American Annals of Education

eminent, there were very few some said one in a hundred, and others one in a thousand-who could not be taught in youth, to sing with facility and correctness. Indeed, we found no other opinion, except among those whose delicacy of ear, or want of patience, prevented the necessary perseverance. The teacher of the poor children of Hofwyl,-chiefly taken from the highways and hedges,assured me, that among several hundred pupils, he had found but two with whom he had any serious difficulty.

The result of fair experiments in our own country has been equally decisive, and we have been assured by teachers who have had several thousand pupils under their care, that they had never had one who could not be taught to sing. We have ourselves known several individuals, some of whom were of mature age, who could neither distinguish a tone nor sound a note at first, who were taught by a persevering instructor, and by the aid of a rational system of instruction, to sing with ease and correctness, in a much shorter period of time than would have been necessary, to acquire a correct pronunciation of the French language.

Indeed, much of the difficulty on this subject has arisen from the obscure and mysterious system of instruction formerly adopted. It required no common genius to penetrate the mist, which it threw around a science whose elements are as simple as arithmetic, or the elements of the mathematics.

In making it, therefore, a branch of universal education, it became necessary to devise new methods of instruction. The inductive plan, so successfully applied to other sciences by Pestalozzi and his associates, was also employed in music, and a system devised, which renders this subject far more simple and easy of comprehension, to an ordinary capacity, than the grammar of the English language.

In the views we have expressed, we are fully sustained by the authority of men whose experience and judgment on this point cannot be questioned. Luther, who had learned its value from experience, observes

"It has a mighty control over every movement of the human heart. Wherefore, I recommend it to every man, particularly to youth, duly to love, honor and esteem this precious, useful and cheerful gift of God; the knowledge and diligent use of which will, at all times, drive off evil thoughts, and diminish the effect of evil society and vices. It is necessary he adds that this art be taught in schools. A schoolmaster must be able to sing, or else I will not look upon him."

In accordance with these views, a knowledge of vocal music is now deemed an almost indispensable qualification of a teacher, and a necessary part of common education, as we have already intimated, in the schools of Germany and Switzerland; and cheers the

opening and closing hours of the day. The best writers on education in those countries, who have conducted or witnessed these experiments, describe it as one of the most powerful means of improving the young. Niemeyer, one of the most celebrated authors on this subject, observes, "The organs of speech are improved by singing. The ear is formed and rendered more acute, and the power of music even upon savages, proves that we should least of all neglect a branch that exerts so important an influence, in softening the passions, in elevating the social and finer feelings, in aiding the moral cultivation, and cherishing the spirit of devotion. Denzel, another veteran in the cause of education, says; "The formation of the voice is too important, the influence of vocal music upon the mind and heart too great, to permit us to dispense with it in common schools. It is no longer doubted that it ought to constitute a branch of study, in every institution for elementary instruction."

But we have a testimony even more decisive, in the following ordinance addressed to teachers of common schools by one of the most enlightened governments in Europe, and the most distinguished for its attention to the cause of education. It is extracted from the official Gazette of the government of Prussia, Jan. 25th, 1828.

"Among the essential branches of education, which ought to be found in all common schools, and to which every teacher who undertakes the management of such schools, is in duty bound to attend, is instruction in singing. Its principal object in these schools, is to cultivate the feelings, and exert an influence in forming the habits, and strengthening the powers of the will, for which mere knowledge, of itself, is often altogether insufficient; hence it constitutes an essential part of educating instruction, and if constantly and correctly applied, renders the most unpolished nature capable of softer emotions, and subject to their influences. From its very nature, it accustoms pupils to conform to general rules, and to act in concert with others. It is far more sure of producing such an effect in youth, when the heart is very susceptible of impressions of this kind; and no importance should be attached to the assertion of many teachers and directors of schools, that we can by no means anticipate this influence, upon such rough youths as are found in the country. In general, this belief originates entirely from old prejudices, from a want of proper experience, from a love of indolence, or from an inadequate knowledge of the course and method of instruction. Convinced of the certainty of the result, where the means are correctly employed, we shall not stop to consider such objections as appear to be grounded solely upon exceptions. On the other hand, we shall hold those teachers in particular esteem, who labor, in this subject, with suitable zeal and success, in the conscientious discharge of the duties of their calling. We expect, also, that these efforts, together with their results, will be particularly noticed in the Report of the School Directors."

