xt7sxk84nj8k_153 https://exploreuk.uky.edu/dips/xt7sxk84nj8k/data/mets.xml https://exploreuk.uky.edu/dips/xt7sxk84nj8k/data/L2021ua019.dao.xml Kentucky University 18.26 Cubic Feet 32 document boxes, 5 flat boxes, 21 bound volumes archival material L2021ua019 English University of Kentucky Property rights reside with Transylvania University.  The University of Kentucky holds the copyright for materials created in the course of business by University of Kentucky employees. Copyright for all other materials has not been assigned to the University of Kentucky.  For information about permission to reproduce or publish, please contact the Special Collections Research Center.  Contact the Special Collections Research Center for information regarding rights and use of this collection. Transylvania University Library. Record Group 5:  Collection on Kentucky University Report of the Agricultural and Mechanical college of Kentucky text Report of the Agricultural and Mechanical college of Kentucky 2024 https://exploreuk.uky.edu/dips/xt7sxk84nj8k/data/L2021ua019/Box_5_27/Folder_19/Multipage6045.pdf 1869 1869 1869 section false xt7sxk84nj8k_153 xt7sxk84nj8k 1. ' 33$ ' ‘ ‘- 7 A
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REPORT

OF THE

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MA DE TO TH E

GOVERNOR OF THE STATE OF KENTUCKY,

BY J. B. BOWMAN, REGENT OF KENTUCKY UNIVERSITY.

FRANKFURT,KYJ
PRRPWI‘ED AT THE KENTUCKY YEOMAN OFFICE.
S, I; M. MAJOR. PUBLIC PRINTER.
1869. / ‘

 

 

 

 

 

 

 

 

 

 

 

  

Resolved by the General Assembly of the Commonwealth of Kentucky,
'That two thousand copies of the—Report of the Regent of the Ken-
tucky Agricultural College be printed—five hundred of' which shall
be delivered to the Regent for distribution, and the balance shall be
sent by mail to the Senators and Representatives of the present Gen-

eral Assembly, postage paid. .
Passed March "11th, 1869.

 ~REPORT

OF THE

AGMEMM AND MECHAWL EOEEGE 0F KENTUCKY,

KADE TO THE

GOVERNOR OF THE STATE OF KENTUCKY}.
BY . J. B. BOWMAN, REGENT OF KENTUCKY UNIVERSITY.
* FRANKFORT,KYJ

L’RRNTED AT THE KENTUCKY YEOMAN OFFICE.
S. I. M. MAJOR. PUBLIC PRINTER.
1869.

 

  

 

 

 

  

REPORT.

'OF THE

iGthllLTllllAL it llECHANlCAL CULLEGE OF KENTUCKY.

 

KENTUCKY UNIVERSITY, REGENT’S OFFICE,
. LEXINGTON, KY., Dec. 28th, 1868.
To 11:19 Excellency JOHN W. STEVENSON, Governor of Kentucky :

DEAR SIR: I have the honor to submit to you a report of the con—
dition of the “Agricultural and Mechanical College of Keiritucky,"a
one of the educational and charitable institutions belonging to the
State.

My late annual reports, as Regent of Kentucky University, embody
so fully the details of its operations that I beg leave to present an
abstract of the same as a part of this Report, and as Containing the
desired information in regard to the Institution.

The many inquiriesseeking information in regard to this, the first
Industrial College which was established under the act of Congress
donating lands for their endowment, render it expedient that I should
present 'a detailed account of its history, character, plan of organi—
zation, and operations. ’

ITS HISTORY.

The Congress of the. United States, by an Act, approved July 2,
1862, granted to each State, upon certain conditions, 30,000 acres of
land serip for eachSenator and Representative, for the endowment
of one or more Industrial Colleges therein. The State of Kentucky,
by an Act of the General Assembly, passed January 27, 1863,
accepted the grant, with the conditions annexed. There were but
two ways in which those conditions could be met: either for the

 

  

 

5

4; AGRICULTURAL AND MECHANICAL COLLEGE.

