be multiplied by 4, and 34 be added to the product, the sum will be 54 less than the number? 3. If I sell my oranges at 6 cents apiece I would gain 21 cents; and if at 4 cents apiece I would lose 21 cents. How many oranges have I? 4. A lad bought some apples at 4 for 3 cents, and as many more at 80 for a dollar. He sold them at 2 for 3 cents, and found he had gained $1.25. How many of each kind did he buy? 5. A person being asked the time of day, said that if to the time past noon be added its 4, 11-12, 3. 3, and 1-6 the sum would be equal to 4-5 the time to midnight. Required the time. 6. A's money is to B's as 13-20 to 4-5, but after A has spent $69 and B $75, A's money just equals B's. What had each? 7. A and B invest equal sums in trade. A loses a sum equal to 16 per cent. of his stock, when his money is 3-5 of B's. B gained $21.42. What did each invest? 8. A boy being asked the time of day, answerthe time to noon. ed, that 5-6 the time past midnight is equal to 4-9 What was the hour? tween the dates, Dec. 11th, 1855 and March 17th, of 1859, at 51 per cent. 5. I got a note for $696.42, payable in 5 months, discounted at a bank, and put the money received on interest for one year at 7 per cent. When the 9. I bought goods for 90 10-11 per cent. of their real worth, and sold them for 83 per cent. less than their real worth. What did I gain per cent. ? note became due I renewed it for 4 months by pay day and a man can do it in 3-23 of a day. In what 10. A boy can do a piece of work in 3-14 of a ing the discount. When this note became due I time can both working together do it? renewed it for such a time that it became due at the end of the year, when I collected the sum due me and paid the note. What sum did I make by the transaction? 6. A merchant sold 2-5 his goods at a gain of 10 per cent., of them at a loss of 20 per cent., of them at a profit of 25 per cent. and 1-10 of them at a discount of 5 per cent. How must he sell the remainder to neither gain nor lose by the entire transaction? 7. What must be the dimensions of a rectangular field to contain 6 acres, if the width is to the length as 5 to 12? 8. What is the area of a right-angled triangle if its perpendicular be 12 ft. and its base 4 ft. less than its hypothenuse? 9. What depth of earth must be removed from an acre to fill a trench 30 rds. 4 yds. 2 ft. 6 in. in length, 6 ft. 9 in. wide and 5 ft. deep? 10. I obtained from a bank for my note, payable in 4 months 9 days, money enough to purchase a farm containing 20 rectangular lots each 15 rods wide, and in length 5 rods less than the distance between the opposite corners, and worth 87 cents. per square yard. For what sum was the note written? MENTAL ARITHMETIC. 1. If from 7 times the third of a number there be taken 60 more than the number itself the number will still remain. Required the number. 2. What number is that to which if twice itself be added, and from the sum there be subtracted 5 times the half of the number, and the remainder GEOGRAPHY. 1. What rivers have their sources near the eastern boundary of Utah territory? Answer. The head branches of the Colorado, the Rio Grande, the Arkansas, the Kansas, the North Fork and the South Fork of the Nebraska, the head branches of the Missouri, and the head branches of the Lewis. 2. Describe the above rivers. 3. What rivers have their sources near the western boundary of North Carolina? Ans. The head branches of the Alabama, the Chattahoochee, the head branches of the Altamaha, the Savannah, the head branches of the Santee-which are the Broad, Saluda and Waterce, the Cape Fear river, the Roanoke, the head branches of the Great Kanawha, the Big Sandy, the Licking, the North Fork, Middle Fork and South Fork of the Kentucky, the Cumberland, the Clinch, the Holston and the Tennessee. 4. Describe the above rivers. 5. What rivers have their sources near Mounts Brown and Hooker? Ans. Oregon, Frazers, the head branches of the Mackenzies, the Peace, the Athabaska, the North Branch and the South Branch of the Saskatcha The R. J. Schoolmaster. NOVEMBER, 1862. VOLUME EIGHT. For the Schoolmaster. Origin and Progress of the English Language.---No. 2. NUMBER ELEVEN. very greatness and undermined by the luxuries and vices of the imperial city, this mighty fabric of empire hastened to ruin. In the fifth century, the Goths and Vandals from the north -8 We have said that Julius Cæsar conquered a relentless tide-swept over the fair fields of portion of Britain in the year 54 B. C., but Italy, entered the seven-hilled city, and, with a Britain formed no integrel part of the Roman fury that knew no pity, destroyed both the RoEmpire until about a century later. The civil mans and their works. Those civil, social and wars, that followed the death of Cæsar, em- literary institutions which had made Italy a ployed the armies of the Romans within the radiating center of intelligence to all the Emlimits of the Empire, and it was not until the pire, were swept away and darkness settled year 43 A. D., in the reign of the Emperor down upon