e enjte, 25 tetor 2007

THE DIFFERENT FEELING QUALITIES



THE DIFFERENT FEELING QUALITIES.--At least six (some writers say even
more) distinct and qualitatively different feeling states are easily
distinguished. These are: _pleasure_, _pain_; _desire_, _repugnance_;
_interest_, _apathy._ Pleasure and pain, and desire and repugnance, are
directly opposite or antagonistic feelings. Interest and apathy are not
opposites in a similar way, since apathy is but the absence of interest,
and not its antagonist. In place of the terms pleasure and pain, the
_pleasant_ and the _unpleasant_, or the _agreeable_ and the
_disagreeable_, are often used. _Aversion_ is frequently employed as a
synonym for repugnance.




I have no doubt that much of our success is due to the fact that in all



the towns the question of taxation is annually submitted to the people
I have no doubt that much of our success is due to the fact that in all
the towns the question of taxation is annually submitted to the people.
It is quite certain that the sum of our municipal appropriations never
could have been increased from $387,124.17, in 1837, to $1,341,252.03,
in 1858, without the influence of the statistical tables that are
appended to the Annual Reports of the Board of Education; and it is also
true that the materials for these tables could not have been secured
without the agency of the school fund. Our experience as a state
confirms the wisdom of the reports of 1833 and 1834; and I unreservedly
concur in the opinion that a fund ought not to be sufficient for the
support of schools, but that such a fund is needed to give encouragement
to the towns, to stimulate the people to make adequate local
appropriations, to secure accurate and complete returns from the
committees, and finally to provide means for training teachers, and for
defraying the necessary expenses of the educational department. The law
of 1834, establishing the school fund, was reenacted in the Revised
Statutes (chap. 11, sects. 13 and 14). The Revised Statutes (chap. 23,
sects. 62, 63, 64, 65, 66, and 67) also required that returns should be
made, each year, from all the towns of the commonwealth, of the
condition of the schools in various important particulars. The income of
the fund was to be apportioned among the towns that had raised, the
preceding year, the sum of one dollar by taxation for each pupil, and
had complied with the laws in other respects; and it was to be
distributed according to the number of persons in each between the ages
of four and sixteen years. These provisions have since been frequently
and variously modified; but at all times the state has imposed similar
conditions upon the towns. By the statute of 1839, chapter 56, the
income of the school fund was to be apportioned among those towns that
had raised by taxation for the support of schools the sum of one dollar
and twenty-five cents for each person between the ages of four and
sixteen years; and, by the law of 1849, chapter 117, the income was to
be apportioned among those towns which had raised by taxation the sum of
one dollar and fifty cents for the education of each person between the
ages of five and fifteen years. This provision is now in force. By an
act of the Legislature, passed April 15th, 1846, it was provided that
all sums of money which should thereafter be drawn from the treasury,
for educational purposes, should be considered as a charge upon the
moiety of the proceeds of the sales of the public lands set apart for
the purpose of constituting a school fund. This provision continued in
force until the reoerganization of the fund, in 1854. By the law of that
year (chap. 300), it was provided that one half of the annual income of
the fund should be apportioned and distributed among the towns according
to the then existing provisions of law, and that the educational
expenses before referred to should be chargeable to and paid from the
other half of the income of said fund. These provisions are now in
force.




4



4. If the materials composing the inner ring of Saturn were
abandoned by the parent planet, as this planet contracted in
size and rotated ever more and more rapidly, then the ring
should revolve about the planet in a period considerably longer
than the planet period. The reverse is the fact. The rotation
period of the equatorial region of the planet itself is 10 h.
14 m., whereas the inner edge of the ring system revolves about
the planet once in about five hours.




'This course contemplates a period of study of from one year to two and



a half years, according to the qualification of the pupil at the outset
'This course contemplates a period of study of from one year to two and
a half years, according to the qualification of the pupil at the outset.
He appears an hour each day at the blackboard, where he shares the drill
of a class, and where he acquires a facility of illustration, command of
language, an address and thorough consciousness of real knowledge, which
are of more value, in many cases, as you know, than almost any amount of
simple acquisition. He also attends, on an average, about one lecture a
day throughout the year. During the remaining time he is occupied with
experimental work in the laboratory or field.