State to expend a large amount of money in the purchase of a farm,
and in the erection of all the necessary buildings, and to provide all
the necessary auxiliaries in the way of Libraries, Apparatus, Mu»-
seums, &c.; or, to place the endowment arising from the proceeds of
the grant of lands at the disposal of other parties, who would furnish
all these facilities. The costly experience of the State, in providing
g1ounds and buildings, 101 its other public chalities,togethe1 with the
fact that she was then in the midst of a telrible war, with he1 great
heart bleeding and divided, with an empty Treasury, and the burden
of taxation bearing heavily upon the people,re11dered it inexpedient
to adopt the former course. The latter was the only alternative.
The conditions of the grant had to be carried out within a limited
time, or the lands reverted to Congress. The Legislature, accord—
ingly, invited proposals to take the College and locate it, and build it
up. By an act approved March 3, 1863, the Board of the State
Agricultural Society was directed “to examine and report to the next
General Assembly upon the advantages of various localities, and the _
inducements offered by each, for the location of the State Agricul-
tural College.” 011 the 10th day of December, 1863, the Committee
appointed by the State Agricultural Board, consisting of L. J. BRAD-
FORD, P. SWIGERT, and Z1113. WARD, presented the following report to
the Legi latule:

“The Boaid of Di1ectors of the State Agricultu1al Society, ap-
pointed Commissioneis by an act of the Legislature of Kentucky,
approved March 2, 1863, to examine and 1ep01t to the next Genelal
Assembly upon the advantages of various localities, and the induce-
ments offered by each, for the location of the State Agiicultulal
College, most respectfully state, that, in obedience to the 1equirements
of said Act, they met in the city of Louisville, in May, 1863, and
passed a resolution directing its Secretary to advertise in various
public journals that it was prepared to receive proposals, setting
forth the advantages of various localities, and inducements offered by
each, for the establishment of the State Agricultural College; all
proposals to be delivered to the President of the State Agricultural
Society, on or before the 18th day of September, 1863. ‘

“On the 18th day of September, 1863, a full Board of Directors
met on the Southwestern Fair Grounds, near Louisville, when the
President reported to the Board that he had received only one
proposition, and that was from the Trustees of Transylvania Uni- _
versity, which is situated near Lexington.

  

AGRICULTURAL AND MECHANICAL COLLEGE. 6

“ After full consultation and deliberation, in order that every por—
tion of the State might have full time to present its claims, and
advantages for the location of the Agricultural College, the Board
decided to advertise again, and so authorized their Secretary, and-to
defer final action on the subject until their next annual meeting
on the 9th day of December, 1863.

“ The Board met, accordingly, on the 9th of December, when the
President reported that no other proposals had been received by him
than those made by the Trustees of Transylvania University, and
then laid before them a communication from the Hon. M. C. John-
son, Chairman of the Trustees of the University, which gives in
detail the many and great advantages which the Trustees offer to the
State to enable it to carry out its purpose in the'establishment of
an Agricultural College. This communication is herewith filed.

“ It is proper to state, that, in anticipation of the meeting referred
to above, the President visited the University, and on a full examina-
tion of the buildings, grounds, and location, reported to this Board
that, in his opinion, the buildings and their constructions are ad—
mirably adapted to the purposes for which a State Agricultural Col-
lege is proposed to“ be established; and that should the grounds
(which now consist of only twenty acres) be insufficient, lands
adjacent can be obtained, sufficient for all practical purposes.

I “The Board, therefore, haVe no hesitation in recommending to the
General Assembly the acceptance of the proposition of the Trustees
of the Transylvania University, believing that in locality and
advantages none equal can be presented in any other portion of the
State. ‘

“Respectfully submitted. L. J. BRADFORD, '

“P. SWIGERT, ‘
“ ZEB WARD,
“ Committee.”