the troubled waters of society. Claudius, that the conquest of the island was fairly commenced. We might easily infer that the Roman eagles no longer commanded respect in the distant province of Britain. The year 409 may mark the end of the Roman dominion. The legions were recalled to defend the Italian frontier. Britain was the last province acquired and the first to be abandoned. Many of the generals who successfully commanded the Roman legions in Britain were more anxious to secure splendid triumphs at Rome, than to add valuable provinces to the Empire. This self-aggrandizement on the part of the generals, and a fierce valor on the part of the natives, which at times rose to a savage desperaIt was the policy of the Romans to introduce tion, retarded the conquest of the island for their institutions and language into the provinmany years. In the year 84 A. D., the domin- ces subjugated by their arms. They knew that ion of the Romans was fully established as far as common institutions and a common language the firths of Clyde and Forth. The completion are bonds of union. of the conquest thus far was largely owing to The impress of the Latin language has never the genius of Julius Agricola, who governed been effaced from those parts of continental the island during the reigns of Vespasian, Titus Europe that once constituted a part of the Roand Domitian. The virtues of Agricola, as a man Empire. The Romans held dominion in military leader and as a man, are clearly and Britain during a shorter period than in Gaul or beautifully delineated by Tacitus. He possess- Spain. ed not only the skill requisite to subjugate the But little of the Latin language remained beBritons, but sufficient ability to introduce the hind them in the island. Some philologists afRoman institutions and customs, and thus to firm that only twelve words remain in our lanincorporate the Britons into the Roman Empire. guage as mementos of the first Roman period. For upwards of three hundred years the Ro- Among these are: street, from stratus, a word man Empire extended from the snows of Cale- applied to the broad way that bisected their donia to the sands of Africa. Weakened by its camps; coln, from Colonia, and chester, from castrum, a camp, that terminate some of the ponded with the title. names of English towns. "The barbarians," say they, "chase us into the sea; the sea, on the The conditions necessary for the amalgama- other hand, throws us back upon the barbarians; tion of the Latin and the native tongue did not and we have only the hard choice left us of perexist in Britain while the Romans held the isl- ishing by the sword or the waves." and. They held it by military possession, and But the multitudes" were pouring from there was little of that intimate intercourse that the "frozen north," marking their course with follows the peaceable settlement of one people fire, pillage and blood. The political fabric of in the country of another; little of that inter- the Cæsars was tottering and ready to fall. The mingling of interests and pursuits that an active inhabitants of Italy were too much engaged in trade between the two races would have secur- the struggle for their own safety to lend their ed. The spread of the English language in In- sympathies or their aid to the distant Britons. dia illustrates the condition of the language of The Picts and Scots at length, satiated with the Romans in England two thousand years ago. plunder, retreated to their own mountain wilds. In those parts of India where the conquering In the interval of quiet the Britons returned to race is brought in close contact with the natives, their former homes. Fruitful seasons restored as in Calcutta and other places of trade, the plenty. Some historians even maintain that the English language is rapidly gaining ground; luxury and vice of the Britons were the cause while in other parts of India, dotted here and of the evils that succeeded. Be that as it may, there with forts, garrisoned by English soldiers, their old enemies, the Picts and Scots, again the language of the country is but little, if at descended upon them. all, modified. The Britains at this time sought aid of some The presence of the Roman forces in the isl- of the Gothic tribes living along the southern and was less effectual in introducing the Latin shore of the North Sea. The fertile fields and language, because those forces were made up in older towns of the Britons had been objects of part of foreign mercenaries. Upwards of forty avarice to these Gothic tribes for some time. barbarous legions, it has been said, composed They at once began to cross the sea and settle some of natives of Germany, some of Moors, in Britain, and this leads us to what Craik has Dalmatians and Thracians, served their time in thus stated to be the most important fact in the the armies of the Empire, and settled upon history of the English language, viz.: "After lands in various parts of the island, principally the extinction of the Roman dominion, the upon the northern and eastern