of this department, with its necessary instruments, models and drawings, a friend of the institution has made to the College the generous doration of six thousand dollars. A School of Political Science, wit nve instructors, all of them specially trained to their several duties, has been in operation two years, and while in the future it may become self-sustaining, it is only at present maintained at a considerable annuai outlay. A Graduate Department has been created, which offers instruction in almost the entire round of literary studies and the exact sciences, in which during the past year there have been students engaged in the study of Greek and Roman Literature, in the Danish Language, and in the Higher Mathematics. Our scheme of instruction in the Modern Languages, which has been above described, is probably more comprehensive and more complete than any other now in operation in the country.

These are some of the modes in which Columbia College, during the past fifteen years, has been employing its enlarged means for the benefit of those who may come here for instruction. In their prosecution, these means have been strained at times as far as they will bear; and hence it happens that there still exist in our general educational scheme, the deficiencies which have been noted in the preceding pages. They exist because it is a sad truth that the College is not financially strong enough to fill them up. Had we a phalanx, as is the case with many of our sister institutions, of liberal and sympathizing friends, to whom we might successfully appeal when we see our fondly cherished schemes of educational improvement rudely frustrated by the inexorable pressure of want, it may be safely said that this Board of Trustees would not rest until, in everything necessary to a perfectly appointed university of the highest order, Columbia College should stand without a rival upon the American Continent.

The comparative number of students in the several schools in 1867 and 1882 has been given above. It may be interesting to add the comparative number of Professors and other instructors in the two years named, in the same schools. In the School of Arts there were in 1867 seven Professors, one Adjunct Professor, two Tutors, and one Assistant; in all eleven. In 1882, eleven Professors, two Adjunct Professors, six Instructors, eight Tutors, and two Assistants; in all twenty-nine. In the School of Mines there were in 1867 eight Professors and eight Assistants; in all sixteen. In 1882 there were eight Professors, two Adjunct Professors, one Lecturer, eight Instructors, and nine Assistants; in all twenty-eight. In the School of Law there were in 1867 three Professors; in 1882, five Professors. In 1867 the total number of officers giving instruction in all the schools was thirty; or, deducting four giving instruction in more than one school, twenty-six; in 1882, the corresponding total was sixty-two; or, making deduction of mine for similar reason, fifty-three. If the Medical Instructors were added, this total would be somewhere between eighty and ninety.

The comparative expense of maintaining the several schools in the veals ramed illustrates very strikingly the liberality with which ne rescurces of the College have been drawn upon, as they have gradnaŋy grown, for the purpose of improving its educational efficiency. În 1867 the total amount of the ordinary expenditure incurred for the mainte nance of the School of Arts was $68,029.48; in 1882 this amount is yet nascertained, but that for the preceding year was $117,473.50. In 1867 the similar expenditure on account of the School of Mines was $39,634.43; in 1881, $95,691.40. The expenditure on account of the School of Law in 1867 was $18,586.01; in 1881, $52,745.55. The total cost of maintaining the institution in all its schools in 1867 was $126,249.92; in 1881 it reached the sum of $271,907.64. In this latter sum is included the cost of maintaining the School of Political Science in 1881, a school which did not exist in 1867. The estimated cost for the next year is $287,572.44.

It is further to be considered that, during these last fifteen years, the revenues of the College have been heavily drawn upon for the construction of buildings. The buildings of the School of Mines, erected in 1874, involved an outlay of more than $150,000. The Arts building on Madison avenue, and the boiler works and heating apparatus in the quadrangle, cost between $250,000 and $300,000. The Law building and Library, now in progress, will cost nearly $300,000. The necessity of these expenditures has very prejudicially affected the development of the educational scheme. And it is a reflection which must fill the heart of every friend of the College with sadness, that these expenditures are only the beginning of a succession which must go on until the total shall become not less than three times as great. The Treasurer has informed the Board that, even with a faithful application of all the resources of the institution, present and prospective, the surplus of income from present rents over expenditure being also supposed to continue undiminished, the College will not be free from the encumbrance of debt incurred in carrying out the projects of building which have already received the sanction of the Board, before the autumn of the year 1890. But even that does not tell the whole story. Since the report of the Treasurer was made, in which the statement just cited appears, there have been encountered certain unexpected difficulties in the construction of the building designed for the use of the Library and the School of Law, which will involve unavoidable additional expenditures, of which the amount cannot now perhaps be exactly esti

ted, but which is certain to be serious. The mill-stone of debt will, therefore, probably hang about the neck of the institution a year or tvo beyond the limit of time fixed by the Treasurer.