In accordance with this Report, during the session of the General
Assembly, in 1864, the Committee of the Senate on Agriculture and
Manufactures, reported a bill, accepting the proposition of Transyl—
vania University, and it passed that body. The House of Repre—
sentatives, however, listening to suggestions for delay, failed to pass
the bill.

Thus another year was lost, and, in the meantime, the land scrip,
with which the State was to endow and sustain-the College, de-
preciated, so that a large sum was lost to the State. The failure of

 

 

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6 AGRICULTURAL AND MECHANICAL COLLEGE.

the State to accept the proposition of Transylvania University, left
the Trustees of that Institution at liberty to make other arrangements.
Accordingly, in September, 1864, they renewed the proposition. which
they had previously made to the Curators of Kentucky University,
and 'Which was Virtually the same as that made to the State, that
they would transfer all their grounds, buildings, and funds to said
University, provided its Curators would remove it to Lexington.
The proposition was accepted by the Curators of this University, and
at the session of 1864—65, as its representative, I appeared before the
General Assembly, asking for the legislation necessary to carry out
the proposed consolidation of the two Universities. At this session
of the Legislature, the question of the Agricultural College again
came up for disposal. The Legislature had previously disregarded
the only proposition which had been made, which was the one from
Transylvania University, and which we had accepted. Another year
had passed away, and no other proposition came from any~«other
quarter, and the limit of time fixed by Congress in which it was to
be carried out, or prove a forfeiture, was rapidly expiring. This
elephant, as every one seemed to regard it, went begging for a
keeper. It was at this juncture that/the proposition was made
to me that we should take it, and make it one of the Colleges
of the University. Believing that the aims and objects of the
proposed Agricultural College were in harmony with the great
ends I had long had in view in building up Kentucky University for
the benefit of the masses, and especially the Industrial Classes, I
agreed to accept it as one of its Colleges, and accordingly, upon a
conference with the Committee of the House of Representatives on
Agriculture, and the Chairman of the Board of Trustees of Transyl-

. vania University, the bill was drawn up establishing it as such; and

after a full and protracted discussion of its merits and its bearings
upon the educational interests of the State, and in the face of-a
strong, concentrated sectional and sectarian opposition, the Legis~
lature passed the bill by a deliberate and decided vote of 64 to 18 in
the House, and 20 to 10 in the Senate. Thus, the consolidation of
these three important educational interests was effected, laying at
once the foundation for a great University, with abasis of half a
million dollars, and furnishing to the State liberal advantages in the
way of popular education, without the expenditure of a dollar on
her part, except a loan of $20,000, to be returned from the fund, if
required. ‘ ‘

 

 AGRICULTURAL AND MECHANICAL COLLEGE. 7

It is not my purpose, in this Report, to discuss the propriety of the
action ofthe General Assembly in consolidating the educational inter-
est of the State with those of F1ansy1vanla and Kentucky Unive1sities.
Suffice it to say, that the efforts of the State, hitherto, to build up State
Colleges, had utte1ly failed. Therefore, her legislators, in this case,
composed of many of her best men, representing all parties, political
and religious, in their wisdom, and after a mature consideration of the
whole question, with unusual concurrence, thought it the best thing
which could be done, to establish the Agricultural College as one of
the Colleges of ”a University already firmly established and in suc-
cessful operation; placing it under the special care of one of the
wealthiest and most numerous peoples in the State, and by the
strictest safeguards, holding them responsible for the successful
management of it for the general geod of all. It is also the judg-
ment of many of the best educators throughout the country, that
such a connection of these Industrial Colleges, with literary Insti-
tutions already established, giving the benefit of reciprocal courses
of study and discipline, with all the auxiliaries for education usually
attached to such Institutions, is essential to their success. Hence, a
number of the States have since follow ed the example of Kentucky
in making such connections.

