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The Norcross Advance. published Every Wednesday by SIMMONS, YIN CENT & CO. SI ‘ INSCRIPTION RATES: One copy, one year ------ $-100 Five copies “ “ $8.50 Ten u “ “ $15.00 —ADVERTISING RATES:— o Space 1 w 2 wil m 2 in 0 ml 2 m 1 inch $1 00 ? 1 sn ! s 2505450 $6 00 $lO 00 2 “ 150 250 450 72510 00 18 00 3 “ 200 300 500 900 15 001 22 00 4 “ 250 350 550 1100 18 00 : 27 00 J 4 col. 300 425 650 14 OS 25 00 35 00 % “ 550 800 12 50 SOO4O 00 50 00 1 “ 10 00 15 00 15 00 22 001 62 00| 100 00 Advertisements less than one-tourth of a column t® be charged for by the square —for first insertion $1 00 and for each sub sequent insertion 50 cents. Special con tracts cr n be made where short advertise ments are inserted for a longer period than thr e months. One inch shall consti tute a s< mre. Marriage notices and obituaries, ex wet ding six lines, will be charged for as adverti emcnts. Personal or abusive communications will not be inserted at any price. Communications of general or local in terest, under a genuine signature, are respectfully solicited from any source. SIMMONS, VINCENT & CO., . Publishers. INDUSTRIAL EDUCATION. AN ADDRESS DELIVERED BY PROF. W. L’ROY BROUN, PRESIDENT OF THE STATE COLLEGE OF AGRICULTURE AND MECHANIC ARTS, BEFORE THE GEORGIA STATE AGRI CULTURAL CONVENTION, AT ATHENS, ON THE 13th OF AUGUST, —1873. On the 6th of July, 1801, Geo. Walton, Abraham Baldwin, John Milledge and Hugh Lawson, ac ting as a committee of the Sena tus Academicus of the University of Georgia, selected the site of the “Old College” building now standing on the campus. It was in that year—lßol—the Universi ty of Georgia was founded, hav ing been chartered by the Legis lature in the year 1785. Thus, the wisdom of our patriotic forefa thers was manifested in establish ing the State University imme diately after the independence of Georgia was acknowledged. ‘lt should thcrefere,’ says the pream ble to the charter, ‘be among the first objects of those who wish well to the national prosperity, to encourage and support the prin ciples of religion and morality; and the first step made to effect this object was to establish this University.’ The plan of the College and the course of education were model ed after the English Colleges, as were all institutions of learning in this country at that tim •. Lit erature, with the so-called disci plinary studies, and a small modi cum of sicnce, tilled up the time. Science was not then taught as now and could not be. Then, set euce, as now recognized, had no existence. That was the begin ning of the 19th century; now, we are approaching its close, and live in a flood of light with which a host of earnest workers have il luminated our paths. Then, the great agents of modern civiliza tion were not made obedient to num—were not made to act at his bidding. It was in that same year—lßol —that Volta made his discoveries in electricity. This University had a history of nearly half a cen tury before the wires, at the command of Henry and Morse, trembled with the transmission of human thoughts. Since the cor ner stone of the first College dor mitory was laid,the entire science of electricity has been evolved, till it now forms an extended de partment of human knowledge, which, with its many and marvel. lons applications to the wants of modern civilization, constitutes a profession that requires a life long study to master. A quarter of century after the University was founded, Steven son placed on the Liverpool and Manchester Railroad the first sue cesfril locomotive engine ever built. Six years of University life had passed before Fulton propelled by steam his little craft on the! Hudson, and sixteen years had I passed before the first steamer ever crosstnJ the ocean. Twenty classes had graduated and finished their collegiate edu- • cation, when, in 1824, Liebig, the : great founder of Agricultural' Chemistry, at the age of 21, open ed the famous laboratory at Gies-. sen. Thus, we see the application of steam to transport matter, and electricity to tiaosjaut thought, with all the wonderful appliea Uoa of chemistry, to agriculture, are contributions of science tOj ririliaatiun made since the open- | ingot this University, Tims, science taught men how to subdue ihe forces of nature.and added new fields to the area of THE NORCROSS ADVANCE. BY SIMMONS, VINCENT & CO. human konwledge. With new knowledge came a new life to man, a new civilization, and this demanded a new education. Here we have the impelling force that resulted in establishing Industrial Colleges, Technological and Polytechnic Institutes, Agricul tural Colleges and Schools of Sci ence throughout Europe, and in every State in this Union. All the boasted progress of civiliza tion of the 19th century is due alone to progress in science.