual report. (Containing illustrations of the buildings.) 1871.-Eighth annual report. (Containing a plot of the college farm.)

MICHIGAN,

1857 and onward.-Annual catalogues. (The catalogue for 1857 contains the legislation and the proceedings at the opening of the college.)

1863.-Second annual report of the secretary of the State board of agriculture. (Contains a sketch of the history of the agricultural college.)

1364.-Annual catalogue.

1865.-Annual catalogue.

1866.-Report of the president of the State Agricultural College.

Address on the Agricultural College. By Governer H. H. Crapo.
Annual catalogue.

1867.-Annual catalogue.

1868.-Report of the president of the State Agricultural College.

Annual catalogue.

Experiments conducted at the Agricultural College.

1869.-Report of the president of the State Agricultural College.
Address on the industrial arts, by Hon. G. Willard.
Report on experiment in agricultural chemistry.
Report on farm experiment.

1870.-Report on the accounts of the State Agricultural College.

Annual catalogue.

MINNESOTA.

1809.-Report of the committee on organization, made to the board of regents of the University of Minnesota.

Annual report of the board of regents of the University of Minnesota.

Tenth annual report of the State superintendent of public instruction. (Containing report of president of the university.) 208 pp., 8vo.

1870.-Annual report of the State superintendent of public instruction.

Annual report of the board of regents of the university.

Announcement of the university for 1871.

1871.-University Almanac for 1871. (Containing historical sketch of the university. Announcement of the university for 1872. 32 pp., 12mo.

MISSISSIPPI.

1871.-Minutes of the board of trustees of the university, with an appendix on the organization of the College of Agriculture and the Mechanic Arts. 27 pp., 8vo

MISSOURI.

1870.-Report of the University of Missouri.

Address of President Read at the commencement, 1870. 1871.-Report of the university, by the curators.

ments, &c.) 117 pp., 8vo.

NEW HAMPSHIRE.

(Containing catalogue, annonce

1867 and onward.—Catalogues of Dartmouth College. First report of the trustees.

1868. Second report of the trustees.

1869.-Third report. (With charts.) 83 pp., 12mo.

1870.-Fourth report of the same. (With topographical map of the farm and engraving of college edifice.) 40 pp., 12mo.

1871.-Fifth report of the same.

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1868.-Fourth annual report. 1869.-Fifth annual report.

1870.-Sixth annual report.

(These reports, in addition to other matter, contain annually the lectures of Professor G. H. Cook, delivered in different counties of the State.)

NEW YORK.

1866.-Report of the committee on organization of Cornell University.

1869.-Address on agricultural education. By Andrew D. White, president of Cornell University. 50 pp., 8vo.

Catalogue of Cornell University.

1869-70.-The Cornell University registers. (The last containing an address by President White relative to the College of Agriculture and the Mechank Arts.)

PENNSYLVANIA.

1859.-Annual report of the Farmers' High School.

1860.-Inaugural address of the president of the Farmers' High School. 26 pp., 850, 1860-61.-Catalogues of the Farmers' High School.

1862 and onward.-Catalogues of the Agricultural College of Pennsylvania. 1862.-Report of a committee of the trustees. 63 pp., 8vo.

1864.-Plan for organization of colleges for agriculture and mechanic arts. 36 pp., Eve. 1869.-First annual report of East Pennsylvania Experimental Farm. Report of the trustees of the Agricultural College.

1870.-Report of the trustees of the Agricultural College. 1871.-Report of the trustees of the Agricultural College.

RHODE ISLAND.

1863.-Act of Congress granting land for the establishing of agricultural colleges, with resolutions accepting the lands for Rhode Island and assigning them to Brown University. 12 pp., 8vo.

1865 and onward.-Catalogue of Brown University.

1866.-First, second, and third annual reports of the Agricultural College of Rhede Island.

EAST TENNESSEE.

1870. Catalogue of State Industrial College.

1871.—Catalogue of State Industrial College.

VERMONT.

1866 and onward.-Annual reports of the State Agricultural College for 1866–70. Catalogues of University of Vermont.