I presume, therefme, that any subsequent Legislature of Kentucky
will be slow to 'violate a contract until such connection proves to be
a failure, and at least until a reasonable time is given the other con-
tracting party to make it a success. We should, however, always be
ready to invite the strictest scrutiny as to any management of this
important interest of the State.

It is due to say that I entered into this arrangement in behalf
of Kentucky University upon my individual responsibility, and with—
out the knowledge or action of its Curators (subject, of course,
however, to their subsequent ratification), and against the almost
unanimous judgment of the special friends of the Institution. Let
me, and not them, therefore, be held responsible for the results of this
combination. Relying, however, upon the generous co-operation of
the citizens of Kentucky, many of whom had already aided me
liberally in the upbuilding of Kentucky University, I felt that the
conditions of the educational problem could be met, and was there-
fore willing to give at least an humble, gratuitous service to my
native State, in carrying out her educational enterprise.

 

  

 

8 AGRICULTURAL AND MECHANICAL COLLEGE.

It was with this confidence, therefore, that I was willing to obligate
myself, as the General Agent of Kentucky University, as was done by
the conditions of the act, to raise at least $100,000 for the Farm,
Buildings, Apparatus, &c., for the use of the Agricultural College.
The sequel shows that this confidence in the liberality of‘the people
was not misplaced.

Immediately after the passage of the bill, I proceeded to the work;
and though we were still in the midst of the war, and surrounded by
the darkest clouds of the politicaliand financial horizon, I succeeded
in raising, in about three months, more than the. $100,000 required,
and reported the conditions as complied with before the same Legis-
lature had adjourned. It is true, that, at the time I assumed this ob-
ligation, the land scrip, which was’ the basis of the endowment for
the Agricultural College, was worth about one dollar per acre, and I
expected that the State would realize at least $330,000 from the sale
of the 330,000 acres, and that the income which would be placed at
our disposal to conduct the College, would be at least $20,000 per
annum. But for reasons which we could not control (the State
having the disposition ofit), the scrip was held up until it had depre—
ciated to one half, and was finally sold for $165,000, the income upon
which is less than $10,000; yet we were obligated, stilt; t6 educate
300 students for the State, besides furnishing all the lands, buildings,
apparatus, &c., for the College. Surely, the State was largely the
obliged party, as matters resulted; but for one, I was determined to
carry out in good faith, and to the letter, our part of the contract.
Therefore, after having raised the $100,000, in accordance with a
cherished purpose, I succeeded in purchasing, as an eminently ap-
propriate site for this and other Colleges of the University, the estate
of Ashland including “Woodlands,” the homestead of Henry Clay,
the great Commoner and friend of the Industrial Classes, and con-
taining 433 acres of as beautiful and productive land as can be found
in America.

Upon'this magnificent estate, the Agricultural College has been
located. The buildings upon it have been refitted for its use, others
have been erected, the College has been organized with an able
Faculty, and passed through its first session with 190 students in
attendance. This has all been done within a little more than two
years from the passage of the act of consolidation, and within the
limit of time fixed by Congress; and that, too, while the Legislatures

  

”’5

AGRICULTURAL AND MECHANICAL COLLEGE. 9

of some other States are yet doubting and disputing as to what they
Will do with their Colleges. '

THE DESIGN or THE COLLEGE. .

Different views are held in reference to the character and design
of this College. This must be ascertained from the Acts of Congress
and of the General Assembly of Kentucky, which express it in very
simple and concise terms. The act of Congress declares the leading
object to be “to teach such branches of learning as are related to
Agriculture and the Mechanic Arts, including Military Tactics, with-
out excluding other scientific and classical sudies, in orcler to promote
the liberal and practical education of the industrial classes in the
several pursuits and professions of life.”