But certainly the Trustees cannot intend that, for ten entire years fn the present time, our College shall not be permitted to take a gle additional step of educational advance. Debt is no doubt a great but there are evils worse than debt, and among these is stagnation.

e is nothing whico so animates me in the discharge of a whatever circumstances in life they may be placed, as the fee What the work of the present is but a step in the progress upward to something higher and nobler and better, so there is nothing which so tends to repress enthusiasm, to crush down ambition, and to superinduce listlessness and indifference, as the consciousness of being hemmed in by an environment which paralyzes effort, and makes progress impossible. Certainly it would be better to spread out this burden of debt over a larger number of years, than to attempt to throw it off within the time proposed, if for the sake of effecting that object the development of our educational system, now so happily proceeding, should be even temporarily arrested. It is true that the operations of an institution of learning cannot be conducted without buildings, and that, in a city like New York, academical buildings must be more or less costly. It is also true that, as these operations are expanded, buildings must be enlarged; yet it cannot but be regarded as a grave misfortune, should the process of such enlargement be found to involve conditions which prevent the possibility of the very expansion for which it is presumedly intended to provide.

But whatever may be the policy adopted, the day will come at last when the oppressive burden to which we are forced to bend our necks to-day will fall away. The magnificent possibilities which will then be in the hands of those who have control of the destinies of Columbia College will be such as no academic board in this country or abroad has ever hitherto enjoyed, and as perhaps no other ever will. As we cast our eyes forward, and contemplate the picture of our favored College, in that day of her complete emancipation and fully gathered strength, we cannot but feel a glow of exultation at the vision, dashed, it may be, with a natural tinge of envy. For, but for the burdens which are now dragging us down to earth, that day might be this.

In that day no department of human knowledge will be without its living expositor in these halls, and no seeker after knowledge, whatever may be the nature of his aspiration, will fail to find satisfaction here. And in that day the treasures of learning here accumulated will be offered freely to all alike, without invidious distinctions of race, or sex, or condition in life. And in that day, instead of the sixteen hundred students now on her roll, Columbia College will gather together here five thousand-perhaps not fewer than ten thousand. And the corps of her instructors, instead of numbering eighty as at present; will probably be counted by hundreds.

HOFWYL AS SEEN BY AMERICAN EDUCATORS.
VISIT BY PROF. JOHN GRISCOM IN 1818 •

FELLENBERG AND HIS PRINCIPLES OF EDUCATION.

I was introduced to Mr. Fellenberg by three letters-two from Paris and one from Geneva, and was cordially received, having recorded my name and residence in a book in the office, and sent in my card and letters. He is a man of middle age, of a mild and agreeable countenance, and of polite and genteel manners. He seated me on a sofa, and entered upon an explanation of the principles of his establishment, and the particular views of education, which had induced him to engage in it. He considers society as divisible into three distinct parts: the higher (comprehending the noble and the wealthy), the middling, and the poor. The greatest defects of education he supposes to exist in the two extreme classes, and that these distinctions or classes among men would always prevail in every civilized country he believed to be incontrovertible; and, of course, any attempt to break down the distinction would be fruitless. It is, therefore, of consequence that they should be each educated in a manner conformable to their situations, but in such a way as to develop, to the highest extent, the best faculties of their nature; and, while it preserves the proper relation between them, it should, at the same time, encourage the feelings of kindliness and sympathy on the one part, and of respect and love on the other. This, he thought, could be effected upon no plan so effectually as by bringing them up side by side, so that they should have each other constantly in view, without any necessity whatever of mixing or associating. The rich, by observing the industry, the skill, and the importance of the laboring classes, would learn to entertain just sentiments respecting them, and the poor, by feeling and experiencing the kindly influence of the rich, would regard them as benefactors.