Such are the arguments, and such is the ample testimony in favor of the introduction of vocal music as a branch of common education. For ourselves, we consider it as fully established both from reason and experience, that it is perfectly practicable, that it would promote materially the good order and discipline of our schools, and produce happy and lasting effects upon the character of the pupils; and we earnestly recommend the subject to the attention of every parent, teacher, and friend of education.

ART. II. SCHOOL OF AGRICULTURE.

Report of the Committee appointed by the New York State Agricultural Society to draw a plan for Agricultural Schools.

WHILE we have special institutions for each of the learned professions, and one for military science, it is certainly inconsistent and unwise to provide no particular instruction for one of the largest and most respectable classes, and one of the most important occupations of our country. It is with peculiar pleasure, therefore, that we find a plan proposed for a special School of Agriculture, in one of our most flourishing States.

A Convention of the friends of Agricultural Education was held at Albany on the 14th, 15th, and 16th days of February 1832, of which Le Ray De Chaumont was appointed President, Edward P. Livingston, Ambrose Spencer, Jacob Morris, and Robert S. Rose, Vice Presidents, and Philip S. Van Rensselaer and Jesse Buel of Albany, Secretaries. After the adoption of a constitution and the transaction of other necessary business, a committee of five persons was appointed "to draw a plan for Agricultural Schools, to embrace experimental and practical farming; together with an estimate of the expense necessary to establish and put the same in operation, and to report at the next annual meeting of the Society; with their views of the utility of such establishments."

In conformity with the purpose of this resolution, the committee made the following report at the annual meeting of the Society, at the Capitol in Albany, Feb. 14th, 1833. We are indebted for the article to the New York Farmer;

"The main objects of the proposed school are, to impart to agriculture the efficient aid of the sciences, and to furnish it with the best models of practice; to teach, simultaneously, in the period of youth devoted to academic studies, the practical operations of husbandry, and such branches of useful knowledge as may tend to ele

vate its character, and increase its products. The plan, therefore, should embrace,

"1. A Farm, of sufficient extent to afford room for the diversified operations of tillage, cattle and sheep husbandry, and of orcharding and gardening-on a scale that will admit a fair comparison to be made of crops, of breeds of cattle and sheep, and of the varieties of hardy fruits; and sufficiently diversified in soil and surface to admit of satisfactory experiments:

"2. A Farm House and Farm Buildings, which may serve as models of convenience, taste and economy, and accommodate the head farmer and his assistants:

"3. A School Building, for the accommodation of teachers and scholars;

"4. A Library and Philosophical Apparatus:

"5. Stock and Implements for the farm and,

"6. Shops for the construction of farm implements and machinery, for the use of the farm, for the illustration of mechanical science, and to afford practical instruction to the pupils in mechanics.

"These items of expense, which may be considered preliminary and permanent, together with the cost of the furniture required for the school building, are estimated at $7,500.

"The plan of Education night embrace, 1. Practical instructions in the various operations and labors of the farm, the garden, the orchards and the shops: and,

"2. The study of the natural sciences generally, mathematics, mechanics, chemistry and drawing, so far as these may conduce or become subservient to agricultural improvement, together with such other branches of knowledge as will qualify the students for the higher duties of civil life, - such as will fit them to become independent electors, discreet jurors, faithful magistrates, and wise legislators.

"As pre-requisites to admission to the school, the pupils might be required to possess a good, common school education, to be at least fourteen years of age, and of good moral character. Four years might constitute a course of studies; and the internal regulations and police of the school might be conformed, in a measure, to those of our military academy.

"A department of the farm should be set apart for experiments in husbandry, and the details and results of these experiments accurately registered. The garden and the orchard should contain all the good, hardy fruits, and specimens of all hardy plants, that may be useful on the farm, in the arts, in commerce, or that are ornamental, in order that the relative value of different species and varieties may be determined, and their mode of culture, and process of curing, taught to the pupils, and the approved kinds furnished for public distribution.

"To put the School into operation there will be required, principal, professors and teachers, a steward and servants, for the school;

"A manager, laborers, and assistants, for the farm; "Machinists and assistants for the shops; and

"A practical and scientific manager for the garden and orchard. "The number of officers and assistants which will be required, must depend upon contingencies: and of course the committee do not pretend to state with precision, in their estimate, the amount of their salaries and pay.

"The proceeds of the school and the farm may be expected to increase for some years, and will materially depend on the terms of tuition. The committee have assumed, as reasonable data, that the number of pupils would average 200, and the average produce of the farm amount to $4000 per annum, for the first four years. Upon the assumed data, then, the estimate would exhibit the following result.