against the college, and we wish that the advan¬ 
tages accruing from it shall he appropriately 
acknowledged hy them. 
After considerable discussion the Board adopt¬ 
ed the following resolutions: 
Resolved, That this committee earnestly request the 
Legislature at its present session so to amend the law 
establishing the Agricultural College, and the Jaws 
amendatory thereto, as to enable the State Board of 
Agriculture, after suitable grounds shall have been se¬ 
cured and buildings erected at some new point, to Bell 
and dispose of the recent (arm and college buildings, 
and appropriate the fund accruing from the same to 
the College 60 established at some other point. 
.Resolved, That the Legislature be further requested 
to authorize ibeSiat<> Board of Agriculture to invite 
and receive propositions from various points of the 
State to convey ror the benefit of such college, various 
lands and bandings in consideration of the establish¬ 
ment of the college at such points, and that said State 
Board of Agriculture in acting conjointly with com¬ 
missioners appointed by the Governor or with such 
other person or persons he may be designated to estab¬ 
lish such co lege at such place its ehallf be deemed, ail 
things considered, for the best interest: of such col¬ 
lege. when it may receive the earnest and hearty co¬ 
operation and support of the entire community, and so 
become an institution of permanent blessinc, whose 
praiao shall be in every month, Instead of, as here¬ 
tofore, a burthen upon the State, and a name of reproach 
to its friends and supporters 
Resolved, That in the opinion of this Board, ic 
would be unwise to connect the Agricultural College 
with any other educational institution, or to divert 
any portion of the grant or lands appropriated by Con¬ 
gress for its endowment, to ocher institutions. 
Resolved further, That the Legislature be requested 
to continue thenecessaryappropriation to said college 
to meet its ordinary expenses, and enable it to con¬ 
tinue Its benefits, until such college shall be removed 
to a more eligible locality. 
Resolved, That this committee cordially bear wit¬ 
ness to the energy, devotion and ability of the Faculty 
having charge of the State Agricultural College, and 
that they hereby express the conviction that, in the 
qualities which secure success loan institution on the 
part of its teachers, they are second to none in the 
State. 
[Concluded from page 68, present number.] 
“There was nothing done after you left Mr. 
Getty,” he said. “I moved for an immediate 
adjournment. You put the right question, and 
at the right time. It was worth more than a 
volume of arguments addressed to men who 
didn’t wish to hear. I am obliged to you for 
coming round. I would have called at your 
6hop, but I thought we could tulk over matters 
with less danger of interruption here in my li¬ 
brary. Have you half an hour to spare?” 
“Yes, sir; and more at your service, if any 
good will come of it,” 
“That is to be seen. And now, friend Getty, 
I will come to the point at once. Why can’t 
you and I work in the Sabbath School to the 
same end ? We both mean right, I hope; and if 
we draw together, instead of against each other, 
how much more good may be done. Why do 
you oppose my plans so strongly?” 
“Not from any opposition to you, Mr. Gas- 
kill; I beg of you to believe me in this,” an¬ 
swered Getty, with a frank earnestness that 
carried conviction; “but because I can’t see 
your way to be right. I lovo children—my heart 
is iu our school—I have not been absent one day 
in five years—I have studied its welfare more 
deeply, I think, than my owu. Any change, 
therefore, which looks to me as if it would prove 
hurtful, I must oppose. I cannot stop to ask 
from whom it comes. I cannot be moved by 
personal influence. Only one question presents 
itself:—“ Will it do good or harm?” 
“And you think my plan will do harm ?” 
“If I had not thought so, Mr. Gaskill, I 
would never have put a straw in your way. 
Too long have I desired the hearty eo-operation 
of an active, influential man iu our school to 
set myself against one like you. Don't think 
that I want to lead or direct—that I fear to be 
overshadowed. When such feelings come into 
Gently, with a clear and distinct articulation.. 
so free, Who, with a trust - fed, lov - mg heart, 
it be, Speak lov - ing words, ami let him feel 
fi-dence m thee; Speak not the cold and careless thoughts which time has taught thee well, Nor breathe a word whose 
a friend in thee; Nor ev - er send him from tiv Bide, till on his face shall rest The joy-ous look and 
3 . Oh I teach him, this should be our aim, to cheer the aching heart, 
To strive, where thickest darkness reigns, some radiance to impart 
To spread a peaceful, quiet calm, where dwells the noise of strife. 