coasts and in the neighborhood of the Roman walls. country was in great part conquered, taken poɛsession of and occupied, by certain tribes of Gothic race and language, whose descendants have ever since formed the bulk of its population." After the Roman forces left Britain, and liberty was again restored, the Britons found themselves in a worse condition than before. The Picts and Scots of Caledonia, or Scotland, were In order to understand more clearly the charno longer awed by the presence of Roman troops, acter, customs and language of these tribes, we for the Roman eagle that had protected the must first consider the origin, migrations and Britons had flown to her eyrie in the seven-hill-general characteristics of that division of the ed city, leaving them a prey to their northern | human family called the Gothic race. enemies. The Britons, who had lost not only their liberty but much of their valor while subject to the Romans, were unable to repel the PLEASURES AND ADVANTAGES OF LABOR.— fierce intruders, who were pressing like hungry There is a very false notion in the world rewolves from the wilds of Caledonia. They once specting employment. Thousands imagine that and again sent an embassy to Rome, praying if they could live in idleness they would be perthat the Emperor would not abandon them to fectly happy. This is a great mistake. Every the ferocity of their northern foes. industrious man and woman knows that noth J. C. G. A third embassy was even more importunate ing is so tiresome as being unemployed. Durthan the two preceding. The British ambassa- ing some seasons of the year we have holidays, dors bore to Etius, the commander of the impe- and it is pleasing on these occasions to see the rial legions, a letter from their countrymen in- operative enjoy himself; but we have generally scribed with this pathetic title, "The groans of found that after two or three days' recreation, the Britons," The tenor of the letter corres-the diligent mechanic or laborer becomes quite Pinckney, must Respond the cry, or it will rise e'en from their sleeping dust. And Georgia, by the dead who lie along Savan nah's bluff, unhappy. Often he sighs over the wretched- And the land of Sumter, Marion, of Moultrie, ness of being idle. The fact is, we are made to labor, and our health, comfort and happiness depend upon exertion. Whether we look at our bodies or examine our minds, everything tells us that our Creator intended that we should be active. Hands, feet, eyes and mental powers, show that we were born to be busy. If we had been made to be idle, a very large portion of our bodily and mental faculties would be redundant.-New York Teacher. Rhode Island shakes her sea-wet locks, acclaiming with the free, And staid Connecticut breaks forth in sacred harmony; The gaint joy of proud New York, loud as an earthquake's roar, Is heard from Hudson's crowded banks to Erie's crowded shore. New Jersey, hallowed by their blood who erst in battle fell At Monmouth's, Princeton's, Trenton's fight, joins in the rapturous swell. Wide Pennsylvania, strong as wide, and true as she is strong, From every hill and valley pours the torrent-tide along. Stand up, stout little Deleware, and bid thy volleys roll : Though least among the Old Thirteen, we judge thee by thy soul! Full well we love thee, but we ne'er can love thee well enough: From thy wild northern boundary to thy green isles of the sea, Where beat on earth more gallant hearts than now throb high in thee? On, on, 'cross Alabama's plains, the ever-flowery glades, To where the Mississippi's flood the turbid Gulf invades ; There, borne from many a mighty stream upon her mightier tide, Come down the swelling, long huzzas from all that valley wide, As wood-crowned Alleghany's call, from all her summits high, Reverberates among the rocks that pierce the sunset sky; While on the shores and through the swales, 'round the vast inland seas, The Stars and Stripes, 'midst freemen's songs, are flashing to the breeze. The woodsman, from the mother, takes his boy upon his knee, To tell him how their fathers fought and bled for liberty; The lonely hunter sits him down the forest spring beside, To think upon his country's worth and feel his country's pride; While many a foreign accent, which our God can understand, Is blessing Him for home and bread in this free, fertile land. Yes! when upon the eastern coast we sink to hap py rest, The Day of Independence rolls still onward to the Till dies on the Pacific shore the shout of jubilee, Hark to the voice of Maryland! over the broad That woke the morning with its voice along the Chesapeake Her sons as valiant as their sires, in cannonadings speak. Virginia, nurse of Washington, and guardian of his grave, Now to thine ancient glories turn the faithful and the brave: We need not hear the bursting cheer this holy day inspires, To know that in Columbia's cause "Virginia never tires." Fresh as the evergreen that waves above her sunny soil, North Carolina shares the bliss, as oft the patriot's toil Atlantic sea. O God! look