'The Legislature of Kentucky, in accepting the grant prescribed
and enacted, in order to effect this leading object, “that there should
be established in said College, the competent number of professor-
ships for teaching the sciences related to Agriculture and the ll/[eella'n-
ical Arts, including Military Tactics; and as a part of said College,
there shall be conducted an experimental or model farm, with the
usual accessories thereto, and on said farm, and in the Mechanical
Arts, there shall be provided to the students opportunity for industrial
pursuits, at stated times, whereby Agriculture and the lifec/ianical
Arts may be practically learned, and the student, if he chooses,
enabled to earn his support while being educated, in Whole or in part,
by his labor andindustry.” The spirit and intent of these enact-
ments are clearly ascertained from the context.

The industrial classes referred to here, evidently were those whose
pursuits and professions of life lay in the direction of Agriculture
and the usual Mechanic Arts, and Who compose the largest and most
important sub—strata of our social andpolitical fabric——t'ne'farmers
and mechanics cf the country. If the enactments contemplated
Polytechnic Colleges, in the Widest sense, embracing all arts and
trades, then the means appropriated for their endowment were
altogether inadequate, and the combination of the farm and the
mechanical arts, as required by the act of the Legislature, was
impracticable. The character of the education to .be given is
equally well defined. It was to be liberal, and yet practical. The
prominent aim should be to teach the sciences related to Agricul-
ture and the .Mec/zanical Arts, not including other scientific and
classical studies, but including, of course, a thorough knowledge
of our own English language and literature, and other studies

 

 

  

 

 

 

 

 

  
 

 

10 AGRICULTURAL AND MECHANICAL COLLEGE.

which form the basis of a practical business education. The
course of instruction was also to be liberal, and might include a wide
range of studies. But the law of Congress evidently contemplated
the establishment of Colleges throughout the country different from,
and in contradistinction to, the regular literary and classical Colleges
in the land, the types of old Oxford and Cambridge, whose founda—
tions were laid away back in the dark ages, and far beyond our
civilization. It was designed to meet the wants of the masses who
have neither the time or means. to give to a thorough collegiate and
classical course. It was in no antagonism to those already established,
but provides for the wants of the industrial Classes in the way of
special courses of study. Hence, these Industrial Colleges can be,
in my judgment, most successfully built up as Departments of Uni-
versities already established, thereby furnishing to students the
reciprocal advantages of either special or general courses, and also
avoiding the duplication of many professorships. But the framers of
the law evidently did not contemplate the establishment of either
Polytechnic Colleges or Universities in the common sense.

But at the time of the passage of the law the country was engaged
in a war of uncertain duration. The citizen had to become also the
soldier, and hence instruction in military tactics was required as a part
of the curriculum. This requirement is a popular feature, and can
be made valuable as a means of collegiate discipline, as well as of
physical education.

The act of the Legislature, however, goes beyond the act of Con-
gress, and ingrafts upon the College a benevolent feature, in making
the facilities of education also the means of support to the poor
young men of the country, by manual labor upon the farm, or in the
workshops. Most of our American Colleges have been unavailable to
this worthy class of young men, from whom come largely our most
useful “and honored citizens, on account of the heavy expenses attend-
ing them, and on account of their peculiar course of study, which was
not adapted to their wants and circumstances. The act, therefore,
provides for these wants, and secures to the poor young men of the
State advantages which they have not hitherto enjoyed. But more
than this, it proposes to dignify labor and to verify the wisdom of the
inexorable law of our being, that “in the sweat of our face we shall
eat bread”——a lesson which has not hitherto been well learned by a
large portion of our youth, especially in the West and South, and
which, under the social and political revolutions which have recently
taken place, becomes the more important to learn. It is to be
regretted that with a large portion of the young men who are
favored with the means of education, College life has become one of

 

  

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AGRICULTURAL AND MECHANICAL COLLEGE. 11

dissipation of time and money, and too often of utter prostitution of
their moral, mental, and physical being. These Industrial Colleges
propose, by the system of combined study and labor, to give to all
young men more practical Views of life and true manhood, as well as
of experimental knowledge in the useful and honorable pursuits of
Agriculture and the Mechanical Arts.