Thus doing good and blessing all, to spend the whole of life;_ 
4. To love, with pure affection deep, all creatures great and cmnl^ 
And still a stronger lore to bear for Him who made them all; 
Item ember, ’tis an angel’s work that thus to thee is given,_ 
■To rear a spirit, holy, pure, prepared to dwell in heaven. 
bit - ter tone dis - trust might seem to telh 
learn-ing smile that mark a hap - py breast 
One of the hours in each day wasted on trifles 
or indolence, saved and daily devoted to im¬ 
provement, is enough to make an ignorant man 
wise in ten years. 
land, and not one acre of it has been reclaimed. 
Also ^1,200 has been expended for cattle of the 
first quality, yet they have been of no service to 
any one, and were not even exhibited at the last 
State Fair. 
Written for Moore's Rural New-Yorker. 
OBJECT TEACHING. 
He believed that, as other schools 
are placed at easily accessible points, so also 
ought an Institution so valuable as the Agricul¬ 
tural College. The Normal School is within the 
reach of the public, and is a success. So would 
it be with this institution, were it in a more 
eligible location; but if it remains In the woods, 
where it is, there can be nothing more expected 
of it than a failure. He had talked with agricul¬ 
tural men upon the subject, and all are of the 
same opinion. It has had an appropriation of 
200,000 acres, and yet scarcely any one knows of 
the fact. We ought to have 250 students there, 
yet we have only about 50 on an average. After 
looking at alt these facts, he wished that it could 
be removed and experimemei with at another 
point.” 
Prof. Miles of the Agricultural College said, 
iu reply to Mr. Johnstone, that “ The college 
was established under the auspices of this Society 
which determined its location. For years it has 
been struggling along, always asking the State 
for snpport, and now, after the difficulties of es¬ 
tablishing the farm and buildings have been 
overcome, after it has received a liberal endow¬ 
ment front the Government, and has now almost 
soffleieut to carry it ou of Itself, the Society steps 
in, and fearing it will be abandoned, urge its re¬ 
moval. He believed that no school is established 
but that its students are obliged to leave home 
to attend it, and that they are no farther from 
home at the Agricultural College than thay 
would be at many other schools. The reason 
why swamp lands have not been reclaimed is 
that they have found enough other work to do at 
home, but he claimed that some of the swamp 
lands have been reclaimed and portions of them 
have been sold. Complaints have been made 
that the stock of the farm had not been taken to 
the State Fair. He had no one with whom to 
trust it, and was unable himself to attend. He 
maintained that the college was out unfavorably 
located as was announced this evening. The 
results had not been so satisfactory as was ex¬ 
pected, but it takes time to effect the results in 
an undertaking of this kind. The reason we 
have not had more students is on account of 1 
these discussions and agitations every year. He 
considered the discussion this eventng as most 
disastrous to the College. While this agitation 
is continued It Is impossible to get students. 
He hoped not to see the college removed and did 
not believe it would be. He had too much faith 
In the good sense of the Legislature at present 
convened, to believe they will undertake such a 
6 tep.” 
Mr. Baxter explained the reason why the 
college was located at its present place. A bill 
was prepared under the auspices of the Society 
for the establishment of the college, but no 
special location was designated. Some members 
of the Legislature, in consideration of the college 
being established within a distance of ten miles 
of the capital, consented to vote for the bill. 
They did not do It because they were friendly to 
the college, but in order to have the institution 
established near Lansing. The friends of the 
college unwisely and reluctantly complied with 
that amendment to the bill. They acted accord¬ 
ing to their best judgment, and in accordance 
with the best good of the college, as they sup¬ 
posed. The law thus passed required that it 
should be located within a distance of 10 miles of 
Lansing, and he had no doubt but that its present 
location was the best point that could he selected 
within the area designated. The college should 
be at one of the most eligible points of the State, 
where it will be easily accessible not only to the 
students, but also to the farmers of the State. 