down upon the land which thou hast loved so well, Nor while the grass grows on the hill, and streams flow through the vale, May they forget their fathers' faith, or in their covenant fail! God keep the fairest, noblest land that lies beneath the sun "Our country, our whole country, and our country ever one!" POOR authors set luxurious tables for others, while starving at their own. From the New York Teacher. AN ADDRESS, BY GEORGE W. HOSMER. complish our high destiny. There are masses of ignorance, and in this darkness are base selfishness and party jealousies and low-born ambition. Our people must get above all these sins, and rise till they can appreciate the beauty I can never think of addressing teachers with- of virtue, and the nobleness of patriotism; and out a trembling sense of responsibleness, and the reform, in large measure, is to come out of yet I never decline. Hope conquers fear. Hope the hearts of the rising generation. Old trees, of doing something to aid you brings me here if crooked and gnarled, must remain such. The to-night. cry must be, to the nurseries and head-springs. If one has an appropriate thought, it is a priIf, for any reason, it were desirable to prevent vilege to stand before such an audience as this the waters of the northwest and the upper lakes and utter it; and though one should come here from flowing eastward and down the falls of without a worthy thought, the influences around Niagara, it would be vain to throw a dam across him could hardly fail to make him think and the rapids just above the cataract; the mighty, speak too. I seem to myself standing amidst a hurrying flood, mustered from ten thousand throng of many thousands. I see each teacher head-springs, would laugh and make sport of surrounded by pupils, all my audience. Teach- the scattered obstructions. The better, the oner and taught are in such connection, that the inner life-current passes through the circuit, and in touching the springs of the teacher's soul, see all those thousands moving responsive to the impulse. I ly course, would be to go up to the head-springs and little streams; they might be turned at the will of the engineer, and lead to the ocean down the Mississippi and onward to the sea. And so it is in public affairs; the energies of It is a great thing to lay one's hand upon a society applied to reform abuses, are greatly teacher's motives. To speak to a teacher is wasted in battling in the rapids of accumulated more than to speak to a king. Kings sit on floods on the very edge of the precipice down lofty thrones and rule men, but teachers mold which they plunge. Would we bless our counthe children who are to make both king and try, and for any reason we can not go to fight kingdom. rebels and subdue rebellion, then we must train It is said of glorious John Milton, that when up the youth in the way they should go; we a young man, travelling and studying in the must take care of the sweet springs and clear south of Europe, news reached him of the trou- brooks. Would we avert the doom that comes, bled state of affairs in England under the blind sure as the retributive law of God, upon nafolly of Charles I., and the poet-politician hast- tional unworthiness, we must strive to educate ened home to prepare the nation to meet the ap- the rising generation to be better than their proaching crisis, by educating youth. Could fathers. he have met a convention of teachers, touching now. Teachers, as patriots you have enough to do. the youth of England as you do the youth of And the Christian philanthropist, who loves his New York, how gratefully he would have seiz- fellow men better than natal soil, better than ed his opportunity! birthright institution of freedom, better than Dark clouds are sweeping through our skies anything beneath the heavens, who, like the diOur government, our nationality, the vine Master, is willing to lay down life for his fruits of our fathers' toil and prayers and blood friends, might rejoice to meet you here; for if are imperiled, and our first duty is to put a he could fill your hearts with his spirit, he force into the field that can utterly annihilate would make you all his fellow laborers, and this most wicked and gigantic rebellion the send you forth to meet the throngs of children world ever saw. All must go who can, and all and youth on their way to the active duties of must give who can; and everybody must hope life, and to mold them to virtue, to magnanimiinveterately, and not croak nor find fault when ty and love. they don't know about what they complain. Men are slow to discern the power of teachGod speed the volunteers. ing, to see how the destinies of individuals and But meantime there is work to be done at nations turn upon it. A few days ago I heard home. Our nation must be raised to the height an eminent teacher assert that he could take a of the momentous crisis before us. All must bright boy eight or ten years old, and in the be raised, old and young, or we never can ac- course of two or three years, by bad training, |