But he engaged in teaching con amore, and gave to it all his thoughts, his talents, his energies. He was not content with the old ways, unless fully satisfied that they were the best ways. Consequently he was always aiming to improve in methods of teaching. Some of the innovations introduced in his first school, were regarded with distrust by the committee and viewed as unreasonable—or, perhaps, as notional. The introduction of Colburn's "First Lessons in Mental Arithmetic,”-now considered as almost a sine qua non by most good teachers-was only permitted after he had made a special visit to nearly every parent in the district. He constructed a blackboard with his own hands, and even the painting, or rather coloring, was extemporized by his mother for the occasion. He procured a set of Outline Maps, drawn on cloth, and wrote out a system of topics for Olney's Geography, which were copied by the class and used in connection with the maps at recitations. These topics were subsequently printed and used in other schools. At the close of his school, it may be added, the committee were so well pleased with the results that they purchased the Outline Maps and the blackboard, and retained them for the use of the district.

From the commencement of his course Mr. Wells has aimed to be eminently practical in all his efforts and writings. As a superintendent of schools, he has by his good sense and judgment gained the entire confidence of those associated with him, and the results of his suggestions and plans have convinced all that he was no visionary schemer. All his counsels and all his doings have shown that he was no less wise in deeds than in words. With him it has not been mere theory, but theory and practice.

Mr. Wells has ever been remarkably methodical in all his plans and arrangements. It has been owing to this, in no small degree, that he has been able to accomplish so much for himself and for the cause to which his energies have been devoted. System and exactness have been applied to his reading, his studies, his educational labors, and to all his engagements. Though always busy, he has, at all times, arranged to perform his part in any public measures which have called for his aid. No item of business with which he has had anything to do in connection with others, has ever been delayed for a single hour on account of any negligence on his part. Prompt in fulfilling every engagement, it has always been safe to rely upon him. The writer has, in numerous instances, been associated with him on committees and no negligence or dilatoriness on his part ever occasioned a minute's delay or loss of time. We well remember a certain occasion on which we were to meet him at a specified place and hour-at a point some eight miles distant from his residence and

our own. As we expected, he was on the ground at the precise time specified, and this regard to promptness was always prominent in his mind and in his practice-so that all who knew him placed the most implicit confidence in any arrangement or agreement made by him. This exactness on his part has had a very salutary influence on all connected with him whether as associates or as pupils. He has been in these particulars a model worthy the imitation of all teachers.

Another trait which should be held up for the special imitation of others, is his strong professional feeling. From the outset he believed that every man owes something to his chosen profession; and under this belief he has ever been ready, "in season and out of season" to labor for the improvement and true elevation of the teacher's callingAll who have met him at educational associations and gatherings will remember with what earnestness and interest he engaged in all discussions and plans designed for the common good. Whenever he rose to speak, all felt that they were about to listen to words from one whose heart was full of the great work before him, and one who was striving in every honorable way, to magnify the vocation of the teacher. If all teachers were imbued with the same esprit de corps ever manifested by Mr. Wells, how potent and extensive would be their influence!

XI. AGRICULTURAL EDUCATION

IN

FRANCE.

THE great industrial interest of agriculture is wisely recognized and cared for by the government of France in the following manner:

1. There is not simply a bureau with a clerk, but a department with a secretary or minister, to collect and disseminate information as to the condition and improvement of agriculture, and the agricultural population, and to administer all laws which may be passed on the subject. An annual report, statistical and suggestive, is made by the minister.

2. Agricultural inspectors are employed; some to visit foreign countries, gather information, and import plants and seeds, and improved stock, to be disposed of at public sales; and others to visit particular districts of the country, and communicate information and advice, as they may see that they are needed.

3. Encouragement is given to agricultural societies and shows. In 1850, there were over one million of members enrolled in the various central, departmental and local societies, for the promotion of horticulture and agriculture. Premiums are offered for improvement in every branch of agricultural industry.

4. In the Conservatory of Arts and Trades, provision is made for a collection of models and drawings of agricultural buildings and implements, and for courses of gratuitous lectures on the principles of chemistry and mechanics as applied to agriculture.

5. The government has organized an extensive system of agricultural and veterinary instruction, and makes liberal appropriation for its support.

