AGRICULTURAL COLLEGES. 7 



fessors, who lived upon the premises ; one for mathematics, Chemis- 

 try and Geology ; one for the veterinary art ; and the third for Botany 

 and the use of the various vegetable productions in the materia 

 medica as well as for entomology. The practical instruction was 

 communicated by an experienced agriculturist, who pointed out 

 the method of applying the principles of the several sciences, to the 

 daily routine of husbandry. The course commenced in September. 

 During' the winter months the time of the pupils was occupied in the 

 study of mathematics, and the six books of Euclid were mastered by 

 them ; whilst in the summer the knowledge thus obtained was 

 applied to the measurement of land, timber, building^, and other 

 practical purposes. The first principles of Chemistry were also un- 

 folded. By means of a good but economical apparatus, various ex- 

 periments either on a large or small scale were performed. For 

 the larger ones the brew-house and still-house with their appendages 

 were found to be highly useful. Much attention was directed to 

 the analysis of the soils, and' the diiferent sorts met with distinguished 

 according to the relative proportion of their component parts, were 

 arranged on the shelves with great order and regularity. There 

 was an extensive botanic garden, arranged according to the system 

 of Linnaeus ; an herbarium, containing a large collection of dried 

 plants; a series of the skeletons of different animals connected 

 with husbandry; and models of -agricultural implements, all open to 

 the examination of students. The various .implements used upon 

 the farm were all made by smiths, wheelwrights, &c., residing around 

 about the institution ; and the pupils were allowed access to the 

 workshops and encouraged to make themselves masters by minutely 

 inspecting the implements, and the niceties of their construction." 



Thaer's school demonstrated the necessity of such insti- 

 tutions, and hence a number of similar ones sprung up, 

 under liberal government patronage, in different parts of 

 Germany; as that of Tharant, near Dresden, (founded 

 1811) for Sylviculture, and those of Hohenheim in.Wurtem- 

 burg, (1818) and Weyhenstephen in Bavaria, (1822) for 

 agriculture. 



PESTALOZZl's SYSTEM OF COMBINING MANUAL LABOR AND 



STUDY. 



While Thaer was thus developing his system of agricul- 

 tural education in Germany, Pestalozzi (born at Zurich 

 1745 and died 1827) was laboring in Switzerland to build 

 up a system of education for the benefit of the poor, that 

 would combine manual with mental labor. And this sysr 



