such phenomena should be carefully inquired into, and the truth elicited faithfully preserved.

There are many periodical phenomena which should be observed and recorded, such as the time of leafing, flowering, fructification, and fall of the leaf, of plants; the date of appearance and disappearance of migratory or hybernating animals, as mammals, birds, reptiles, fishes, insects, etc.; the times of nesting of birds, of moulting and littering of mammals, of utterance of characteristic cries among reptiles and insects, the spawning of fishes, etc. In addition to this let a complete set of meteorological observations be instituted at some central point, and a complete set of instruments be provided for that purpose.

After much of this report was prepared, two highly interesting and valuable communications were received, the one from Professor Henry, Secretary of the Smithsonian Institution, the other from Professor S. F. Baird, Assistant Secretary of the same Institution, in charge of Natural History, to which the attention of this association is respectfully invited.

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Your committee would conclude their report by recommending the appointment of a committee of three, to whom this whole subject shall be referred, with instructions to promote, in every possible way, object in view in this Report; to report at the next meeting what changes, if any, are necessary in the constitution of this Association, to admit of a permanent organization for the promotion of science in connection therewith. Among the duties of the proposed committee, should be embraced the following: The preparation and publication of a Circular to the teachers of the State, and others who would be likely to coöperate in the work proposed; the republication and distribution of the pamphlet, issued by the Smithsonian Institution, on "Collecting, Preserving and Transporting specimens of Natural History;" the procuring and transmitting of blanks of various kinds, to those who will use them, for the furtherance of the object in view; petitioning the Legislature for an appropriation sufficient to purchase three complete sets of Meteorological Instruments, and also for a room in the new State House for the reception of the collections to be made as herein suggested. All of which is respectfully submitted.

COLUMBUS, Dec. 28th, 1853.

S. N. SANFORD, Chairman.

The following gentlemen compose the committee: S. N. SANFORD, Granville; Prof. JEHU BRAINARD, Cleveland; W. D. HENKLE, Mechanicsburg; M. F. COWDERY, Sandusky; Prof. J. G. BLAIR, Athens.

LETTER OF PROF. HENRY.

MR. SANFORD-Your letter of October 28th was received during my absence, and on my return I referred it to Prof. Baird with the request that he would give me some notes relative to the study of Natural History. He has just returned it with the accompanying remarks, and I now embrace the first opportunity to dictate the following reply, and to give such suggestions as may occur to me at the moment; for I am too much occupied at present in official duties, to be able to devote much time to the subject.

An organization such as is contemplated in the resolutions you have transmitted to me, may be productive of much good both to the pupil and teacher.

The habit of observation is one which can be early acquired, and ought to be considered an important part of education. Some possess it almost instinctively, while others pass through the world as it were with closed eyes. This fact is beautifully illustrated in the well known story entitled "Eyes and no Eyes." The study of descriptive Natural History, I think, may be profitably introduced into primary schools. The child at an early age may be taught to recognize the character and to give the names of all the natural objects to be met with in its district, and this can be readily effected by the establishment of a school museum with printed labels attached to each object, and an occasional lecture from the teacher. The pupils may also render important aid to science, by occasionally finding new objects of natural history to be forwarded to the Smithsonian Institution, or some association for critical examination. They may also be early taught the use of meteorological instruments, and rendered familiar with the names of the different kinds of clouds and of the principal stars.

It should, however, be distinctly observed that these studies ought to be carried on as auxiliaries to the main business of preliminary instruction, which consists principally in training the pupil to expertness in spelling, reading, writing, and the art of the accountant, and in imparting to him a thorough knowledge of geography and the use of the English language.

Care should also be taken while the interest in these auxiliary studies should be kept up, and due praise given to the pupil for any progress he may make, that conceit should not be engendered unfavorable to the full development of the man and prejudicial to his character in after life. There is danger of this, because the pupil will be possessed of a kind of knowledge which, though not profound, will not generally be in the possession of his parents and other persons with whom he may associate. The truth should be impressed upon him that this is merely preparatory to a higher knowledge, namely to that of science, which does not consist in mere facts, but in general principles, and which cannot well be acquired until a more mature age. As far as my experience goes, I do not think that what is properly called science, or a knowledge of the laws of nature and their logical application to the explanation and prediction of phenomena, can he well understood by any ordinary youth before the age of fourteen. Indeed I have found difficulty in imparting a habit of minute analysis to a class of young men of an average age of eighteen or nineteen.