We propose to establish it at such a point, upon 
so firm a basis that its probability of dying out 
or being nnbcnefloial to the firming community 
shall not be discussed. The large grant of laud 
from the Government is given to the college to 
make it a blessing and benefit to the State, and 
we propose to place it iu such a locality that our 
tarmers may fully experience and realize a benefit j 
from it. It is the intention of the Society to 
bring tho farmers in direct connection with it, 
and let thorn theu enjoy its full privileges and 
immunities. It is well known that a great por¬ 
tion of the fanning community are prejudiced 
Of the many to whom the Rural pays its 
weekly visits, not a few, doubtless, who are in¬ 
terested in the subject of teaching, have heard of 
Object Teaching and queried in their minds what 
it might be. So queried the writer till a few 
weeks since when an opportunity was presented 
of witnessing an illustration of the subject. 
At a recent meeting of the Teachers’ Institute 
in this city, a class of seventeen children from 
six to ten years of age, who had been instructed 
according to this method, was present and went 
through with some exercises under the direction 
of their teacher. The first exercise was in arith¬ 
metic. Having arranged her pupils before her 
in a standing posture, the teacher held up before 
them six blank cards, arranged in an upright 
position in a grooved stick, t wo at one end of the 
stick and four at the other, aud asked, “Two 
and four are how many ? ” The pupils answered, 
together, viva voce, “ Tiro and/our are.»«.” The 
teacher wrote the answer on the black-board, 
“ 2 and 4 are C,” then asked, “Can any of the 
class arrange the cards diffierently?” One of 
the pupils stepped forward and arranged them, 
three, at each end of the stick. The correspond¬ 
ing question being asked and the answer received 
and written on the board, another arrangement 
of the cards was called, and so on, until all the 
changes possible, 1 and 5, 2 aud 4, S and 3, 4 and 
2 , Ac., had been made and the answers given and 
noted down. (Similar exercises would consist 
in the use of a different number of cards each 
time. The same course, also, could be pursued 
in teaching Subtraction, Multiplication and Di¬ 
vision, Ac.) 
The next exercise was in grammar. Having 
called for some word to be written on the board, 
the teacher selected from the several words 
named by the pupils! he word ink. Then writ¬ 
ing on the board, “ The ink is-,” she called 
for a word to complete the sentence. The word 
“black” was named and the sentence com¬ 
pleted. The first part of the seuteneo was theu 
re-written, or rather indicated by the double 
comma, and completed as before with the word 
“ volatile,” (the meaning of this word being 
asked and given.) The sentence was next com¬ 
pleted with “ a liquid,” and so 0 u. The pupils 
were theu showu bow these several sentences 
could be combined iu one by using the words 
“ The ink is,” but once, followed by the words 
“black,” “volatile,” Ac., and connecting the 
lust word with those preceding, by using “aud” 
—“ aud a liquid.” Tho use of the comma and 
the period was shown in this connection. (The 
use of the other marks of punctuation would be 
shown ia a similar manner,) also the use of cap. 
Ital and small letters, the teacher stating the 
corect use of them, then using them improperly 
and asking the pupils to point out the mistakes. 
The next and last exercise (the time belug 
short) was in color—hues of red — designed pro¬ 
bably, to cultivate the powers of observation, 
Ac. Cards of different color—hues of red—were 
placed on the tabic and the pupils called upon to 
arrange them according to their hues, dark and 
light; then, after shuffling t hem, to select a cer¬ 
tain hno, Ac., Ac. To ascertain whether the 
pupils were able to distinguish the several hues 
without comparison, t he teacher would request 
them to close their eyes, then concealing tho 
For Moore’a Rural New-Yorker, 
ILLUSTRATED REBUS. 
great deal of good. If we work in opposition, 
harm will come. 1 like your watch-word, 
and I mean to adopt it as my own-—‘Is it 
right?’” 