WEST VIRGINIA.

1868. First annual catalogue of State Agricultural College.

WISCONSIN.

1866 and onward.-Catalogues of the University.

Annual reports of the regents.

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It is usually thought that the proportion of blind persons in any community depends reatly upon climatic influences. Zeune, so long director of the institution for the blind 1 Berlin, put forth tables showing that the ratio of the blind to the whole population is— letween 20 and 30° north latitude.. letween 30 and 40° north latitude letween 400 and 50° north latitude

etween 50 and 60° north latitude letween 67° and 70° north latitude etween 700 and 80° north latitude

1 to

100

1 to

300

1 to

800

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Closer calculation shows that Zeune's doctrine is questionable; and his tables unreable. This is certainly so with regard to the United States.

The census of 1870 gives 20,320 as the number of the blind in the United States, the whole opulation being 38,555,983. But this by no means represents the number cut off om the blessings of common schools, and the common occupations of life, by total or artial lack of sight.

None are counted as blind who ought not to be counted; while some who are totally, nd many who are partially blind, escape notice. People dislike to admit their own, or heir children's imperfection of vision.

If we should apply the test used in some schools for the blind, and count as blind all ho cannot distinguish printed letters the eighth of an inch square; all those who" see en as trees walking," but who cannot see distinctly enough to pursue ordinary indusrial occupations; and add the average persistent number of those temporarily deprived f the use of their eyes by disease, we should have a more correct idea of the number of adividual sufferers, and the amount of public loss consequent upon lack of, or defect of, he sense of sight.

We are gathering statistical data to show, more accurately than has yet been done, he number of the blind in various sections of the world, and in various States of the nited States; but, although not yet ready for publication, they indicate that the ommonly received theory of Zeune, that blindness increases as we go northward or outhward from the center of the temperate zone, is not true of this continent.

CAUSES OF BLINDNESS.

A careful examination of 500 cases at the Perkins Institution shows the causes of blindess to be: Congenital, 37.75 per cent.; disease, 47.09 per cent.; accidents, 15.16 per cent. t should be borne in mind, however, that many of those set down as blind by disease r by accident were born with organs of sight too feeble to resist ordinary destructive gencies of disease or accident. A blow of a chip, or a blast of cold air, that would ffect sound visual organs only slightly and temporarily, is, in these persons, followed y severe inflammation, often ending in blindness. They were, so to speak, not born lind, but born to become blind.

PHYSICAL CONDITION OF THE BLIND AS A CLASS.

The failure of the visual organs to perform their functions normally, or to perform hem persistently through life, is often a symptom of some defect which pervades the hole bodily organization. The inference from this is, that the blind, taken as a whole lass, have less bodily vigor, less persistent vital force, than ordinary persons. The perinduced sedentary habits still further depress the vital force, so that the blind ave less than average power to resist disease and destructive agencies than average ersons have.

According to tables carefully prepared at the Perkins Institution for the Blind, it pears that of the entire 1,102 persons (admitted to seven institutions) whose after story is known, 878 now survive; whereas the life table of Massachusetts calls for bout 964, and that of England for about 979 survivors-thereby indicating that the ower of the blind, represented by the returns of these institutions, to resist destructive fluences is 8.9 per cent. less than that of the population of Massachusetts, and 10.3 per nt. less than that of the population of all England; and that the number of deaths is om 60 to 80 per cent. greater, according to the tables employed for the comparison, an the number required by such tables.

SKETCH OF THE RISE AND PROGRESS OF SCHOOLS FOR THE BLIND IN EUROPE.

Notwithstanding the general sympathy which blindness excites, and the universal adiness to help those suffering by this sore infirmity, no better way was devised

to do so than that of giving them alms, until toward the end of the eighteenth century.

The device of forming letters by placing pins in large cushions had been adopted by several noted blind persons in Germany. One of them, Weissenberg of Mauhein, added a method of making relief maps.