— Hence civilization demanded that that department of knowledge which had so largely contributed to its own advancement, should form a prominent feature in the s/s.ems of education. The tree of knowledge had outgrown the quadrieanial system that attempt ed to confine the roots and spread ing the branches in the curricu lum of four years. The effort to confine and compress this gigan tic growth of the 19th century in to this limited time, too often re sulted in causing its advocates to mistake a smattering of omnisci ence’ for a liberal education. The area of knowledge has now so ex paaded that we regard him as best educated who knows much of something, and not him who knows something of many things, He bust succeeds in life who has learned how to concentrate his forces on one thing; who has learned how to point his wedge, and to drive it with the sharp end foremost. In former years the course of education pursued in our old Col leges were adopted for a limited class. They failed to recognize that, for the complete develop ment of a whole people, different courses of education should be offered; that diversity of avocation demanded diversity of prepara tion. In great measure they re fused to acknowledge, in their system of prescribed coures, that that education best suited for teacher, the clergyman or I he law yer, was not that best suited for the merchant, the farmer or the me chanic. Hence we repeat, with die growth of science came the de mand for reform—for a new edu ration; not for a new education to the suppression of the old, but for a new order of education, bet ter adapted to place the rising generation in a harmony with the spirit of the age ; for a new edu cation engrafted on the old, and supplementary thereto. To meet this demand in Ameri ca, the Congress of the United States, more than ten years ago, (July 2,1862,) passed a law grant ing to each State a munificent do nation of public lands to establish a College where should be taught science and its applications. By establishing these Science Col leges of Agriculture and the Me chanic Arts, Congress gave the means of founding institutions to teach the subjects adapted to the present age and to practical life; and thereby gave expression to the principle that he was not edu cated tn discharge all the duties of life, in peace and in war, who was sent forth to battle in life with the artillery of modern sci ence, armed alone with the Ro man short-sword and the Grecian shiled. Under the old system, College education was often brought into popular disfavor because it dis carded the idea that it was its duty to equip a man for the strug-1 gle for a livelihood —to train him for business and for arts. Colleges J were looked upon by many as I places where the sons of the rich were to be covered with the var nish of culture, and polished into gentlemen ; as places where they we e to obtain that mental equip- i ment that was rather a luxury ! than a need. Under the broad system now adopted by the Trustees of this i University—a system which has for its basis that true principle of philosophy, that for the develop-' ment of the State variety is need- s ed, but for the individual, wMtfy — thoroughly organized under phil osophical system this University now aims to be a place where any one may be trained tor any ; and every respectable path of life, and where, at the same time, as far as within its power, the interest of higher leanring and science are cared for. The co-ordination of the Col- \ lege of Agriculture and Mechanic Arts as an integral part of the University, has given a complete ness to the system by .incorpora | ting that technical education not antagonistic to, but supplementa ry to the course of liberal educa tion previously provided for. Our State needs scientific agri culturists —men familliar with the application of modern science— architects, builders, engineers, educated mechanics, practical chemists —men who will develop new industries, bring to light her rch resources, and add to her wealth by increasing her produc tions. And the great object of this College is to supply that want by giving to the young men of the State the requisite science training. As far as may lie, the State Col lege endeavors to give that sound science-training that is Character ic of the Scotch Universities, con cerning which Dr. Lyon Playfair remarked, but the other day, in the House of Commons, that the Scotch University taught a man how to make a thousand a year, and the English University how to spend it. Having thus alluded to the causes that gave rise to these Colleges of Agriculture and Me chanic Arts, and to their especial object in the field of education, you may inquire how we propose to accomplish that object--what plans we will adopt. We h ive no plan of our own; we are agents of a trust, and must strictly con form to the plan of the donors, as expressed in the law granting the donation. The annual income arising from the Congressional grant must, in accordance with the Act of Con gress of July 2, 1862, be (I quote from the JaAv) ‘inviolably appro priated by each State which may take and claim the benefits of this Act to the endowment, support and maintenance of at least one College where the leading object shall 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 Mechanical Arts, in such man ner as the Legislatures of the States may respectively prescribe in order to promote the liberal and practical education of the industrial classes, in the several pursuits and professions in life.’ Tiie institution must be so organ ized as to honorably satisfy the conditions imposed. Its leading object is defined by luav, and must be, not to teach agriculture, but to teach such branches of learning as are related to Agri culture and the Mechanical Arts.’ ‘Militray tactics’ also must be taught, while other scientific and classical studies’ are not by Ihav excluded. While there is no room for discussion in regard to the ‘lea ding object’ of the State College, as defined by the act of Congress, we find a very prevalent erro neons opinion that the fund was designed to establish a College to teach Agriculture alone. The design was, as shown by the words of the law,quoted, far more comprehensive and general. It was designed to establish a Col lege of Science, or a comprehen sive Polytechnic institute, where in especial prominence should be given to such studies as are rela ted Agriculture and the Mechan ic Arts. It becomes, then, pertinent to inquire. What studies aie related to Agriculture and the Mechanic Arts? Among the principal stud ies that relate to Agricul.ure may be mentioned General Chemistry, Physics. Applied Chemistry, Geo logy, Analmony and Physiology, vegetable and animal nature, Nat ural History, including Eotany and Zoology, with Entomology ! and Veferniary Science, Mechan ics and domestic economy of Ag-1 riculture. Among those that re- : late to the Mechanic Arts may be ' named Chemistry and Physics, I Pure Mathematics, Applied! Mathematics, Mechanical Draw ing, Metallurgy. 1 conceive, then.ihat our object should be, to establish in Georgia a comprehensive Polytechnic in- j stitute, where especial promi nence should be given to those 1 sciences that are related to Agri-1 culture and the Mechanic Arts, ■ but which should eventually em-! brace in its range the whole cir cle of applied sciences; an Insti- ' tute where should be taught sci- ' ences of the most practical char- i acter as well as of the highest : character. A very common im pression, we rej»eat. exists, that ; the business of the State College i NORCROSS, GA., WEDNESDAY, OCTOBER 2f. 1873. is to teach agriculture alone; alone; and with some the opinion is held that Agriculture must be taught as an art,«and not as a science , that the student must be taken tothefield and taught prac tically how to hoe- and how to plow, that this is to Constitute the main feature in their education. How have the advocates of such a plan failed to understand the broad and comprehensive views of those founders of those schools of science! What a magnificent failure would be presented, should the College abandon her func tion of educating the brain, and j undertake to educate the muscle I of her students I A great English painter was asked with what he mixed his paints. His reply was, “With brains, sir, with brains.” And no fertilizer ever produced can com pare with brains to enrich the soil and increase the harvests. It is not the business of a College to undertake to develop manual skill, not her function to teach handicraft, not her pro vince to teach trades. She can not compete in this line with the thousands of shops and farms that cover our land. Do you want your son to learn to plow ? Place him on one of the thousand farms of our Slate and there let him ac quire that skill that practice alone can save—that skill which the College ever established can impart. Do you want him to learn why to plow ? Send him to a good Science College, and there let him learn the influence of the sunshine, of the heat rays and the light-rays, of the dews and the frosts, of the dissolving rains and the absorption of soils; let him learn the necessity of rotation, the function of vegetable matter in soils, the valuable constituents of fertilizers, and how to deter mine the relative value of com mercial fertilizers,and cotton seed and other manure; and thus, by becoming familiar with the princi ples of Physics and Chemistry, he will know somewhat of those laws of plant-life that constitute the basis of all rational Agricul ture. But while the great object of the College is brain development, she will also seek to impress upon her students that important lesson for the young men of the South, that corner stone of our future civilization, the dignity of labor! Not of brain labor aiouej but of brain labor and hand-labor combined. She will encourage her students to labor with their own hands whenever it can be profitable done, especially in the laboratories and in planning and conducting experiments on the Experimental Farm. Already, in some measure this has been done. During the college year just pass ed, students worked in the Chem ical Laboratory from lour to six hours per day. “Labor as an incident to scien tific investigation is never irk some to a student. If those who teach, cannot by their own exam ple, and the expression of senti ments appreciative of the noble ness of industry, and the dignity of intelligent labor, inspire their pupils with just ideas, vain is the arbitrary law that condemns them to the drugeiy of routine labor in the fields.” Fears were entertained by some that the union of the State Col lege with the University would exert an injurious influence on both institutions. They argued that the orders of education were I incompatible, that the classical I and industrial studen’s could not with advantage, listen to the same Professor and be educated in the same halls. The experiment has been made here for one year, and i all recognize the fact tna« both classes of students have reaped marked advantages from the union. A separate Industrial College has too often come to be regarded as the “inferior college of an in ferior caste.” Here the co-ordi nation of the two institutions, in stead of giving rise to social caste has wholly destroyed what might i have existed as separate Colleges. ■ A community of College students! constitutes a body of young men, i who recognize no title to aristo- j cracy save that of scholarship. The best scholar in the class is their recognized leader, upon whom they delight to bestow hon. I ors; with them wealth or social I position has no weight whenl brought into comparison with scholarship and talent. Hence, all that was necessary for the students