“Mr. Gaskill,” said the little shoemaker, a 
tenderness in his voice, horn of deep feeling, 
mingled with surprise, rising and offering his 
hard, discolored hand, which was taken with a 
strong grip—“Mr. Gaskill, you have lifted a 
mountain from my breast. I went away from 
that meeting to night hurt and discouraged. I 
have uever seen so unchristian a spirit manifested 
in any church meeting before. Because I loved 
our school, aud could not staud by and see what 
I thought harm approaching, without uttering 
a sound of warr ing, T was thrust at, insulted, 
contemned, and silenced! ” 
“ It was as well, perhaps,” answered Mr. Gas¬ 
kill. “Opportunity is the test of quality. 
There was a general unmasking to night. I un¬ 
derstand you all a great deal better than I did 
before; and myself into the bargain.” 
“I am a very happy man 1 ” exclaimed Getty, 
unable to repress the upward rush of feeling. 
“It seems as if I had gone out suddenly from a 
dnngeon into daylight. We poor and insigniff- 
more example will suffice. When other means 
have failed in securing thekiroper respect and 
obedience of a pupil, and tl® teacher resorts to 
a discreet use of the rod, bfway of impressing 
upon tho mind of the pupil! hat obedience is a 
moral duty, that too is objecfceaching; and that 
too, is an example of its pradieal utility. 
The examples just given 11! strata the original 
raeanintr and use of the tci^Object teaching. 
As applied to a particular me od of teaching in 
distinction from other methds, it means a sys¬ 
tematic method of Ulustratai. As we have 
already seen, every thorough practical teacher 
pursues to a greater or less es$nt the method of 
object teaching, each one, ho qver, pursuing his 
own method of illustration. Object Teaching, 
in the restricted use of tho irui, applies to a 
general, systematic method 0 illustrated teach¬ 
ing. to be acquired and purs;d by all teachers. 
That is a step looking in right direction, 
since it aims at qn InteUigentunderstanding of 
the subject pursuod. 
In considering this method# teaching, how¬ 
ever, the error to be avoided*'the supposition 
that this is 3 patent method oteaching whereby 
teachers can teach without writing and pupils 
acquire knowledge without else thinking. The 
foundation of true knowledg is hard, steady, 
close thinking. Hence, uo miter what method 
of teaching is pursued, tho pull must, after all, 
think, and think intently, otwwise ho will ac¬ 
quire surface ideas only, and lit those thoughts 
that come only of patient, conuued, hard think¬ 
ing. As there Is no royal roacto knowledge, so 
there is no patent way to impa: knowledge or to 
acquire it cheaply and easily. 
The fundamental idea of Oject Teaching is 
correct In its application, as system, let it be 
borne In mind that its valuelies in uo magic 
power which it possesses as a extinctive method 
of teaching, but in the simple fet that it is based 
on plaiu, common sense. b. m. c. 
Rochester, Jan. 22nd, 1866. 
For Moore's Rural New-Yorker 
MISCELLANEOUS ENIGMA. 
I am composed of 25 letters. 
My t!>, 16, 21.9 Is very destructive. 
My 9.13, 8,16, 25,1 Is a city in New York. 
My 10,11,13.12.14, 22 is a hoy’s name. 
My 2, 20,12, 5 is what many are eager to obtain. 
My 15, 3. 21.14 IS is an animal. 
My 1, 6, IT, 16. 24 is a girl's name. 
My 19,16, 2 is a kind of fruit. 
My 20,15.11. 3 is one of the United States. 
My 23,16.1 is by the way of. 
My 14.10. 4. 25, 5 is a kind of fish. 
My 8, 7,21.14 is a planet. 
My 2, 9, 20, 25. 2,11, 1, 6.17,16,18 is the name of the 
composer of this enigma. 
My whole is a true maxim. 
Kendall, N. Y. A Rural Reader. 
Answer in two weeks. 
For Moore '3 Rural New-Yorker. 
GEOGRAPHICAL ENIGMA. 
I am composed of 44 letters. 
My 13, 30, 35,19 is a lake in North America. 
My 25, 7, S, 17. 35, 31, 42. 20. 46 is a city in. Maryland. 
My 27, 3. 35, 14. 9 is a city in Michigan. 
My 31. 34, 44, 26,35. 29, 7 is a river In South America. 
