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tled in the same way. If they refuse to serve when appointed they forfeit five dollars.

From what source, asked Horace, are the school monies derived?

Half of it comes from a fund provided by the state, and the other half from a tax levied upon the inhabitants.

What amount does the state pay, asked Horace, and wherce is it derived?

At this time, answered the father, the amount is not far from eighty thousand dollars, that is, the interest of the school fund, which consists of bonds and mortgages taken for lands and loans of money, and the stock of several banks within the state, to the amount of more than a million of dollars, and it is constantly increasing.

Relate the terms, if you please, said Philo, upon which the state furnishes this amount.

The terms, said the father, are easy and exclusively for the benefit of the people. Ther are to raise a like sum by tax; the amount of both is to be paid to teachers only; to appoint commissioners for the purpose of forming districts, to raise money on districts to purchase sites and build houses, and to appoint inspectors to examine teachers, visit schools, and to superintend tiie management of them.

But suppose, said Horace, that only onedistrict in the town comply with these terms, and the others refuse or neglect: does that district have the benefit of the state fund?

I understand, said the father, that it has all the money giveni to the town by the state, and all that the town raises by tax.

I should suppose, returned Horace, that every district would. embrace the offer, for the plan appears inviting.

The whole system, my son, is excellent, and worthy of adoption though no money were given. The tax is hardly felt; the fund is rapidly increasing, and will one day suffice iu educate all the children in the state.

TENSURATION.—LESJON 15.

The Mechanical Powers. 1. The Lever.--The Lever is one of the mechanical pow. ers employed to put heavy bodies in motion. Of these thero are several kinds: the common steel-yard is an appropriate example.

In the use of this machine, there are four particulars which require attention, ..

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, the weight or body to be raised or moved;
2, the bar, or lever used as a pry to the weight;
3, the fulcrum or prop on which the bar rests;

4, the power or poiser used to effect the motion. The method of finding what weight may be moved by a giv. en power, is exhibited in the following

Rule. As the distance between the weight and the prop, is to the distance between the prop and the point at which the power is applied; so is the given power to the weight which it will move.

Thus:-B, at the end of a lever 12 feet long, weighs 150lbs; the prop upon which the lever rests, is ift. 6in. from the body to be moved; how many pounds will B, balance. 12–1.5=10.5; then, as 1.5 : 10.5 :: 150 : 1050lbs. Ans.

For, 10.5 X 150-1.5=1050. 2. The Wheel and Axle.—The Whcel and Axle, commonly called a windlass, compose another of the mechanical pow{'rs, calculated to put heavy bodies in motion. To construct a machine of this kind, work by the following Rule. As the diameter of the axle

Is to the power at the wheel,
So is the weight at the axle,

To the diameter of the wheel. Thus:-B. orders a windlass made, in which 1 lb. at the wheel, shall equal 12 lbs. at the axle, which is 4 inches in diameter; what must be the diameter of the wheel?

As 1 lb. : 12 lbs. :: 4 in. : 48in. - 12=4 ft. Ans.
Now, As the diameter of the axle,

Is to the diameter of the wheel,
So is the power at the wheel,

To the weight it will move; therefore,
As 4 in. : 48 in. :: 1 lbs. : 12 lbs. which is a proof
of the above answer.

REMARKS, &c.--LESSON 16.

Melody, Harmony and Expression. Melody.-In poetry, Melody implies a pleasing emotion produced on the ear, by the correct enunciation of the constituent parts of verse, properly arranged agreeably to the laws of measure and movement.

Lines composed of pure iambics, admit of a high degree of melody, which may be increased by such an arrangement of the parts as will secure the cesural pause at the close of the second, third, or fourth foot.

Te despots, too long,, did your tyranny hold us
In a vassalage vile,, ere its weakness we knew;
But we learn'd that the links,, of the chain that enthrall’d us,
Were forg'd by the fears, of the captive alone.

The spell is dissolv’d; its no longer availing,
Despis’d and detested,, pause well ere ye dare
To cope with a people,, whose spirit and feeling,

Are rous'd by remembrance, and steeld by despair. Harmony.—Poetical Harmony refers to an effect produced by an action of the mind while employed, during recitation, in comparing the constituent parts of verse, and perceiving a just and beautiful proportion pervading the whole.

'Tis night, and the landscape is lovely no more;
I mourn, but, ye woodlands, I mourn not for you;
For morn is approaching, your charms to restore,
Perfum'd with fresh fragrance, and glitt'ring with dew,

Nor yet for the ravage of winter I mourn:
Kind nature the embryo blossom will save;
But when shall spring visit the mouldering urn?

0! when shall day dawn on the night of the grave? Expression.—Poetical Expression implies that choice and arrangement of the constituent parts of verse, which may best enforce and illustrate the sentiment which is intended to be conveyed.