With respect to the best means of cultivating the faculties which, in their due operation, are to promote the permanent happiness of men, he considers agriculture as affording opportunities and advantages of the greatest importance, and next to this, the mechanic arts. Agreeably to these leading views, his establishment consists of two distinct parts; a boarding-school of the sons of noblemen and gentlemen, in which no pains are spared to provide them with teachers in every useful science; and of a school of boys, taken from the poorest class, who are clothed and fed in a very plain, coarse, and farmer like style, and who work diligently in the fields at employments adapted to their strength and skill. During two hours in the day in summer, and more in winter, these boys are instructed in letters, and in music. They are likewise introduced into the workshops, and taught the business of a blacksmith, a carpenter, a wheelwright, a cabinet-maker, a turner, a shoemaker, or a worker in brass, according as a particular talent for any of these may manifest itself. The produce of the labor of these boys bears no inconsiderable proportion of the expense of their maintenance and instruction.

WORKSHOP AND FARM-HOUSE.

After this brief explanation of his principles, Fellenberg introduced my companions and myself to Count Louis de Villevielle, a gentleman from the South of France, who, reduced by the revolution, has attached himself to Fellenberg, and appears to live with him as a sort of companion.

*A Year in Europe, 1818-19. By Prof. John Griscom, a member of the Society of Friends and an eminent teacher and educator in his day.

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He attends to strangers, and goes with them through the grounds, shops, &c, of the establishment. He proved to be a very sensible, well informed man, and altogether disposed to satisfy our inquiries. He conducted us to the workshops In one of them a fire engine of a large size had just been completed in a style of execution which would do credit to London or New York. In these shops all the instruments of agriculture are made, and it is the constant aim of the principal to improve upon the form and structure of them, and to invent others which experience may indicate the use of. As they make more than the farm requires, the surplus is sold to the neighbors.

In the evening the Count conducted us to the farm house, where the class of the poor boys are lodged, fed, and instructed. We found them at supper, on a kind of hasty-pudding, with whey and boiled potatoes. They breakfast on a piece of bread and an apple or something as simple; and dine between eleven and twelve on vegetable food alone. Once a week only (on first day) they have meat and wine. They are thus taught a lesson of simplicity with respect to their manner of living. The furni ture of the house corresponds with the dress and clothing of the boys. After supper they went up stairs to the school-room to take a lesson in music. Their teacher (Vehrly) is a young man of very extraordinary qualifications. He received his carly education from his father, who filled, in a distinguished manner, the office of schoolmaster for thirty years. He began at an early age to assist his parent in the discharge of his office. On coming to reside with Fellenberg, his views were farther expanded, and he entered with enthusiasm into the concerns of the establishment, and willingly undertook the formation and direction of the class of the poor, in all their exercises, agricultural, literary, scientific, and moral. He lives with them, eats, sleeps, and works with them, dresses as they do, and makes himself their friend and companion, as well as their instructor. He is eminently fitted for such an occupation by his genius, his address, his temper and disposition, and above all, by his religious principles. The school-room serves also for a shoemaker's shop, and probably accommodates, occasionally, the tailor and harness maker. The boys always take a lesson of one hour between supper and bed. This lesson is frequently confined to music. They are taught it by principles, but they use no instrument but their vocal organs. Fellenberg lays great stress on music as a means of bringing the mind and heart into harmony with truth, and of inspiring the mild and benevolent affections. He thinks it has been very beneficial in reclaiming many of these boys from the vicious habits they had acquired from the low and exposed lives they had been subject to. By teaching them to sing religious songs, together with those that are simply patriotic, he says their attention is diverted from those vile ballads which are common among low-bred people; and that they find in this new entertainment a happy substitute for the 'coarse and vulgar expressions to which they were addicted. The boys of this class appeared to be very healthy and contented. They are taught to pay the utmost attention to cleanliness. Their clothing in summer is of coarse cotton, and in winter, of woolen cloth. They go barefooted, except when they work in the fields, or when the state of the weather requires them to wear shoes and stockings; but their heads always remain uncovered Many of them, as might naturally be supposed, enter the school with the seeds of scrofulous disorders; but, by the effect of a simple and wholesome diet, cleanliness, and labor, they are restored to health with scarcely any medicine. Some of them on their entrance are feeble and debilitated, unable to endure cold, heat, or labor; but when once they had become accustomed to the regimen of the school, they willingly encounter rain, storms, and severe cold, whenever their work calls them abroad, without shrinking from, or regarding the exposure. They are taught to mend their own clothes. In summer they rise at five, and in winter at six; and after having dressed themselves and said their prayers, they receive instruction for an hour. They then breakfast, after which they go to work until half-past eleven. They have then half an hour for