Such we understand to be the aims and objects of the Agricultural
College.

THE PLAN OF ORGANIZATION.

In accordance with these Views, the plan of organization embraces
a combined scheme of study, labor, and drill, and the whole educa-
tional machinery has been arranged with reference to this; a corres-
ponding course of study and discipline has been adopted, and the
classification of all the students made in accordance therewith. The
course of study embraces a wide range of instruction in the English
Language and Literature, in Mathematics, History, Science, Philos-
ophy, Civil Engineering and Mining, Commercial or Business Ed-
ucation, Modern Languages, and the Fine Arts. Besides, by its

. associated relationship with other Colleges of the University, in
accordance with the requirements of the act of the Legislature, the
students of this College have access, free of charge, to the courses of
instruction in those Colleges.-

_ CONDITIONS OF ADMISSION.

All applicants for admission to the regular collegiate course in the
Agricultural College must be at least sixteen years of age, and must
present satisfactory evidence of good moral character and industrious
habits. They must, upon examination, show a fair acquaintance
With the following subjects:

English Grammar; Geography; Outlines of History; Ray’s Arithmetic, Part 111.; Ray’s
Algebra, Part I. ~

COURSE OF INSTRUCTlON.
1. SCHOOL OF PIIILOSOPIIYEK‘

JUNIOR. CLASS.

FIRST TEnIII.——I\lcntal Philosophy, begun.

SECOND Timur—Mental Philosophy, completed.

SENIOR CLASS.

FIRST TERM.—MOI‘§-ll Philosophy.

SECOND Tenn—Evidences of Christianity.

TEX'IV-BOCKS.—--ln this School instruction is given chiefly by Lectures, but the following
Text—books are used; Haven’s Mental r’hilosophy, Hamilton’s Metaphysics, Wayland’s Moral
Science, and Milligan on Reason and Revelation.

 

i"This School is, for the present, under the charge of Professors PICKETT and PATTERSON.

 

  

g, 12 AGRICULTURAL AND MECHANICAL COLLEGE. .

{. II. SCHOOL OF THE ENGLISH LANGUAGE AND LITERATURE.
. / ' '
FROFESSOR PICKETT.

FRESHMAN CLASS.

FIRST TERM.~—Fowler’s English Grammar; Klipstcin’s Anglo-Saxon Grammar and .
Analecta Anglo-Saxonica; Lectures on the Science. of Language; Exercises in English 4
" Composition and Elocution.

SECOND TERM.—-Fowler’s English Grammar; Klipstein’s Anglo-Saxon Grammar and
Analecta Anglo—Saxonica; “Anglo-Saxon Version of the Holy G0spels;” Lectures on the
l‘ Science of Language; Exercises in English Composition and Elocntion.

 

 

SOPHOMORE CLASS.
.5 FIRST TEDM.-Blair’s Lectures on Rhetoric and Belles—Lettres; Essays, Declamations, and
,l . Debates.
,; SECOND TERM.——Kames’ Elements of Criticism; Chambers’ English'Literature; Essays,
Declamations, and Debates.

JUNIOR CLASS. 3

F. ’03:”r’f‘f.

FIRST TERM—Chamber’s English Literature; Whately’s Logic, Essays, Declamations, 1‘ \
and Logical Dispntations. /
SECOND TERM—Chambers English Literature; Whately’s Rhetoric; Essays, Original
Declnmations, and Logical Disputations.

{if SENIOR CLASS.
FIRST TERM—Lectures on English Literature; Readings in English Literature, with
Critiques; Theses, Original Orations, Dispntations, and Exercises in EXtemporaneous
Speaking. .

SECOND TERM. Lectures on English Literature; Readings in English Literature, With
Critiques; Samson’s Elements of Art Criticism, with Lectures and Illustrations; Theses,
Original Orations, Disputations, and Exercises in Extemporaneous Speaking.

