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with honest, straightforward conduct in all parties-(for the other leads to a great deal of low cunning)—more consistent with the rights of industry-that the wages of labour should, in the case of the industrious man, be equal to all the decent wants of his class-house-rent, food, clothing, education; and in all cases of ordinary sickness, medical attendance-that the labourer should feel that it belongs to himself and to his own character, as an honest man, to provide all these things for himself and for his family to feel happy in providing them every comfort within his reach; but then it is equally necessary that the employer of labour should view the matter in the same light. And although it may be difficult to arrive at this, yet it is to be hoped the tendency of education will be to point in this direction, and to enlighten both as to their true interests that the one will respect the rights of honest industry-that the other will no less duly estimate what is owing to the employer who acts on this straightforward, manly, and honest principle (and which ought to be the commercial principle); which, although making the labourer earn his living by the sweat of his brow, would place him in a situation of decent comfort - happy in himself and in his family around him- happy in the blessings which this life affords him,* and equally happy in looking forward to leave it, when it shall please God to call him.

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The arithmetical constants given below, with the tabular matter on the different subjects to which the tables relate, will, in the higher class of schools, be found of great

"The common benefits of our nature entirely escape us; yet these are the great things. These constitute what most properly ought to be accounted blessings of Providence: what alone, if we might so speak, are worthy of its care. Nightly rest and daily bread, the ordinary use of our limbs, and senses, and understandings, are gifts which admit of no comparison with any other. Yet because almost every man we meet with possesses these, we leave them out of our enumeration. They raise no sentiment: they move no gratitude."-PALEY'S Natural Theology.

service. Some of the walls of the class-room of the King's Somborne school are plastered, and the following matter, in a tabulated form, written upon them, in letters and figures of about an inch in size. They not only suggest observations during the progress of a lesson connected with the subject of them, but they accustom the teacher to something like arithmetical accuracy in making such observations, and enable the children to form ideas of a definite kind, and make the subjects perfectly intelligible; in fact, knowledge communicated in this way makes them close and accurate reasoners, and it is astonishing to see how much they get interested in it. These tables also suggest numberless questions in arithmetic which may be given by a teacher. In giving them here, it is merely to suggest the same things to others, and in schools, where such information is not a part of their teaching, tabular matter, connected with the ordinary weights and measures- the number of cubic inches in a solid yard, in a quart, and other measures, might supply its place on the walls of the school-room.

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From Table I.—In comparing the rapidity of the motion of a cannon-ball with that, for instance, of the swallow, the teacher would point out the necessity of reducing them to spaces passed over in the same time, when it will be found that the cannon-ball moves at the rate of more than 1300 miles per hour, the swallow, 90; that one is a velocity so great that the eye cannot see the object moving; that there is an intermediate velocity between the two, with which, if the ball moves, it ceases to be invisible, and that it will be gradually reduced to this before its motion ceases -after striking the ground—which is called a spent ball; that the flight of the bird may be supposed to be so increased, as not to be seen in passing from one point of space to another, etc..

The outline of Table VIII, which is only partially filled up, would suggest many observations of a meteorological kind-why points of equal temperature on the surface of the earth do not follow the simple rule of distance from the equator; how affected by sea, land, mountains; accounting for the zig-zag nature of isothermal lines, etc. It would

also be found very useful to draw on the ceiling of the school or class-room lines running in the direction of the four cardinal points, with a line representing the magnetic meridian in degrees, and the magnitude of the angle of variation written between them.

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TABLE 1.-Numerical Constants.

Oce of a circle, dia. 1
Area of do.

Oce of a circle, dia. D
Area of do.

Length of Arc 1o dia. 1

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3.14159

•7854
(3.14159) D
(*7854) D2
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D=(7854) D3

=('5236) D3
(3.14159) D2
16,,feet in l
(16) tin t

39 1386 inches.

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1142 feet in l/

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of a cannon-ball

2000 feet in l

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200,000 miles in 1/

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of rotation of point at equator 1520 feet per second.

of a point in lat. 51°

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99

of a musket-ball

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of a 24 lb. shot

2400

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(mean) of rivers

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rapid river

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TABLE II.-Time of Light travelling from the Sun to

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TABLE III.*-Specific Gravity, Distilled Water=1.000.

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* Tables of this kind in large print, and on pasteboard, would be very useful in schools; such as those arranged by Mr. Tegetmeir, and published by Messrs. Groombridge,

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These inches of mercury measure also the elastic force of the vapour of water at the same temperature.

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* Tables IV, V, VI, VII, from Lardner's Cyclopædia, volume on

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