snake, a notion which is formed from some radical notion, and remains always the same (23), but denote only the notion of a being by its relation to the speaker (the personal relation 210.) 4. Numerals, e.g., two, three, many, few, do not express, like substantives, the notion of a being itself, nor like adjectives, an activity of the being, but only the relation of quantity—the number or the quantity of the being (10), e.g., three horses, much water. 5. Prepositions, e g., on, out, with, from, to, denote the space relation, and other relations of a being to an activity (11). 6. Conjunctions, e.g., and, but, because, express the relations in which the members of a compound sentence stand to one another (12). 7. Adverbial form-words denote, all of them, not notions, but relations of notions to the speaker, to-wit: (a.) Relation of place; over, under, before, behind. (b.) Relation of time; now, soon, already, just. (c.) Manner; how, so, thus. (d.) Mode relation of the predicate; not, perhaps, truly. (e.) Relation of quantity; very, scarcely, often, seldom, (¿10–10). INTERJECTIONS. 15. Under the adduced classes of notion-words, and form-words are included all the words of speech. There are found, however, in speech peculiar sound-formatives, e.g., oh! ah! ha! which are called interjections, and also exclamations. Interjectious do not express notions, or relations of notions, but appear in speech as expressions of an instantaneously excited feeling of pain, joy, wonder, etc., etc. They stand, therefore, in no relation to words, which express the thought. From exclamations proper must be distinguished, however, expressions like woe! well! lo! which have the signification of elliptical sentences, and are united to the sentence, or inserted in it, without any outer connection To be Continued. THE best definition we ever heard of "bearing false witness against your neighbor," was given by a little girl in school. She said that it was when nobody did nothing, and somebody went and told of it. HEARING a physician remark that a small blow would break the nose, a rastic exclaimed: "Well, I donno 'bout that. I've blowed my nose a great many times, and I've never broke it yet." EXTRACT FROM THE REPORT OF A COUNTRY TOWN SUPERINTENDENT, DELIVERED BEFORE THE CITIZENS, IN TOWN MEETING ASSEMBLED, APRIL 1859, IN ACCORDANCE WITH A BY-LAW OF THE TOWN. (Continued from the July Number.) A want of uniformity in text books is another serious evil, and in some districts calls loudly for reform. In traversing the range of duties devolving upon us, we have sometimes found nearly or quite as many classes as pupils. In one instance were found twenty-three pupils and nineteen classes, and in another, twenty pupils and twenty-one classes, which are sufficient to show the evil effects of the want of system. Where a complete uniformity prevails, among the benefits may be mentioned: 1. The introduction of a more systematic, thorough and extended course of study. 2. Increased facilities for arranging larger and more suitable classes, enabling the teacher to devote more time to each class, to amplify and illustrate more fully the subject under discussion than could be done were classes smaller and more to be heard. 3. Greater facilities for classification in respect to age and attainments of pupils, and adapting instructions to the capacities of all. 4. The enthusiasm and interest created in the minds of pupils, not only during recitation, but during the hours of study, by the thought that they must measure themselves intellectually with a large class, and the desire to excel. 5. The economy of both time and labor on the part of both teacher and pupils. No one who has witnessed the practical workings of a regular system will deny, that in a well classified school a teacher can instruct fifty or sixty pupils with more ease and efficiency than half that number, where system and uniformity are wanting. By computation of the teacher's salary it will often be found that the value of time actually lost, resulting from this inconvenience, is several times greater than the cost of books. To save the expense of a few shillings, many a scholar has been allowed to drag out his time the whole term, making less than half the progress that he otherwise might, besides being a detriment to the whole school, and an incubus upon the time of the teacher. A book well studied is soon earned, and still remains in hand. We often find the opposite extreme existing, the over-zealous parent provides a text-book far in advance of the years or capacities of his pupil. This is an evil little less serious than a want of books. The tendency in this direction is quite strong, and requires to be kept within proper bounds. In the purchase of advance books the opinion of the teacher might with great propriety be consulted. Text-books are also frequently found in use, which more properly belong to the higher schools only, and, except in rare instances, are used with less benefit than those of a lower grade. The regulation of these matters properly and legally devolves upon the school officers, and by their discretion, vigilance and firmness, numerous evils may be removed or prevented and others much corrected. Still another ground of complaint by teachers, is, that too many children are sent into school quite too young, requiring more time and care than are commensurate with the benefits received. If a child manifest any evidence of smartness, he is stimulated and urged forward by the parents, to a degree greater than his powers can endure. Medical authorities assert, that under ten yeas of age, very little strong mental effort can be required, without injury to the intellectual constitution. A premature grave is often the result of premature development. When the intellect has acquired power and vigor, the child will acquire a given amount, in half the time that it can be done, while the intellect and judgment are still subject to infantile weakness. The custom of sending young children to the school room, in order that they may be out of the way at home, cannot be too strongly censured. Only when the mind and constitution have become sufficiently developed and matured, to endure the necessary fatigue and exertion incident to him as a pupil, should the child commence his attendance at school, let the age be what it may. Little advantage will generally be derived before attaining five or six years of age. When teachers labor under such a series of complicated evils, too much censure should not be bestowed upon them, till steps are taken to remedy them. We would not be understood as offering an apology for their short comings or delinquencies, but enumerate some of their causes of complaint, in order to call public attention to them, for the benefit of teacher pupils and patrons. Besides the common branches, algebra, geometry, and philosophy have been taught during the year with a good degree of