 

III. SCHOOL OF MA TIIEMA TIOS. , '

.~.~r.m5vaa——-:vr— x: A». .F. s

PROFESSOR WHITE.

FRESHMAN CLASS.

FIRST TERM.—~—Towne's Algebra. '
SECOND TERM.—-Davies’ Legendre’s Geometry, Books I, II, III, IV, V, VI.

. SOPHOMORE CLASS.
FIRST TERM.——Davies’ Legendre‘s Geometry, Books VII, VIII, IX; Plane Trigonometry
and Mensuration.

SECOND TEEM.—Loomis’ Liirveying and Navigation; Loomis’ Analytical Geometry.

JUNIOR CLASS.
FIRST TERM.——Loomis’ Calculus.
SECOND TERM.—Snell’s Olmsted’s Mechanics.

SENIOR CLASS.

FIRST TERM.—Davies’ Spherical Trigonometry; Snell’s Olmsted‘s Astronomy, begun.
SECOND TERM.-——Astronomy, completed.

 

 

  

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AGRICULTURAL AND MECHANICAL COLLEGE. 13

IV. SCHOOL OF CHEMISTRY AND EXPERIMENTAL PHILOSOPHY. *5

PROFESSOR PETER.

JUNIOR CLASS.

FIRST TERM. —El lementary Chemistry and Physics; instruction given by daily Lectures, '
fully illustrated by experiments, specimens etc., and impressed by daily Examinations.
Considerable attention paid to the applications of these branches of science.

SECOND TERM—Lectures on Chemistry, illustrated by experiments, continued twice a.
week; Elementary Physics, With experiments, three times a week.

SENIOR CLASS.

DURING THE SESSION—Experimental and Applied Chemistry and Chemical Physics; five
Lectures a week, more thorough than during the Elementary Course, and illustrated to the
greatest possible extent by experiments, models, diagrams, specimens, etc. The numerous
applications of the science to Agriculture, the Arts, and Manufactures are specially in-
dicated, and the Art of Testing in general and the Detection of Poisons considered.
Organic Chemistr'y 1s discussed during the latter part of the course, and such instruction
given in the Chemistry of Vegetable and Animal Physiology as the allotted time allows.

Practical Ohemz'slw.—P10visions will be made for instruction in Practical Chemistry, in-
cluding the Chemistry Of the Soil, as soon as students are sufficiently prepared.

TEXT-BOOKS—Youmau’s New Class Book of" Chemistrv; Fowne‘s Chemistry for Students;
Quackenbos’ Natural Philosophy; Graham’s Elements of Chemistry.

V. $011001; '01? NATURAL IIISTOR Y.
PROFESSOR CLARKE.

SOPHOMORE CLASS.

FIRST TERM—Terminology and Outlines of Structural and Systematic Botany; Col—
lection and Examination of Specimens; General Views of the Animal Kingdom; Collection
and Preserv1t10n 0t lnsec.,ts Birds, and Mamm 11s.

SECOND TERM. —Structural and Physiological Bolony, embracing the Laws of Propaga-
tion, Hyb1idization, Training, Pruning, Buddlng, G1atting, etc.

JUNIOR CLAss._

FIRST TERM—Human Physiology and Comparative Anatomy and Physiology, especially
of domestic animals; the making of lllustrative Preparations; Collection of Zoological
Specimens.

SECOND Team—Exotic Botany, including the Green—house, the Grapery, and Principles of
Treatment; Geology; Outlines of Mineralogy and Lithology; Sources and Materials of '
Mineral Wealth; Building Stones; Mineral Veins; the Location and Working of Mines
and Wells for Petroleum, Salt, Artesian Waters, etc.; Collection of Specimens. ‘

SENIOR CLASS.
FIRST TERM—Systematic Zoology; Collection of Specimens; Outlines of Historical and
Dynamical Geology.
SECOND TERM.~——Entomology; Insects injurious or beneficial to Vegetation; preparation of

p a. Thesis.

