had done; but I do not remember the name of any one husbandman who had so considerable a share in the twenty years' ruin of his country, as to deserve the curses of his countrymen; and if great delights be joined with so much innocence, I think it is ill done of men not to take them here where they are so tame and ready at hand, rather than hunt for them in courts and cities where they are so wild, and the chase so troublesome and dangerous.

We are here among the vast and noble scenes of nature; we are there among the pitiful shifts of policy: we walk here in the light and open ways of the divine bounty; we grope there in the dark and confused labyrinths of human malice: our senses are here feasted with the clear and genuine taste of their objects; which are all sophisticated there, and for the most part overwhelmed with their contraries. Here pleasure looks (methinks) like a beautiful, constant, and modest wife; it is there an impudent, fickle, and painted harlot. Here is harmless and cheap plenty, there guilty and expenseful luxury.

I shall only instance in one delight more, the most natural and best natured of all others, a perpetual companion of the husbandman, and that is the satisfaction of looking round about him, and seeing nothing but the effects and improvements of his own art and diligence, to be always gathering of some fruits of it, and at the same time to behold others ripening, and others budding: to see all his fields and gardens covered with the beauteous creatures of his own industry; and to see, like God, that all his works are good.

-Hinc atque hinc glomer antur Orcades; ipsi

Agricolæ tacitum pertentant gaudia pect us.

On his heart-string a secret joy does strike.

The antiquity of his art is certainly not to be contested by any other. The three first men in the world were a gardener, a ploughman, and a grazier; and if any man object that the second of these was a murtherer, I desire he would consider, that as soon as he was so, he quitted our profession and turned builder. It is for this reason, I suppose, that Ecclesiasticus forbids us to hate husbandry; because (says he) the Most High has created it. We were all born to this art, and taught by nature to nourish our bodies by the same earth out of which they were made, and to which they must return, and pay at last for their sustenance.

Behold the original and primitive nobility of all those great persons, who are too proud now, not only to till the ground, but almost to tread upon it. We may talk what we please of lilies, and liong rampant, and spread eagles in fields d'or, or d'argent; but if heraldry were guided by reason, a plough in a field arable would be the most noble and ancient arms.

All these considerations make me fall into the wonder and complaint of Colu mella. How it should come to pass that all arts or sciences, (for the dispute, which is an art, and which a science, does not belong to the curiosity of us husbandmen,) metaphysics, physic, morality, mathematics, logic, rhetoric, &c., which are all, I grant, good and useful faculties, (except only metaphysics, which I do not know whether it be any thing or no,) but even vaulting, fencing, dancing, attiring, cookery, carving, and such like vanities, should all have public schools and masters, and yet that we should never see or hear of any man who took upon him the profession of teaching this so pleasant, so virtuous, so profitable, so honorable, so necessary, art.

A man would think, when he's in serious humor, that it were but a vain,

irrational and ridiculous thing, for a great company of men and women to run up and down in a room together, in a hundred several postures and figures to no purpose, and with no design; and therefore dancing was invented first, and practiced anciently in the ceremonies of the heathen religion, which consisted all in mummery and madness; the latter being the chief glory of the worship, and accounted divine inspiration. This, I say, a severe man would think, though I dare not determine so far against so customary a part now of good breeding. And yet, who is there among our gentry, that does not entertain a dancing-master for his children as soon as they are able to walk? But did ever any father provide a tutor for his son, to instruct him betimes in the nature and improvements of that land which he intended to leave him? That is at least a superfluity, and this a defect in our manner of education; and therefore I could wish (but can not in these times much hope to see it) that one College in each University were erected and appropriated to this study, as well as there are to medicine and the civil law. There would be no need of making a body of scholars and fellows, with certain endowments, as in other colleges; it would suffice, if after the manner of halls in Oxford, there were only four professors constituted, (for it would be too much work for only one master, or principal, as they call him there) to teach these four parts of it. First, aration, and all things relating to it. Secondly, pasturage. Thirdly, gardens, orchards, vineyards, and woods. Fourthly, all parts of rural economy, which would contain the govern ment of bees, swine, poultry, decoys, ponds, &c., and all that which Varro calls Villaticas Pastiones, together with the sports of the field (which ought to be looked upon not only as pleasures, but as parts of housekeeping) and the domestical conservation and uses of all that is brought in by industry abroad. The business of these professors should not be, as is commonly practiced in other arts, only to read pompous and superficial lectures out of Virgil's Georgics, Pliny, Varro, or Columella, but to instruct their pupils in the whole method and course of this study, which might be run through perhaps with diligence in a year or two; and the continual succession of scholars, upon a moderate taxation for their diet, lodging and learning, would be a sufficient constant revenue for maintenance of the house and the professors, who should be men not chosen for the ostentation of critical literature, but for solid and experimental knowledge of the things they teach such men; so industrious and public-spirited as I conceive Mr. Hartlib to be, if the gentleman be yet alive; but it is needless to speak farther of my thoughts of this design, unless the present disposition of the age allowed more probability of bringing it into execution.

