were made on the farm during this period; the principal being laying 200 rods of tile drain, about 100 rods of fence put up, and forty acres of land brought under the plow.
In the spring of 1869 the real work of college instruction began. By 1871 the courses of study were planned and laid out. The faculty had been gradually enlarged to meet the growing needs of the college, and at the close of 1872, was constituted, as follows:
A. S. Welch, LL. D., president and professor of psychology and political economy; G. W. Jones, A. M., professor of mathematics, civil engineering and architecture ; James Mathews, professor of pomology; W. A. Anthony, B. Ph., professor of physics; A. E. Foote, M. D., professor of chemistry; Gen. J. L. Geddes, professor of military tactics, engineering, and steward; W. H. Wynn, A. M., professor of English literature and history; C. E. Bassey, M. S., professor of botany and horticulture; I. P. Roberts, professor of practical agriculture and superintendent of farm; A. Thompson, C. E., professor of mechanical engineering; Mary A. Lovelace, preceptress and instructor in mathematics; Margaret P. McDonald, instructor in English and French; Mary L. Barnes, instructor in piano music. To above the following were added for 1873: J. K. Macomber, B. Sc., instructor in physics; E. W. Stanton, B. Sc., instructor in mathematics; G. C. Hubner, instructor in German.
It is not possible to give, even in outline, the various courses of study. A careful inspection of the duties of the above corps of instructors will indicate very clearly the character of instruction; it will also be noted that the organization of the faculty is in harmony with the organic law establishing the college.
The biennial reports beginning with the year 1870 are readily accessible, and give full and detailed information on all features of the college work in all its departments. A few of the more important changes in the faculty will be noted in a subsequent paragraph.
In the early years of the college, student-labor received much attention from faculty and trustees. As the experience of most eastern schools was unfavorable to the system, the promoters of the plan here watched its practical workings and development with the keenest of interest. At the beginning (1869) the results were of the most gratifying character (1874).
Though the farm had made many valuable improvements, much heavy work remained to be done before it could be called a model farm except by courtesy. This fact was an important item in the genuine success which attended the organization of the student-labor.
" There was, indeed, enough to do. The grounds around the building were to be put into a lawn, the terrace to be built, roads to be made, ornamental trees to be set out, grading to be done, cellars to be prepared for the new houses, a large sewer to be dug for the drainage of the college building, many acres of woodland to be cleared of underbrush, ten acres of garden to be cultivated, fuel to be cut, an orchard to be laid out, fences to be made, farm crops to be raised and gathered-all these, and much more, gave promise of work for all. But it was quite clear that the rough jobs which required muscle were greatly in excess of the jobs that required artistic skill."
The compensation ranged from three to nine cents per hour, according to the efficiency of the student; but labor requiring close supervision and instruction received no compensation.
Practice in surveying, work in the laboratories, and drafting, so far as laid down in the courses of study, were regarded as labor in the meaning of the law, though not subject to pay.