The great object of an association of the kind you mention with regard to its influence on the teacher, should be his improvement in a knowledge of the laws of phenomena, or in a knowledge of what we conceive to be the mode in which Divine Wisdom operates in producing, by his continued influence, the various changes of the universe of mind and of matter.

For this purpose frequent meetings should be held, and at each, different indi

viduals should be requested to prepare themselves to explain certain phenomena at the next meeting; for example, one of the members might be requested to give an explanation of the phenomenon of dew, and after he had given the explanation it might become the subject of general discussion, a limited time being allowed for this purpose. After this the explanation of another phenomenon, which had been previously requested, should be given and discussed; several questions being disposed of in this way at each meeting. The association should endeavor to make the knowledge possessed by each individual at the beginning, common to all, as well as to increase the sum of knowledge possessed by the whole.

Besides improving themselves, the association of teachers may also advance science by a series of observations even without instruments, particularly with reference to the phenomena of meteorology; and for this purpose the Smithsonian Institution will furnish directions and blank forms. Records should be made of the face of the sky, the degree of cloudiness, the kind of clouds, the direction of their motion, particularly those of the upper stratum which are generally found to move in this climate from South West to North East, or in an easterly direction, while the clouds nearer the surface may be either stationary or have a motion in another direction. The kind of weather which accompanies a different direction of the upper clouds, would be an interesting fact to determine. The beginning and ending of the violent winds of winter storms, of the rain and snow which accompany them, the direction of the wind during the time of their continuance, and before and after, and indeed a daily record of these phenomena, with the appearance of first and last frost, would afford an interesting series. All the phases of the thunder storm should be noted, when it occurs, its continuance, the direction in which it moves, the direction of the wind at its beginning and ending, and any other phenomena which may accompany it. It is important to ascertain the extent of country over which thunder storms are prevalent during a given day. The aurora borealis is also a very interesting phenomenon of which every record which may be made is important. In order to arrive at a knowledge of the cause of this meteor, it is necessary to ascertain at what points it is visible on a given night over a large district of country, whether it is visible on any occasion at a place south of a given locality, and not visible at a place north of it, or whether the same aurora is ever seen between two observers, appearing at the north to one and at the south to the other. According to some of the phenomena it would seem that the aurora consists of beams, perhaps of electricity, parallel to the dipping needle, springing up from or descending to the earth immediately around the observer. But this hypothesis can only be fully established by additional information. Some facts also lead us to believe that there may be a connection between the aurora borealis and shooting stars. Luminous bodies of this character should therefore in all cases be noted, and their direction of motion traced among the stars, with the names of which every member of the association ought to make himself familar. The exack time of appearing and disappearing, and also the precise tract of every luminous meteor of large size should be accurately described. A collection of facts relative to these bodies is now about being made under the direction of the British Association for the advancement of science, and any addition to this knowledge from North America would be very acceptable.

Another interesting series of observations relates to the progress of periodical phenomena, such as the flowering of plants, appearance of birds and other animals, &c. for the observation of which this Institution can also furnish blank forms.

The Association as a whole might perhaps support a complete set of instru. mental meteorological observations at some central point, and perhaps the State might be induced to furnish the instruments; if not, a small assessment on each member would defray the expense.

I hope you will excuse these rather desultory remarks. They have been made with the idea that they may afford some suggestions which may be expanded and interwoven with others in the report of the committee. If they can be made available in this way, I shall be much gratified. In conclusion, I beg to assure the committee, that the Smithsonian Institution will cöoperate in any way in its power with the Association, and it will undertake to procure the name and description of any article of natural history, which may be new to its members. Very respectfully,

WASHINGTON, D. C., Dec., 1853.

JOSEPH HENRY, Sec. of Smithsonian Institution.

LETTER OF PROF. BAIRD.

MR. SANFORD: I have been requested by Professor Henry to answer your letter to him of Oct. 28th, asking for some suggestions in reference to the importance and method of introducing the study of natural history into the schools of Ohio. I regret not to have had time earlier to reply to your communication, and in fact fear that I cannot bestow upon the subject the consideration it deserves. I will, however, throw together a few crude hints on the subject, which may be of use to your committee in preparing its report, though doubtless many of these will have already suggested themselves.