VI. SCHOOL OF HISTORY.
PROFESSOR PATTERSON.
JUNIOR CLASS.

FIRST TERM.—~Smith’s History of Greece; Liddell's History of Rome; Lectures.
SECOND TERM.——Tl]e Student’s Gibbon; Political Economy, Lectures.

 

"" Professor W. G. Strange has been appointed to the Chair of Physics and Mathematics.

    

14 ' AGRICULTURAL AND MECHANICAL COLLEGE.

SENIOR CLASS.

FIRST TERM.——Stlid€nt’s History of France; Student’s Hume; Lectures.
SECOND TERM—History of the United States; Constitution of the United States.

‘ «3 VII. ‘SOIIOOL OF MODERN LANG UA GE'SC.
PROFESSOR EYRAUD.

;
.1) JUNIOR CLASS.

 

4‘ ; German.—Ahn’s ’New Method; Adler’s Reader.
3; FIRST Tnnm__ French.—Fasque11e’s Grammer; Télémaque.
Ilalg‘an.——Cuore’s Grammar; Foresti's Reader.
3 ‘, Spanish—Smelt: De Vere’s Grammar; Velasquez's Reader.
3 j Germa.n.—Ahn’s Method; Adler’s Reader; Schiller’s Maid of Orleans.
“ ‘3

If‘rcnclz.——Fasquelle’s Grammar; Telemaque; Voltaire’s Charles XII.

SECOND TERM. Italian —Cuore’s Grammar; Foresti’s Reader; Tasso.

 

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3 g; Spamsh.——Schele- De Vere’s Grammar; Velasquezs Reader; Don.
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._ 3.
\r3 SENIOR CLASS.
\\ . 33 ‘ . ‘ . . . .
. u { German.——Sclnller’s Mary Stewart and William Tell; Composrtion
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3,? l and Conversation in German.
3? FIRST TERM__ French.~——Corinne; Racine; Composition and Conversation in French.

Italz.an.—Tasso; Goldoni.
Sefltnish—Don Quijote.
German—Goethe's Iphigenia and Reineke Fuchs; Lessing’s Minna
SECOND TERM. F7-mch.—-Moliere’s Comedies; Voltaire’s Tragedies.
IIalian.—-Dante.

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L Spanish—Calderon.

 

VIII. SCHOOL OF CIVIL ENGINEERING AND MINING.

PROFESSOR EYRAUD.

:;- 3 In this School will be taught Geometrical and Topographical Drawing, Tinting, Shading,
and Lettering; Descrip‘ive Geometry; Linear Perspective; Shades and Shadows; Practical
Astronomy; Road Engineering; the use of Engineering instruments; Leveling; Archi-
tectual Drawing; Geology of Mining Districts; Metallurgy; Mining Engineering; Con-
struction Of Furnaces; Determination; Mineralogy; and History of Mining Operations.

IX. SCHOOL OF FINE ARTS.
In this School will be taught Music, Drawing, Painting, and Landscape Gardening.

X. SCHOOL OF MILITARY TACTICS.

PROFESSOR CALDWELL.

The Course will comprise Practical and Theoretical Instruction in the Tactics of the
different Arms, Military Discipline, including the Duties Of Guards, Sentinels, etc., in ac-
cordance with the Tactics and Regulations presm'ibed for the United States Army.

 

 

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AGRICULTURAL AND MECHANICAL COLLEGE. 15

STATE STUDENTS.

By the provisions of the Act of the Legislature establishing the
Agricultural and Mechanical College of Kentucky as one of the

Colleges of the University, each Representative District in the State

is entitled to send to the College three properly prepared students, free
of charge,'f0r tuition, for each member the District is entitled to send
to the General‘Assembly. Said students also have the right to re-
ceive, free of' charge for tuition, the benefit of the instruction given
in any College of the University, e