PLAN OF A TECHNICAL UNIVERSITY.

BY J. SCOTT RUSSELL.

Under the title of Systematic Technical Education for the English People, J. Scott Russell, a civil engineer of large experience, and wide observation of the results, both of deficient and thorough professional training in the designing, construction, and superintendence of great public works, and private manufacturing and mechanical establishments, has developed an elaborate scheme of special training for the different occupations demanded by the exigencies of modern society in England. These diverse trainingsthe subjects and methods he has distributed into different schools, and then grouped into an institution which he calls the English Technical University. We have elsewhere copied his illustration of such a system, and of such institutions, drawn from the experience of Wurtemburg and Switzerland. We here bring together a condensed statement of the classes and schools for which he would provide.

Classes for whom Systematic Education and Training is necessary.

CLASS I.

1. The Statesman. 2. The Soldier and Sailor. 3. The Theologian. 4. The Lawyer. 5. The Doctor.

(The first, third, fourth and fifth of these are provided by the Universities, and the second by the military schools.)

CLASS II.

6. The Agriculturist. 7. The Miner. 8. The Metallurgist. 9. The Manufacturer. 10. The Civil Engineer. 11. The Mechanical Engineer. 12. The Machinist. 13. The Architect. 14. The Naval Architect. 15. The Merchant. 16. The Ship-owner. 17. The Merchant Sailor. 18. The Practical Chemist. 19. The Astronomer. 20. The Marine Engineer. 21. The Surveyor.

(Some of these are provided for by Government in the Royal School of Mines and of Naval Architecture, which might form portions of the future systematic course of education.)

CLASS III.

22. The Professor of Pure Science. 23. The Professor of Literature. 24. The Professor of Fine Arts. 25. The Teacher or Schoolmaster. 26. The Political

Economist.

(Some of these are imperfectly provided for in schools and universities.)

We omit Mr. Russell's classification of the Sciences and give his grouping of these Sciences with their practical applications, and work, into schools.

ENGLISH TECHNICAL UNIVERSITY.

When we have provided in our university fifty-six courses of study, covering the wide fields of education in matter and mind, it is quite obvious that we have merely embarrassed the youthful student by the number and variety of the subjects from which he has to select; and if we leave him free liberty of choice, it is evident that he will run the risk of much waste of energy and time. In order that our university may be of the greatest practical service to our student, we must aid him in his choice by presenting him with that selection of subjects which will most directly lead up to his aim in life, and most easily conduct him through the difficulties of learning to technical knowledge and technical skill. As we have in the former Chapter classed our professors according to the nature of the science they have to teach, so now we must class our students and their studies according to the nature of the aims in life which they have in view. This will group both teachers and taught into entirely new subdivisions.

It has already been agreed that we shall provide technical education for twenty-one or twenty-two professions, embracing all the modern professions, and excluding the three ancient ones,-theology, law, and medicine. And our first question is, whether for all these we must provide twenty-two separate and independent courses of study.

If these professional men were all to be educated in different schools-in buildings apart from one another-we might have to provide twenty-two courses of education; but as they are all meant to be taught in a single building, we shall be able to simplify the matter by means of systematic combination. Resuming here the list of professions for whom we are to provide education, we should have to form the following groups of studies, corresponding to the technical occupations of the students:

SCHOOL OF MECHANICS.

Pure Science.-Higher Geometry; Higher Algebra; Higher Arithmetic; Higher Statics; Higher Dynamics; Higher Energetics; Higher Chemistry; Higher Metallurgy.

Practical Applications.-Descriptive Geometry; Constructive Geometry; Geometric Movements; Sources of Materials; Properties of Materials; Strength of Materials; Elements of Mechanics; Structural Mechanics; Machinery and Tools; Engines and Prime Movers; Economics of Work; Endurance of Machinery; Machine Shops and Buildings; Mechanical Manufactures; Political Economy; Workshop Economy; Principles of Design.

Work-In the Drawing Office; In the Collection of Machines; In the Collection of Machine Materials; In the Collection of Raw Materials of Manufac tures; In the Collection of Engines, &c.; In Mechanical Experiment; In the Factory; Round the Tour of Home Manufactories; In Foreign Travel.