Of the importance of the study of natural history as a branch of education, there can be no question. Even independently of the practical applications of the different departments of the science in the various processes of agriculture, commerce and the arts, the mental training it imparts is of the highest benefit. The cultivation of the perceptive and reasoning faculties, the acquisition of skill in composition, as involved in recording the facts observed, the habits of healthful exercise of body in pursuing the study, and a rational and suitable occupation during leisure hours, are among the ends readily to be gained in the pursuit of natural science.

When I speak of natural history, I do not refer simply to a string of harsh dry names in foreign languages, and referring to many objects which a youth never has seen nor may expect to see except possibly in a drawing. I mean the study of nature as displayed in the woods and fields, under the eye of any and every looker-on. The child should be taught to analyze every thing he sees, to examine into the why and wherefore, to take up some particular act of animal life and trace it back to its inception, and follow it to its conclusion. He should be taught to watch how the bird builds its nest, of what materials, what number and character of eggs it lays, the duration of incubation, the number of broods in the year, the date of appearing and disappearing, the abundance or scarcity as compared with other species, the kinds of food, etc. The frog should be watched,. to learn when he leaves his mud retreat, how the eggs are deposited, whether in spherical masses or in long ropes, how long before the embryo emerges from the shell and the interval of attaining full development of limbs. The fish should be traced to its secret haunts, to learn when the period of spawning takes place whether it builds a nest of grass, sticks or stones, what arts of defence it employs, what changes it undergoes in the different seasons. The transformations of the insect should be followed out through its successive stages, so as accurately to

determine the kind of food, duration of the different conditions, etc., points all of the highest importance in an economical point of view. The same general principles will apply to every form of life.

The student should be encouraged to write down what of such operations and actions he may have seen while in his rambles. No matter how trivial these may seem, a record should be made, as cultivating a habit of great importance. The difficulty so often experienced in the writing of compositions may be remedied to a great extent by assigning some particular subject in natural history to be investigated and reported upon. Students may be encouraged to procure living animals and keeping them in confinement, to work out the details of their history. Indeed, with many species this is the only way in which anything can be learned respecting them. I have obtained vastly more information of the peculiarities of the frogs and salamanders, by watching them in my own room, than I ever could in the fields, or by the ponds.

In order, however, to systematize the studies first referred to, it will be necessary to proceed to the formation of local cabinets. Each school should be provi. ded with some sets of shelves as well as bottles, alcohol, etc., by means of which to exhibit the results of Saturday afternoon forays, or incidental gathering sthroughout the week. The object should be to procure as complete a collection as might be convenient, of all the different minerals, rocks, fossil remains, animals and plants of the neighborhood. This will be very easily accomplished, by the help of the teacher, who should know enough of the art of taxidermy to skin a bird or a quadruped. The processes involved are all exceedingly simple and will be found detailed at sufficient length in the little pamphlet published by the Smithsonian Institution which might be reproduced for distribution among the schools. Collections of skulls and skeletons, detached or combined, might be made of the domestic and other animals of the vicinity.

The collections thus made or in process of accumulation, are now to be labelled as accurately as the means at command will allow. If the scientific names cannot be obtained, then some provisional ones may be adopted serving to identify them temporarily, until better can be done. It must be the teacher's business to procure all the books he can get relating to the subjects collected, and by their means as well as by conference and correspondence with "Experts," find out what is already known of their history as well as the names by which they are recognized.

In possession of such cabinets, it will then be proper to introduce some text book on natural history, and the course of instruction, selecting one suited to the comprehension of the classes. Unfortunately, we have nothing new at our command bearing upon the generalities of natural history and adapted to this country, excepting the text book of Zoology by Agassiz and Gould, which covers only the physiology of Zoology. This work, however, is very admirable as far as it goes and most highly to be recommended.

After the school cabinet has become somewhat complete and duplicates have accumulated, a correspondence and exchange may be opened with neighboring schools, by which the stock of specimens may be mutually increased. It may happen that a particular teacher has a speciality which will enable him to supply accurately labelled sets of specimens in this department, and thereby furnish so many alphabets of science. And, at any rate, the effort should be made to enlist all the naturalists of the State in the work of furnishing suggestions and counsel to your body in their great endeavors. I would particularly recommend your application for aid to Dr. Kirtland of Cleveland, the standard bearer of natural history in the west, and indeed almost, if not quite, the best general naturalist as regards.