New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1870-03-05
EDUCATIONAL STUDIES.
sYrCINL REPORT OF THE COMMISSIONER OF
EDUCATION - GENERAL CHARACTER AND


EDUCATION - GENERAL CHARACTER AND
sCOr%.
WASHINGTON, ID. c.. Feb. 16.-The forthcom-
ing report Of tine Commissioner OF Education will make
n octave volume pages AS 1t is yet undecided
whether 20 will will not be printed by direction OF
Congress distribution through the customary Govern
ilcnt agencies 1t may he well TO briefly review Its
character and contents. This is not the second
annual report of Commissioner Barnard. but
special report for 1869 scientific and indus
trial education Europe II is divided into %
chapters separate chapters being devoted to Austria
Belgium. Bavaria, Denmark, France, Holland. lt'H'
Norway, Portugal Prussia, Russia SaxOny. Spain, o"c
dcn switzerland Wurtemberg, chapter tceaoI Vi
tLc twelve German Grand Duches and one to ''o Io"
Free Cities Of Germany. These chapters dyer great! ~
OBSERVATION-DISCLOSURES and though the Commissioner may
Dc no respcccr OF persons he is resPecter OF states ~
Prussia hc gives pages to France % 10 bcIhIu" o. ~
Austria A. TO saxony and Wurtemberg 40 each "hlo
Holland gets but pages, Sweden SIX NorN"! NV
D,u,rk three sud Spain Italy land Portugal but TWO
I,pes each Eight Of tho twelve German
dismissed with single page. Nhen u j Ic"enO0t0u
shat the report claims TO present foI each OF these Po
cal divisions description Of the system ana he STATISTICS
of Puc Instruction. the Population. and also descrp
-o of the systems and institutions of special Instruction.
may be inferred that, far Italy, spain Portugal
and the smaller German States concerned, it does not
present report satisfactory to those with even moder
ate thirst for knowledge.
Two pages are not sufficient TO contain the names
alone Of the schools for special scientific and art instruc
ton 10 Italy. single of the many noble Schools OF
Art could not he adequately described IN twice that
fuqrc be regretted that for Of the countries
of Europe tho report sets before Us only begeafS
account OF empty tables and stale statistics. But Win
regard 90 other countries, concerning Whch inc IO'n
missioner las been furnished with abundant information
the report Is fun of valuable and suggestive facts COM
monte and figures The chapters on Prussia, Belgium
Hxouy and Bavaria exhibit much careful research anu
contain information Of present interest ana immaculate
importance which has mover been made pupHc III 'uis
country This report does not ann to give more hah
af accouu Of the systems and statistics OF public in
struction Not tho public schools, but the SCIENTIFIC
ecI and technical schools. superior TO different IN
character from the ordinary schools provided by the
state aud made ITS special subject Among the nsiitu-
lions existing in different countries which arc described
historically and the places which they MI III the
Grand systems Of education pointed out, are the
p,lytechuc schools. Of which class. the POLYTECHNIC
school of France founded In l79i and the Polytechnic
Institute al Prague. established in 1906 are the best rep
re,entatvp agricultural schools OF when, those OF
Prussia and Wurtcmberg take the first rank; schools OF the
fine arts OF which those Of France, Belgium and Bavaria
are tie best the Royal Academy Of Fine Arts in Munich
being mode, Institution schools Of Commerce, schools
o, Mines and Mining, schools Of Navigation sunaay
and holiday Improvement schools, Trade schools,
speca Professional schools for Women Normal schools
for Teachers of Gymnastics, JOurneymen's schools,
weaving schools WoodCarvIng schools, schools OF
'krchteoturc and Drawing. Royal schools OF Music,
schools OF Horticulture, Veterinary schools, Stenographo
schools Nautical schools for Pilots Matchmaking
sclooin short schools as numerous and varied as the
arts and trades OF hieae here described Inc frOles-
soual schools strictly called, Of Law, Medicine and
Theology are not embraced in this Report nor are the
Universities and other purely literary institutions maue
the subject of Investigation
ROYAL AGRICULTURAL ACADEMY AT POPPELsDoRF.
OF schools in Europe having the same or dssimilar
names but wl'yh in reality similar in character TO
our own had uot intended to speak. l shall make a
siuge exception however IN the OF one or more OF
the Agricultural Colleges OF Prussia Wuremburg in
order 70 show what miserable skeletons Of institutions
our socalcl Agricultural Colleges in the United States
are The first scientific agricultural school founded
at MJgliu. Prussia, in 1885, by the celebrated scholar
writer and practical farmer Thaer such was the success
OF this private enterprise that the school was taken uu
der the patronage of the Prussan Government, and
made Royal Institution in 1879 The course extends
through years. during each year of which the pupils
are required 10 labor on the farm ThaGr domain
neoted with tho Institution, and which contains more
than loo acres The expense of board and instruction
for the whole only S2o The Institution is made
practically sclsupportng by the profit arising from dis
thing potato spiut and raising wool. Passing
10y tho famed institution Of Hohenheim.
IN Wurtembcgg, often described, with its
classified cataogucd and labeled forestrees shrubbeIy
vines plants aud flowers and the Royal Academy OF
Agriculture Edena Prussia, containing more students
than any Lar institution in the world let us notice
the course Of study the Royal Agricultural Academy
at Poppelsdo Prussia, that We may form lust coneep
ton Of the limits which instruction IN this great do
partmeut OF knowledge may be carried. This Aead-
etny Ehas two objects view l. To afford
the young farmers having certain amount
OF practical scientific and general knowledge,
an opportunity themselves acquainted with the
SCIENCES specially applicable to agriculture well as the
scienccs auxiliary thereto and, 2. To offer all Others
whose future vocation profession may render useful
eoe acquaintance with the rational mode Of conducting
an agricultural business the Of learning the theO
retcal az well the practical principles Of such bust
pess give for the benefit OF agricultural colleges,
the OF this Prussian institution reduced to it's
brefest compass:
A--AGRICULTURE
/. knowledge Of Soils.
q study OF MduurcS.
2 Clearing Draining, and Working the Land.
4 Knowledge OF AgrCuturdl Implements and Machines
g Cultivation OF Grain and Fodder.
G Cultivation OF Materials OF Manufacture
7. Cultivation Of Grass Lands.
& Cultivation OF Vines aud vegetables.
Q Cultivation Of Fruit Trees.
B.-CATTLE BREEDING.
1 General Rearing Of Animals.
2 Breeding of Horned Cattle. -
B. Horse Breeding and Knowledge OF The External Parts
OF Horses.
4 Rearing Sheep.
6 knowledge Of Woods
6. Rearing OF Smaller Animals
C.-JHEORI OF FABNISG.
I Principles Of Political Economy involved IN Rural
Economy.
2. Farming Systems.
3 Valuation of Land.
4 Agricultural Bookkeeping.
Q. Agricultural Calculations
D-HIsroRY or AGRICULTURE.