of the State Col lege to secure thi,s position in the community of students of the University, was to demonstrate their scholarship. In one year this has been most effectually done. The diligence and perse verance of many of the Stale College students have given them the first position in their classes over all students of the University. This has produced the anticipated effect. Contact of mind with mind, equality of educational courses, superiority of scholarship,has already demon strated that the fears of the oppo nents of the union were ground less: and established the wis dom of the co-ordination of the Industrial Department with the State University. What isit that has so generally given social superiority to the profession of law over the occupa tion of the farmer? Simply the fact that the lawyers as a class, are better educated than the far mers, or at least, are generally through some possible traditional error, supposed to be. Hence, if we wish farming to be regarded as a profession, if we wish far mers to occupy that position and exercise that influence that they are rightly entitled to, they must be educated equally with those of any other profession. We must, at the same university let the students of Law, students of Ag riculture, and students of all the different professions come in con tact on the same basis of equality. We must provide courses of edu cation, though different in charac ter of equal grade, and reward them with College honors of equal dignity. Os the thirty-three States that have under this grant established Agricultural Colleges, twenty two have associated them with other Colleges and Universities, as has been done in our own State. Every consideration of economy, thoroughness, comprehensiveness and efficiency can be urged in fa vor of the association. Thereby we have avoided placing a stamp of inferiority upon Industrial Ed ucation and have acted in accor dance with the convictions of the best scientific agriculturists of Europe, who according to Baron Liebig, are decided in their con victions that Agricultural Col leges ought always to be connec ted with institutions demoted to other depaitments of instruction.” Whatever may have been the exclusive character of education in this institution in past years, it is no longer devoted to culture alone. But by this co-ordination of liberal and techinal education it is fast becoming an engine of | State education where a poor man may come with as much reason as i a rich one, and spend his time i profitably in acquiring knowledge and training which have a real value in the world, and place their possessor in a position to earn his bread and his'standing among men. Industrial or technical education presup poses a ceiiain liberal education as its foundation as well as an understanding of the principles of that science involved in the profession. ’Hie applications of science are different from its principles. The func tion of the Col'ege is to teach science, not art; to teach the principles of science and its applications to the arts. How, then, shall agriculture be taught? That is the itnpor ant question for us, and one full of interest to you. Much thought has been given to this qu'-stion here an I elsjwlii r■. It is a new problem of alocation. The law of Congress requires such subjects to be taught as are related to agriculture. Acting on the broad principle that the function of tlie College is to edbeate, to develop, to teach scientifii ally and not empirically, we have tuiaug d—in oider to comply with the law establishing this institution—for the complete course of agriculture, these related scientific subjects: the Chemistry of Agriculture, the Physics of Agriculture, the Mechanics of Agriculture, the Botany of Agriculture, the Zoology of Agriculture, the Economiea of Agriculture, the Gvologj of Agriculture, and the Jurisprudence of Agri' ulture. In connection with this theoretical knowl edge of principles obtained under the dif ferent professors, an opportunity is given special students to apply these principles by pr ictleal applications on the Experi mental Fann. In this manner the effort is made, as far as practicable, with the m aus provided, to combine theory with practice. But this Scientific Department of the University is not .levoted to educating stu dents alone for the profession of agricul ture. T«» do this would b ■ in violation of t' e ’a v under which the institution was cstab i>be<L For the conditions attached' VOL. L—NO- 18. to the gaart require that such subjects shall be taught as relate both to Agriculture and Mechanic Arts. Hence so far as the means at present permit, the authorities have un dertaken to develop the Departments of Agriculture, Applied Chemistry and En gineering. Students are permitted to e'ect any one of these courses. The whole force of the College tends to these industrial pro fessions. To fit young men for these and kindred pursuits, by giving them the r•- 1 quisite training, constitutes what is called Industrial Education. No fears need be entertained that this Science College will become a mere caudal appendage to the Literary Departnn nt of the University. The co-ordination is one absolute quality, of equal grade of scholar ship and equal dignity of degrees. The complete organization of this College embraced in its plan the dissemination of knowledge by means of public lectures on Agriculture in different parts of the State. It is also included a Physical, Geological and Mineralogical Survey .if the State. By which all