REPORT 
MADE TO THE CEMRAL AGRICULTURAL SOCIETY OF THE 
MEURTHE. 
Gentlemen :—Two of your new colleagues, Mr. Bentz, 
Director of the Normal Primary School of the Department of 
the Mpurthe, and Mr. Chretien, Professor of Rural Economy 
in the same school — both honorary members of the Central 
Agricultural Society of Nancy — have just published an ele¬ 
mentary work on the science that you cultivate. I have been 
appointed to examine, and report upon this work — a duty that 
I most cheerfully undertake. I must, however, be first per¬ 
mitted to declare, that with me it is a subject of some delicacy, 
inasmuch as I have myself published two works having the 
same object in view with that of Messrs. Bentz and Chretien; 
it shall not, however, prevent me from stating candidly the 
impression made upon my mind by their publication. 
I have read, with attention and continued interest, the “Ele¬ 
ments of Agriculture for the Use of Primary Schools.” The 
first observation that struck me was, that they had been faith¬ 
ful to their title-page. Thus, we find nothing in their work 
that is not absolutely elementary, but sufficient, nevertheless, 
for the object in view. The teacher may with confidence dra w 
upon its pages for all that seems to be of primary necessity, 
for himself first, and then for the children or adults confided to 
his care. Another thing that we remarked on opening the new 
work of our honorable colleagues, is the insertion at the end 
of each subdivision of a chapter, of a series of questions, so 
skilfully put, as to compel the reader or scholar to review, in¬ 
voluntarily as it were, the subject upon which his attention 
has for a moment been directed. This is a happy idea — an 
innovation that may bear good fruit; and w r e do not hesitate 
to aver, that the complete absence of replies seems to us the 
more judicious, as it compels, in the formation of these replies, 
an exercise of both the judgment and memory. You will not 
fail to remark, gentlemen, that there must inevitably result to 
the pupil, from this method of proceeding, three important ad¬ 
vantages— the obligation to read attentively each lesson; the 