success. Vocal music, also, has in several instances been introduced with a marked and beneficial result, and is a branch which, with proper restrictions, needs encouragement. The mysteries of clefs, sharps, and flats, and the rudiments of the science generally, may, if properly taught, all be comprehended by the pupil, and the exercises prove a recreation, tending to enliven the mind, cultivate refinement, promote cheerfulness, and afford a temporary relief from the monotony of the weary task. During the summer term there were employed several young teachers, who, considering their inexperience, generally acquitted themselves with honor. During the winter term both male and female teachers were en gaged at salaries varying from $23 to $35 per month, a majority of whom were successful, but the indifference of two or three schools unfortunately reduced the average below a desirable standard of excellence. None of our larger schools-and perhaps the same is equally true in regard to the smaller ones—can afford to experiment much with inexperienced teachers. To employ those of established reputation will usually be found more desirable. At the commencement of the winter term, it frequently occurs that a majority of the larger scholars are unprepared to enter the school-perhaps the first day of December may be considered the average time of their commencement. In districts where the winter term consists of four months only, we would suggest the propriety of opening the school about that time, which would carry the close to the middle of March, or past, which month is considered less favorable for out door operations than November, and older scholars can be more conveniently spared from their home pursuits, and thus avail themselves of the whole term. The subject of Libraries has engrossed the attention of districts more during the past year than for several years previous. By a thorough examination of the subject, we became persuaded that the apathy which had existed in regard to it was the result of a want of proper discrimination in the suitable selection of books. Those comprising the Libraries were most of them excellent works of their kind, but comparatively few were intended to interest the juvenile population, and create a taste for reading. There were also several districts without a single volume, therefore, in view of the whole, at the last annual disbursement of public funds, ten per cent. of the gross amount was set aside for library purposes, and in order to carry out the measure, our services were volunteered to assist in selections whenever they could be of any avail. Upwards of 300 volumes were purchased and added to the libraries, besides four globes, several large elocutionary charts, for the use of the several schools, and several dozens of singing books for the use of individual pupils, at an aggregate expense of upwards of $225. In making selections of books for libraries, it was our aim to secure such works as would interest and instruct the younger portion of community, and at the same time, not void of interest to adults. As libraries become larger, we would advocate the selection of deeper and more philosophical works. By making small and frequent additions, a continued and more lively interest is maintained than by large additions at more remote intervals. Facts and statistics prove that the libraries are read and appreciated. Let us instance a single case-the librarian of one district reported 476 volumes loaned during the year, from a library averaging less than 50 volumes for the twelve months, which would show that the volumes had been read, on an average, more than nine times through, and but a single case of injury was reported except the usual wear. There are numerous instances of children ten or twelve years of age having read sixty or seventy volumes during the year. Our youth will seek reading of some sort, and unless the right kind be placed within their reach, we may not be surprised if they resort to the popular yellow-covered literature of the day, novels, tales of murders, robberies, and immoral subjects, tending to pervert the mind. We are emphatically a reading nation, and our reading propensities must in some way be gratified. By a law of the State, recently enacted, an appropriation of ten per cent. of the school fund income is to be set apart for the purpose of creating township school libraries, while the law relating to district libraries by appropriation of public funds, has been repealed. Notwithstanding this, it is advisable to maintain an interest in our district libraries, and continue to increase them from time to time by a district tax. Within the past year, one school house has been erected at an expense of $900—a neat and appropriate building, with convenient appendages, which does honor to the community. Several other districts have made valuable improvements to their houses and grounds. Desks have been remodeled and painted, walls whitewashed, yards enlarged and inclosed, and ornamental trees planted, adding beauty and value to the premises, all of which are highly creditable to the liberality, enterprise, and good taste of the citizens. Several school-rooms have also been handsomely papered-one through the exertions of the ladies—and present a neat and tidy appearance. Other improvements have been made, showing that the people are beginning to appreciate the difference between a neat and respectable school-room, and a cabin fit only for a stable. But there is ample room for improvement. Let the walls be ornamented with maps, pictures, and busts-let the rostrums and aisles be carpeted, or any additions made tending towards refinement. If we would make a clown, let us dress a boy like a clown, and associate him with all that is uncouth, and we shall succeed in our aim, beyond a doubt. On the other hand, if we would cultivate a spirit of refinement in our children, we must surround them with refined associations, as well as procure for them refined and cultivated instructors, and if we do not entirely succeed in our design, we shall approximate much nearer than by pursuing an opposite course. Before closing this report, duty requires a few words upon a delicate subject. Frequent complaints have been made that orders properly drawn on district treasurers have not been promptly honored, when it has been known that there were sufficient funds in his hands. Such a state of financial affairs ought not to be suffered. No treasurer has the right to convert the public funds to his own use, to the detriment of the district, or of those holding claims against it. It is no less than a breach of trust. We know of no law requiring the treasurer to hold in hand the identical coin or currency which he receives, and perhaps no objection might be urged to a temporary use of the funds, provided he is always ready to cash all demands at sight, but a deposite in bank would probably be as safe |