knowledge of economic and sci entific interests concerning the resources of the State should be collected and published, thus illustrating the natural wealth of Georgia. This plan will be fully developed should the means ever be provided. What effect on the State will be pro duced by this character of education ? The hope of ir’provement in the oldest and most independent of all pursuits; in that which though '“first among the arts in im portance, has been the last to acknowledge its independence on Science ” —in the pro session of Agriculture, whose followers cling with the most o st inate tenacity to traditional ideas, the hope of improvement We consider, rests mainly in the scientific education of the youth of the present gen eration. A young man thus trained in science for the profession of farming will enter upon it with enthusiasm that will i icrease with his years; and when he su peradds to the knowledge gained here, that practical knowledge to be gained by expe rience alone, we mey hope for the goner 1 adoption of that system of agriculture that is more rational, more consis ent with the laws of nature, and hence more productive. T hus, each graduate will become, in time, a local centre to disseminate among his community what knowledge of special value he may possess. Thus, the produc tive capactityof the State will be increased and its wealth largely added to. But the College proposes not to educate farmers alone, but also to educate young men for other industrial professions. 'I be great State of Georgia, an empire within herself, demands that her young men shall bring to light her hidden treasures and un developed resources, and demonstrate their value. She possesses valuable iron inter ests, copper and other mineral interests of great value, unused water powers whose value is not now recognized. She possesses the natural facilities for many industries now unknown to our people. How shall these Bourc » of wealth be turned to value ? Shall we continue, as a people, to devote ourselves to agri ulture akne, and almost exclusively to one branch of agriculture ? If we are wise, we will use every means in our power to diversify our industries ; and the beginning, the entering wedge to pro duce this diversity of occupation, is this College, set apart for special science-train ing. In time, we may hope to send forth from these halls a class of young men with no ambition to become politic! ns, with no desire nor expectation to dazzle the world with the b illiancy of their eraiory; young men who have been taught things, not words, who will not rest in quiet, desir ing to be something, but will go forth active, earnest woi leers, who expect to do something, and whose entire thoughts W'll be turned in the channels of produc tive industry; young men who will re cognize the value of and utilize the wea’th now annually wasted ia the uaused water-powers of the State, who will appre ciate the full value of the fact, that here within a circle of ten miles around this College, are more than twenty unproduc tive water-powers, with an aggregate value of n arly two thousand horse-power, daily wasting their wealth; young men who will bring from the bowels of the earth her bidden treasures, and who will ilevolop new industrial interests throughout our State. To be strong, to ba powerful, we must be something more than a people devok’d to Agriculture. No nation of agriculturists, ever in the history of the world, has suc cessfully competed with a nation of me chanics. Herein consisted, as past years demonstrated, the great weakness of the .Southern States. The power of a people, in peace as well as in war, is vas ly increased by machinery. How much effective work can a man un aided by a machine accomplish in a day ? The average amount is well known, and c m be express d in exact figures. It is equally well established that by burning ten pounds of coal we can do a day’s work of one man. A on of c al has stored up for use an energy equivalent to a day’s work of two hundred men, and by the ap plication of science is made to do that amount of productive labor. How, then, shall we properly estimate the productive capacity of that people whose annual con sumption of coal in the various industrial professions swells up to hundreds of thou sands of to :s ? The twenty-five million tons coal an nually consumed by Great Britain in her manufacturing industries, represents a pro ducing population of over twelve million men. Os the thirty-two million tons of coal annually mined in the United States, we may probably estimate that her pro ductive capacity is increased by the use of I one-third for manufacturing purposes. Hence when we wish to conuxire the rela- . live strength of two people, we must not look to statistical reports and compare the population and the agricultural products alone. We commit a great e ror if we omit to estimate the equivalent value of the machinery in use. It is a fact worth remembering, a fact that thoughtful men should wisely consider, that the annual consumption of ten million tons of coal— chiefly in the Northern States—for manu facturing purposes, represents the equiva lent of a producing, non-consuming popu lation of over five million of men. But in regard to comparative productive capacity, what do the statistics teach us ? Os two million five hundred and twenty establishments of manufacturing industry in the United States, representing an ag gregate capacity of two million three hun dred and forty-six horse p >wer, the eleven gout hern