Mademoiselle Paradis, a blind pianist of Vienna, who was familiar with these processes, came to Paris in 1784. She used a large pincushion in which she stuck pins to represent notes. Among her acquaintances was the Abbé Valentine Haüy, brother e the celebrated mineralogist.

Hauy at once saw how Mademoiselle's pincushion might become changed to a book. He embossed some stiff paper with large letters, and found they could be distinguished by the touch. He immediately sought out some blind children, among when was a little beggar-boy, named Lesuer, of superior talents and quick wit. This bo afterward played the same part in the enterprise of educating the blind as Massien hal done in that of deaf-mutes. Haüy taught him to distinguish letters, arithmetical fig ures, and outline maps. In a few weeks he exhibited his pupil before the Société Philanthropique, and carried them as by storm. A small house (No. 18 Notre-Dame des Victoires) was put at his disposal, and also funds to support twelve scholars. Thus blind girl's pincushion was the foundation of the first institution for the education of the blind.

If the history of this first public institution for the education of the blind had been known by founders of similar institutions in this country, some of them might have avoided some mistakes and losses. It shows clearly that the most generons impulses, unguided by reason, may lead to measures more harmful than helpful to the object of our sympathy; and that no amount of genius and zeal can atone for lack of common sense, Valentine Haiy had genius, generosity, and zeal; but he lacked common sense, and utterly failed as an administrator of affairs.

It is usually supposed that Haiy first conceived the idea of teaching the blind from the sad exhibition of a band of blind musicians, with leathern spectacles on nose, and music books before their sightless eyes, playing to a crowd. There is (or was, within my memory) a low coffee-house in Paris in which blind men fiddled for the amusement of the visitors, hence called the Café des Aveugles. Haüy probably visited it while on his search for pupils for his new school; but, from what I gather of his memoirs, its most probable that his first impulse was received from what he saw of Mademois Paradis and her pincushion. His enthusiasm and zeal.so hastened the progress of his little school, that in the very same year he exhibited them before Louis XVI and his court. They made a deep impression upon all hearts. Their reading excited wonder. admiration, and undue hope. The school became one of the lions of Paris; and its mas ter a favorite of the court. He was made interpreter to the King, and to the navy department, for the English, German, and Dutch languages; royal interpreter; ani professor of ancient inscriptions; and finally, secretary to the King.

the

In the same year he dedicated to his royal master a book called "Essays upon Education of the Blind." This was printed in relief, nominally by the blind boys atte new school, but really by Clousier, the printer; the boys, perhaps, pulling the press This book (which is of little real value) was translated into English by Blacklock, thi blind poet, in 1795.

The school seems to have been badly directed; and in 1790 it was joined to that is the deaf-mutes, and the two classes were assembled in the Convent of the Celestis The union seems to have been unwise, and unblessed. The managers quarreled; a. managed matters so badly that the existence of both schools was endangered; whe the National Assembly decreed, July 2, 1791, that the expenses of the schools should h assumed by the State, and that one pupil should be received from each of the eighty departments of France.

But the pecuniary relief did not mend matters in the schools. The quarrels of the managers were taken up by the pupils; and the blind and the mutes were at logger. heads. This discreditable condition of things was terminated after the resolution of 9th Thermidor, Anno II, by a decree of the national convention, July 27, 1794, whi separated the disputants, and placed the deaf-mutes in the seminary of Saint Magior and the blind in Saint Catharine's House, Rue des Lombards.

But Haily's intemperate zeal made matters still worse at the school for the blind. Having discarded what were styled the mummeries of the Roman Church, the The philanthropes set up more ridiculous mummeries of their own; and Hally having become a sort of sub-priest of Revelliere Lepaux, used to make his pupils take part la the miscalled religious ceremonies, by chanting.

Earnestly desiring to make his pupils happy, he foolishly thought to do so by allow ing some of them to marry, and to bring their brides to live in the institution. Th consequences may be easily imagined. Although an abbé, he had married a suita woman, but upon her death he took to wife, and to the institution, a common mark girl, without manners or culture. Under such a matron the confusion in the househol became " worse confounded;" and as its chief and ostensible object, "the instruction

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