The earliest effort in Europe to provide for special instruction in agriculture, was made by Abbe Rosier in France, who submitted to Turgot, minister of Finance, in 1775, a "Plan for a National School of Agriculture in the Park of Chambord," and again to the National Assembly in 1789. After his death, the plan was submitted to Bonaparte, but without success. In the mean time, Fellenberg opened an institution in Switzerland. The first experiment in France was made by M. de Domsbasle at Roville, in 1822, which, for want of sufficient capital, was abandoned in 1842. Its success was such as to lead to the establishment of the Royal Agronomic Institution at Grignon in 1827, the Institute of Coetbo in 1830, of the school at Grand Juan in 1833, and the model farm of Saulsaie in 1842. In 1847, there were twenty-five agricultural schools in operation, to several of which orphan asylums and penal colonies were attached. At the close of that year, the government introduced a measure for the better organization of agricul

tural instruction, which was voted by the National Assembly on the 3d of October, 1848, and the sum of 2,500,000 francs was appropriated to carry its provisions into execution.

AGRICULTURAL EDUCATION.

The law of 1848 provides for three degrees of professional instruction in agriculture at the expense of the State. 1. A farm school in each (86) department, and ultimately, for each (363) arrondisement. 2. A higher seminary, called a District or Regional School, embracing two or more departments; and 3. A National Agronomic Institute, a sort of normal school of agriculture.

MODEL FARM SCHOOL.

The farm school is a rural enterprise, conducted with ability and profit, in which the pupils perform all the labor, and receive a practical course of instruction in agriculture. The objects aimed at are: first, to furnish a good example of tillage to the farmers of the district; and second, to form agriculturists capable of cultivating intelligently, either upon their own property or that of others, as farmers, managers, overseers of cattle, &c.

The school is open to pupils who are at least sixteen years of age, have a good constitution, and have received an education in the primary schools. Each school must have at least twenty-four pupils, before it can receive aid from the government. The aim is to have pupils enough on each farm to carry on all its operations in the field, nurseries, and gardens, without any other help, except that of the teachers.

The officers or teachers selected and paid by the government, are a director with a salary of 2,400 francs; a head workman with a salary of 1000 francs; a nursery gardener, with a salary of 1000 francs; a veterinary surgeon, with a salary of 500 francs; besides these, in some of the schools, there are special assistants, such as shepherds, silkgrowers, &c., &c.

The practical course extends through three years. The first is devoted to simple manual labor; the second to the charge of animals; and the third to the oversight of various operations on the farm. The hours appropriated to study are devoted, 1st, to copying and writing out the notes taken of the instructions of the different leaders: 2d, to reading a manual of elementary agriculture; and 3d, to lessons given by the overseer of accounts, on arithmetic, book-keeping, and surveying. Religious instruction is given by the clergy in the neighborhood.

The director works the farm at his own risk, and must so conduct it, as not only to give as good examples of tillage, but as profitable return of crops, as other farms in its neighborhood, otherwise the patronage of the government is withdrawn.

Pupils are boarded and instructed without charge, and are also allowed a small sum toward clothing. Prizes are also awarded for good conduct and proficiency.

Seventy-one Model Farm Schools were in operation in 1851, with over 1,500 students in attendance on a course of practical instruction extending through three years.

DISTRICT, OR REGIONAL SCHOOLS OF AGRICULTURE.

France is divided into a number of agricultural districts, in each of which there is to be a District School of Theoretical and Practical Agriculture. They have three objects in view:

1. To form enlightened agriculturists, by teaching them the principles of agriculture.

2. To offer an example, or model, of practical agriculture of a high order, and constantly advancing.

3. To make experiments for improving the cultivation of the soil. The instruction in these schools is of a much higher order than in the farm schools, and is adapted not to prepare laborers on the farm, so much as men to direct agricultural affairs. The farm connected with the school is expected to present an enlighted system of culture, and to adapt that culture to the wants and peculiarities of the district in which it is situated. The director, also, is no longer a farmer, or proprietor, laboring at his own risk, but an agent employed by the government, and accountable to them, and subject to their direction.

The instruction is both theoretical and practical, embracing the following six professorships:

One professor of rural economy and legislation.

One of agriculture.

One of zootechny, or the economy of animals.

One of sylviculture, (cultivation of forest trees,) and of botany. One of chemistry, physics, and geology, applied to agriculture. One of rural engineering, (irrigations, rural constructions, surveying, &c.)

The course on rural economy and legislation describes the relation between rural productions and the public revenue, as well as the different branches of industry, It shows what circumstances are favorable or unfavorable to such or such a system of cultivation, or to such or such a speculation in animals, or vegetables, according to the situation of the lands, the facility of communication, and demand for the products by the people of the surrounding country. The course embraces also rural legislation.

The course on agriculture embraces the study of the soil, of manures, of instruments of tillage, of different cultivated plants, an estimate of the different modes of culture, and the theory of the distribution or rotation of crops.

Zootechny treats of the production and amelioration of animals. The professor gives at first some ideas of anatomy and physiology generally, and then treats, in a practical way, of the raising of domestic animals, of their support, of their amelioration, of their hygiene, and their production.