States have less than forty thou, sand establishments, with a capacity of less than three bundled horse power. Thus, the nearly two hundred million horse power engaged in the various manufacturing in dustries in the Northern and Western States, in excess over that employed in the eleven Southern States, represents a capac ity of production—represent a producing non-consuming population, efficient i Ji peace and war, of fourteen million of men . a strength not obvious to the casual ob server, not patent when statistics of popu lation alone are considered. To aid in building up our State, it is argued, and correctly so, that we must turn a potion of the great tide of immigia tion now annually flowing to the North west. But wou'd it not equally avail us to introduce that labor that produces and 1 docs not consume; that labor that is fed on wood and coal, instead of bread and meat; that labor that is tractable, obedi ' ent and eminently productive ? But value -1 less would be the introduction of machinery without the men skilled in machines to ' make it productive. How, then, without relying wholly on foreign importations, shall we add to our scientific mechanics ? Here is our hope ! Here, from the halls of ’ this College of Science. Here we hope so ' to expand in all departments, so to increase ' our strength by competent professors, so to inspire our young meh with the love of 1 science and its application, as to lay the 1 foundation of the future Arkwrights, Ste ' vensons, Armstrongs, Whitworths, and Bessemers of the South. ' Is there no opportunity for new indus ' tries, or for a further development of the 1 old? Wi at signifies the fact that of two thousand establishments for manufacturing ! agricultural implements in the United States, Georgia has only ten ? AV hat is the legitimate inference when we see Geojgia, with her seventy thousand farms, and over ' three hundred thousand persons engaged in Agriculture, possess ng only ten establish -1 merits for manufacturing agricultural im plements, while Connecticut, with one tenth the number of persons engaged in ’ Agriculture, has four times as many manu factories especially devoted to her agiicul ' tural interests ? Are we to continue to let 1 the iron rest in its ore-beds, to let the valu able woods rot in the forest, and still to pay tribute to foreign mechanics ? Are we of the South to do nothing but plant cotton, talk politics, and speak fine rhetoric all the year round ; to do simply what has been done? AVe cannot stand still. To stand still now is to lag behind. AVe must go forward ; we must keep pace with the age. We must diversify our in dustries. We must educate our young men that tin re is a new field open before them ; that in the I department of Applied Science here are valued prizes to be awaided— prizes which bring to their possessors both riches and renown. We must educate them to a proper regard of the honors of labor. AVe must teach them that the world at large holds in much higher esteem, as a benefactor of his race, him who invents a reaper or a cotton gin, than it does the representative college orator of the day. Thus, by familiarizing the minds of our young men with the truth, that nothing pays so well a< an obedience to the laws of nature, that nothing is so costly as a disre gard of its la«s, will the State gain in power and wealth through the influence of the science-teaching of this department of the University. But it is not the object of life alone to accumulate wealth and to seek reputation. Scientific education is valuable not alone b"cause i* gives a man increased power to gain a live lihood. but it is of value because it adds to his means of happiness and his enjoyment of life. A very large proportion of our population will, of necessity, be en gaged in igriculture; and in this delightful occupation, to him who is able to appre ciate that indescribable calm joy of a happy countiy home, what increase of happiness must accrue from the daily watchings of the mysteries of plant-life? To him who understands somewhat of the chemical and physical laws of plant-life, who has learned somewhat of the use of the blow-pijie and microscope, there is not a plant in bis fields, nor an insect that meets his eye, but may come to lie, under his microscope a source of interest and pleasure, ever increasing with his years, affording him happiness and contentment, and leading him from the contemplation of Nature’s laws up to Nature's God. But it is not by teaching alone that tire State is to derive benefit from this institu tion. Ihe function of the college is two fold ; the teaching of principles and the determination of principles, by experiment and investigation. It is expected that a well regulated system of experiments, of a practical character, will be undertaken on the Experimental Farm, and questions of [iractical importance determined thereby. These results, together with a report of the investigations in the Chemical Labora tory, will be published and distributed throughout the State. AVe di sire that the colli-ge shall l>e in close sympathy with the people, and especially with those devoted to agriculture. Ihe authorities aim to make it a People’s College! and especially a guardian of he farmers’interests. Andas one of the first stejis towards this, we pro pose to have analyzed, each year, in the Chemical Library, the principle fertilizers offered for sale in this Stab*, and t<> furnish the Secretary of this Society the nsuits of these ana'yses, that they uny be published