On a bed of green sea-flowers, thy limbs shall be laid;
Around thy white bones,, the red coral shall grow;
Of thy fair yellow locks,, threads of amber be made,
And

your drapery suit to your mansion below.
Days, months, years and ages,, shall circle away,
And still the vast waters,, above thee shall roll;
Earth loses thy pattern,, forever and aye:
O sailor boy! sailor boy! peace to thy soul!

SPELLING -LESSON 117.
ex-post-u-la-tion

ěks-post-yu-la'shun ge-om-e-tri-cian

je-om-ē-trishăn ges-tic-u-la-tion

jěs-tik-ū-lāʻshữn hi-e-ro-glyph-ic

hi-e-to-glitik i-mag-in-a-tion

e-măj-in-a'shin in-au-gu-ra-tion

in-aw-gu-rā'shữn in-dis-po-si-tion

in-dis-po-zish'ún

in-fat-u-a-tion

in-fat-yu-a'shuri in-ter-ro-ga-tion

in-těr-ró-gā'shăn in-ves-ti-ga-tion

in-věs-te-gā'shăn jus-ti-fi-ca-tion

jus-te-fe-ka'shun math-e-ma-ti-cian

math-e-mã-tishăn. me-temp-sy-cho-sis mē-těmp-sé-ko'sis ne-go-ti-a-tion

në-go-she-a'shữn pa-pil-io-na-ceous

pā.pil-yo-nā'shủs phar-ma-co-pe-ia

l'àr-må-kő-pé'ya pre-cip-i-ta-tion

per-sip-e-tā'shủn pro-nun-ci-a-tion

prô-năn-sherả shăn pros-o-po-pe-a

pros-7-po-pe'ya qual-i-fi-ca-tion

kwol-lé-fo-kā'shŭn rec-om-men-da-tion rek-om-měr-da'shún re-gen-er-a-tion

re-jěn-ěr-ā'shăn re-it-er-a-tion

re-it-ěr-ā'shún re-sus-i-ta-tion

rē-sus-se-ta'shủn re-ver-ber-a-tion

ré-věr-běr-a'shun sanc-ti-fi-ca-tion

sănk-tē.fē-kā'shun so-lic-i-ta-tion

Só-lis-e-tā'shŭn ste-re-o-graph-ic

stěr-e-o-grăfik
sub-til-i-za-tion

sub-til-ë-zā'shún
su-per-in-ten-dence sū-per-in-těn'děnsc
sup-pos-i-ti-tious

sup-põz-o-tish'ús
ter-gi-ver-sa-tion

těr-je-fer-sā'shữn trans-fig-u-ra-tion trắns-fig-ā-rā'shún ver-si-fi-ca-tion

věr-se-fe-kă'shún vir-i-fi-ca-tion

vir-i-fc-kā'shữn vo-cif-er-a-tion

võ-sil-čr-ā'shún CONVERSATIONS, &c.--LESSON 18. Inspectors of Schools and Town Constables. Our inquiry this evening, said Horace, relates, in the first place, to the Inspectors of Schools:-how many must there be to each town, and bỳ whom are they appointed?

The number, replied Mr. Brown, cannot exceed six for one town, and they are appointed by the people, at their annual town meeting: hence, they hold their office but for one year.

What are the most important duties of the inspectors? asked Philo.

Among other things which attaches to the office, they examine into the qualification of teachers; give a certificate to such as they find competent, and they also visit the schools

once in each quarter, examine into the state and condition thereof, the progress of the pupils, and the order of the school: and they advise the trustees relative to the government of the school and the course of studies.

They doubtless have some powers, said Horace; will you be pleased to enumerate thema?

They act under oath, replied the father, and any three of them have power to annul the certificate given to a teacher; to fill vacancies in their number, and to withhold the school money from such districts as employ teachers who have not a valid certificate.

When appointed, if they refuse to act, or if they act without taking the necessary oath, they forfeit ten dollars, five to the schools and five to the prosecutor.

Constables.- This office, said Mr. Brown, may be traced back to the age of Alfred the Great, king of Old England. The constable is a conservator of the peace, and is invested with extensive authorities.

We should be pleased to hear something of his office and pow. ers? said Horace.

The constable, said Mr. Brown, is a town officer appointed by the people at their annual election, and therefore holds his trust but for one year. His duties and powers, are analagous to those of the sheriff; and extends to every part of his own county. He is both an executive and civil officer. In his executive capacity, he serves warrants and hauls up offenders before the magistrate, and commits them to prison. If he suffers them to escape through neglect or carelessness, he is punishable by fine and imprisonment.

Whence does he derive the powers necessary for the discharge of his duty? inquired Philo.

They are consequent on his office, and all authorised by law, to the letter and spirit of which, he carefully conforms; and if. he goes beyond his duty, in any respect, the law provides his punishment.

To what does his civil functions refer, and what are his duties in that respect? asked Philo.

They relate to the service of precepts for debt, &c. which he has power to do for all sums under fifty dollars, and he has power to levy executions on goods and chattels or commit to prison for the satisfaction of the same; but he cannot attach and sell real estate.

What security have the people that the constable will do his duty and account faithfully when intrusted with business? inquired Horace.

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