My 27. S, 3, 29, 35, 44,11 is a peninsula in North Amer- 
Mr. Gaskill and the little shoemaker were seen 
walking away in earnest conversation. What 
could It mean? The member who had counter¬ 
manded his order for a pair of boots, that he 
might gain favor with this rich and influential 
man, hud an uneasy feeling and a sense of shame. 
Mr. Hey looked on in a puzzled state of mind. 
Two or three who had been over prompt to set¬ 
tle their bills, did not feel quite so well satisfied 
with themselves; aud Mr. Jones, who had been 
smarting for days in consequence of Getty’s 
declaration that lie was a time server, felt as if 
in a wet hlankot; his own heart convicting him 
under the acecusatiou. A good many went home 
more thoughtful, through this incident than from 
the sermon. 
Getty had his throat full of singing birds, as 
he sat hammering and stitching in his little shop, 
through all the next week. He had triumphed 
signally, and he would have been perfect if some 
pride had not mingled with his satisfaction. 
But his chiefest pleasure hud a deeper foundation 
than pride.” 
„,‘‘ I congratulate you,” said one, who, seeing 
ttiat the little shoemaker was iu favor with 
the richest and most influential member in 
the church, came over in a mean spirit to his 
“ 0n wlutt account ? ” asked Getty, his smooth 
brow gathering some wrinkles. 
“Oh ! Mr. Gaskill is quite taken with you. I 
heard him say--” } 
“Stop!” sprang out the sharp voice of Getty. 
r } n l t 08 °e Ute lurd)t ' ud had taugled thoia- 
stfres into a frown. “Don’t come repeating 
l’Tu* l \ yn - m r lVun ‘ Mr - Gwkin. if he'haduHs 
6 uat hat right was on my side, he wouldn’t he 
nf l . ,Ue ’ , and * wore than can be said 
My 12, 35, 20, 21, 35, 14, 35, 7 is one of the Middle 
States. 
My 5.1, S), 41, 35,11.24 is a mount of North America. 
My 33s 6. 4. 14. 23, 32, 43 is a bay in Michigan. 
My 2. tl. &>, 36,13, 29, 34,83 is a cape of No. America. 
My 14,15, 20, 9, IS is a cape of Europe. 
My 10,16, 22, 44 is a mount in Oregon. 
My 37, 28, 7,14, 21. 39, 3 is a river in. Asia. 
My whole may be found in the New Testament. 
Goodrich, Mich. Willie Kipp. 
Answer in two weeks. 
For Moore '3 Rural New-Yorker. 
AN ENIGMA. 
My first is an adjective in Arabia's tongue; 
My second in music is not, and is not sung; 
My third is after the second placed yon see, 
And will forever more remain, n-a-c. 
My whole is consulted if yon wish to know, 
Aught of the rain, the snow, when tides come and go 
When to plow, or reap, or sow, or when fishes bite, 
Or of the sun the moon, or stars, or shades of night. 
Wiliiamsfield, Ohio. n. t. p. 1 * 
EsT" Answer in two weeks. 
MICHIGAN AGRICULTURAL COLLEGE 
For Moore’s Rural New-Yorker- 
AN ANAGRAM. 
Ltfittitkab arts ni naheve os tghrib, 
Lotyfa lsad hyt revylis tghil, 
Sa nhat sotmev mrof rhtae rfaa,— 
Atrs fo het ttwiihgl uaitiubfe atrs. 
Leicester, Yt. Nellie, 
EiT" Answer iu two weeks. 
ANSWERS TO ENIGMAS, &c., IN No. 786, 
Answer to Miscellaneous Enigma: — Revenge, at 
first though sweet, bitter ere long, back on itself re¬ 
coils. 
Answer to Anagrams of Deceased Officers -Sedge- 
wick, Sumner, Reynolds, Mansfield, Lyon, Lander 
Mitchell, Wadsworth, Kearny, McPherson. 
Answer to Illustrated RebusWhen you incapaci¬ 
tate the citizens of this republic from their inalienable 
right of free speech, you inaugurate anarchy and 
incarcerate the form of liberty. 
