« AnteriorContinuar »
37 38 89 40
Names of Asteroidz. | By whom discoverert. I Date of Discovery.
1805, October 5. Leda,
Chacorpac, IV, 1856, January 12.
Goldschmidt, V, 1856, May 22.
Payson, I, 1856, May 23.
Payson, II, 1857, April 16.
Goldschmidt, VI, 1857, May 27.
Payson, III, 1857, August 14.
Luther, VI, 1857, September 15.
Goldschmidt, IX, 1857, Sept. 19.
Goldschmidt, X, 1857, Sept. 22.
1858, January 22. Europa, Goldschmidt, XI. 1858, February 4. Calypso,
Luther, VII, 1858, April 4.
1858, Sept. 10.
Luther, VIII, 1859, Sept. 22.
1860, March 24.
Golds'midt, XIII, 1860, September 9. (Not named.) Chacornac, VI, 1860, Sept. 12. (Not named) Poster,
1860, Sept. 14. Titania, Furguson, III, 1860, Sept. 15.
51 i2 53
54 55 56
38 69 CO 01 02
1. Of the asteroids hitherto discovered, Ariadne has the skortest period, 1191 days, and Hygeia the longest, 2051 days.
2. The inclinations of the orbits of Massalia and Them. is are less than one degree, while the orbit of Pallaš is inclined nearly thirty-five degrees.
3. The orbits of Polyhymnia and Nyra are very eccentric; the eccentricity of the latter approximating that of Faye's comet.
4. Victoria was so named by Mr. J. R. Hind, (of England,) to indicate the country in which it was discovered. The discoverer insists, however, that apart from this coneideration, the name “ is perfectly consistent with corr ventional usage amongst astroncmers in reference to small
planets; the rule hitherto followed requiring a female uame, taken either from the Greek or Roman Mythologies.” Some American astronomers, however, objecting to this name, have called the planet Clio.
5. The twentieth asteroid was discovered on the evening of September 20th, 1852, by Mr. Chacornac, of Margeilles. The discoverer delegated his right of naming the planet to his friend, Mr. Valz, who proposed to call it Massedia. Subsequently, however, it appeared that the same asteroid had been discovered by Professor De Gas paris, on the 19th of September, a day before it was recognized as a planet by Chacornac; but the former, instead of exercising his prerogative as first discoverer, courteously acquiesced in the choice of Mr. Valz.
The designation Massalia--the orignal name of Marseilles-was given to the planet in order to mark the site of its discovery. Its adoption, however, was a departure from the rule which had been previously obscrved.
The twenty-first asteroid was discovered at Paris, and accordingly (Mr. Valz having established the precedent) it received the name Lutetiu.* The name Phocea was sclected for the 25th, because it was discovered at Marseilles—this city, anciently Massilia, or, as it was called by the Greeks, Massalia, having been founded by a colony from Phocæa, a city of Asia Minor. The forty-fifth was called Eugenia, as a compliment to the Empress of France; and the fifty-fifth, Alexandra, in honor of Alexander Von Humboldt.
7. Pandora was discovered at the Dudley Observatory, Albany, N. Y.; Euphrosyne, Virginia, and the fifty-ninth, at Washington, D. C. These are the only members of the group discovered in this country.--Indiana School Journol. • The ancient name of Paris. The English literary journals are debating vigorously
ive merits of Webster's and Worcester's dictionaries.
It is a pro
LORD BROUGHAM'S TRIBUTE TO THE SCHOOL
MASTER. “ The conqueror moves on in a march. He stalks onward with the pride, pomp, and circumstance of war' -banners flying, shouts rending the air, guns thundering, and martial music pealing, to drown the shrieks of the wounded and the lamentations for the slain. Not thus the schoolmaster, in his peaceful vocation. He meditates and prepares in secret, the plans which are to bless mankind; he slowly gathers around him those who are to furthor their execution; ho quietly, though firmly, ad. vances in his humble path, laboring steadily, but calmly, till he has opened to the light all the recesses of ignorance, and torn up by the roots the weeds of vicc. gress rot to be compared with anything like a march; but it leads to a far more brilliant triumph, and to laurels more imperishable than the destroyer of his species, the scourge of the world, ever won.
* Such men--men deserving the glorious title of teachers of mankind-I have found laboring conscientiously, though perhaps obscurely, in their blessed vocation, wherever I have gone. I have found them, and shared their fellowship, among the daring, the ambitious, the ardent, the indomitably active French; I have found them among the persevering, resolute, industrious Swiss; I have found them among the laborious, the warm-hearted, the enthusiastic Germans; I have found them among the high-minded, but enslaved Italians; and in our country, God be thanked, their numbers everywhere abound, and are every day increasing. Their calling is high and holy; their fame is the property of nations; their renown will fill the earth in after ages, in proportion as it sounds not far off in their own times. Each one of these great teachers of the world, possessing his soul in peace--performs his appointed course-awaits in patience the fulfillment of the promises-resting from his labors, bequeaths his memory to the generation whom his works have blessed --and sleeps under the humble but not inglorious epitaph, commemorating one in whom mankind lost a friend, and no man got rid of an enemy !"
" THE TRUE TEACHER NEVER GROWS OLD !"
“Never grows old !"
Full many times on cheek and brow;
The voice may fail that thrills us now;
To cast upon the bending head,
When not a heart-flower can be dead ?
Full sympathy with youth chimes in
Throbs with the odors it can win!
" Never grows old!"
Who knows the love of trusting youth;
The hate of wrong, the love of truth,
That joys another's good to see, -
The glorious dreams of what shall be.
Grow old with years, but brings to those
That gives to life a solemn close ;
Out-flushes e'en the beauteous dawn,
That 'waits the blest when life is gone.
The filial waiting for the word
Nor fear of age, nor death, is stirred.
Kvery good scholar is not a good teacl er.
DUTIES OF SCHOOL DISTRICTS TOWARDS THEIR
TEACHERS.No. 6. I have said that teachers should be liberally paid for their services. . There is no class of persons to whom the State is more largely indebted for her high position, morally and intellectually, than to the teachers of her common schools; and yet, in proportion to the value of labors performed, no class of individuals are so poorly compentated.
The great question to be solved by Prudential Committees, in the selection of a teacher, has not been, “ Are you competent? Are you experienced? Have you the recommendation of a good moral or religious character ?" but, " What do you tax a month ?" and the importance of having / good teacher is often absorbed in the desire to obtain a cheap one. The consequences of such a policy are often mor e disastrous to a school than if the
of the district were thrown away.. The most that can be said of money thrown away is, that it does no good; but money spent in the employment of an incompetent teacher, not only does no good, but does an absolute injury. A single illustration will suffice.
A young female was employed a few years since in a certain county in this State, to teach school. She never dared to present herself for examination, and I ascertained, by a brief visit to the school, that she was actually teaching the grossest errors in every department of study there pursued, or allowing them to pass uncorrected. She was dving the best that she was capable of doing. She was paid at the rate of twelve-and-a-half cents per day for her services, and boarded. This was in a district where the wealthy farmers counted their acres by hundreds, and their dollars by thousands. With them a cheap school was the great desideratum. They have had it, and their children are now reaping the bitter fruits of buch economy. It is to be hoped, for the welfare of future