THE SCHOOL OF CIVIL CONSTRUCTION.

THE ARCHITECTURAL.

Pure Science.-Highest Geometry; Laws of Number and Proportion; Statics; Psychology; Esthetics; Physics; Chemistry; Animal Physiology; Botanic Organography; Geology; Art History.

Practical Applications.-Descriptive Geometry; Geometry of Vision; Constructive Geometry; Graphic Geometry and Surveying; History of Building Materials; Strengths of Materials; Chemistry of Building Materials; Geology of Stones and Cements; Mineralogy; Stability of Foundations; Stability of Structures; Theory of Arches and Roofs; Forms of Beauty; Forms of Strength; Proportions of Mass; Linear Decoration; Surface Decoration; Solid Decoration; Building Processes, Tools and Machinery; Building Economy; Building

Endurance; Domestic Health; Domestic Economy; Domestic Comfort; Laws of Sound and Hearing in Building; Laws of Ingress, Egress, and Seeing; Laws of Climate and Weather; On Use, Purpose, and Fitness; Principles of Design; Laws of Property and Buildings; Landscape Design.

Work-In the Drawing Office; In School of Design; In Modeling School; In Mechanical Experiment; In the Museum of Ancient Models; In the Museum of Modern Architecture; In the Collection of Building Materials; In the Collection of Decorations and Art Workmanship; In an Office of Works; On the Works; On Travel at Home; On Foreign Travel.

ENGINEERING.

Pure Science-Higher Geometry; Higher Algebra; Higher Arithmetic; Higher Statics; Higher Dynamics; Higher Energetics; Higher Hydrology; Higher Chemistry; Higher Geology; Higher Crystallogy.

Practical Applications.-Engines and Prime Movers; Theory of Vehicles and Locomotive Machines; Theory of Ships and Steamboats; Chemistry of Building Materials; Geology of Stones and Cements; Mineralogy and Metallurgy; Stability of Foundations; Building Combinations of Materials; Sources of Materials of Construction; Theory of Bridges, Roofs, and Tunnels; Constructive Geometry; Graphic Geometry and Surveying; Descriptive Geometry; Perspective Geometry; Geometric Movements; Strengths of Materials; Elements of Mechanics; Machines and Tools; Theory of Rivers; Theory of Tides and Waves; Theory of Roads, Railroads, and Canals; Principles of Architectural Design; Principles of Metallurgy; Economics of Construction; Endurance of Structures, Engines, Machines, and Implements.

Work-In the Drawing Office; In the Collection of Engineering Models; In the Collection of Building Materials; In the Collection of Machines; In the Laboratory of Strength of Materials; In the Chemical Laboratory; In Engi neering Experiment; In the Factory; On the Works; In Foreign Travel.

THE SCHOOL OF MINES.

Pure Science.-Mathematics; Physics; Chemistry; Geology; Political Economy.

Practical Applications.-Descriptive Geometry; Trigonometrical Surveying; Mineralogical Drawing; Distribution of Minerals; Practical Mechanics; Elements of Machinery; Steam Engines and Boilers; Ventilation; Drawing; Physiology and Chemistry of Life.

Work-In the Chemical Laboratory; In the Physical Laboratory; In the Drawing Office; In the Museum of Geology; In the Mine; In Foreign Mines.

THE METALLURGIST.

Pure Science-Mathematics; Physics; Chemistry; Geology.

Practical Applications.-Smelting and Refining; Practical Mechanics: Strength of Materials; Descriptive Geometry; Mineralogical Drawing; Combustion and Ventilation; Elements of Machinery; Steam Engines and Boilers; Statics of Buildings; Nature of Machine Tools; Hydraulic Machinery; Electro-Magnetic Metallurgy.

Work-In the Chemical Laboratory; In the Physical Laboratory; In the Drawing Office; In the Museum of Geology; In the Metal Manufactory; In Foreign Travel,

THE SCHOOL OF AGRICULTURE.

Pure Science.-Mathematics; Physics; Chemistry; Natural History; Geology. Applications of Science.-Anatomy of Plants; Physiology of Plants; Anatomy of Animals: Physiology of Animals; Geology of Soils; Chemistry of Soils; Chemistry of Manures; Chemistry of Food; Veterinary Medicine and Surgery; Surveying, Leveling, Plan-drawing, and Draining; Practical Mechanics; Principles of Steam Engines; Agricultural Machinery and Implements: Nature and Influence of Climates; Buildings, Roads, Gates, and Fences; Training Fruit Trees, and Timber.

Practical Work-In the Mechanical Workshop; In the Hospital for Ani