RECOMMENDATIONS OF THE AMERICAN MANUAL.
Extracts from Letters, &c., received by the Publishers.
From Rev H. Galphin, Principal of the High School at Eastville, Northampton County, Virginia.
My scholars have fallen in love with the American Manual and their improvement delightfully corresponds. If I do not mistake, it will be appreciated and introduced into Schools just in proportion as it becomes known. It ought to be in every family and in every library.
From Dr. J. Patrick, President of Madison College, Pa. The questions and marginal notes are of incalculable service to the pupil; while at the same time the author's exposition combines the utmost perspicuity, precision, and clearness, making very attractive the study of those great principles which are the soul of the charter of our liberties.
The effects of the extensive use of the American Manual must be to elevate our national character, by preparing the American boy to act the part of a sovereign citizen, either in the place of authority as an officer, or as a private individual; and the American girl for enunciating at the fireside the principles of true patriotism and virtue Baltimore Patriot.
The principles inculcated are sound, and tend to the improvement of the heart as well as the enlightenment of the mind Lutheran Observer, Baltimore.
This Manual of Mr. Burleigh's is, in our opinion, the most valuable school book that has issued from the prolific American press for many years. Its value is greatly increased by the fact that numerous questions are given in an unique marginal arrangement, by which the skill of the pupils is much exercised in mentally tracing the analogy of synonymy, thus rendering perfect their knowledge of the language. Gazette of the Union.
The conciseness and beauty of the style, the unequalled excellence of the marginal exercises in drawing out the mind, and thoroughly disciplining the mental powers, and training the pupils to reason with accuracy and precision, renders it in my opinion, the best school-book extant. I shall introduce it into the female seminary over which I preside, at the commencement of next session. D. R. ASHTON, Fifth street below Arch, Philadelphia.
I have examined the American Manual and heartily concur with Professor Ashton in regard to its merits, and shall introduce it into the French seminary over which I preside.
C. PICOT, No. 15 Washington Square.
I have critically examined the American Manual. Having taken much pains in ascertaining the true tenor of the republican institutions of my adopted country, I had previously read the leading authors on government with much satisfaction, but I have not met with any work, in any language, that so clearly, so concisely, and so beautifully conveys to the mind the principles of political science. The marginal exercises afford much invaluable assistance to the foreigner in acquiring a knowledge of the English language. The exercises also afford to the mental powers a similar discipline that is obtained in studying the ancient classics. A FREITAG, L.L.D.
Professor of German in St. Mary's College, Baltimore.
A text-book prepared by a man so distinguished for scholarship, experience, and success in teaching, as President Burleigh, cannot fail to secure universal favor. The general arrangement of the work is regular. The marginal exercises and questions placed at the foot of each page, greatly facilitate the labor both of the teacher and scholar, and serve to interest the mind of the latter, in the acquisition of knowledge. The appendix serves as a key to the whole work, which renders it complete. It is a book which, in my opinion, should be placed in the hands of every American citizen. ROBERT KERR, Principal of West. Female High School, Baltimore,
The arrangement of the book is such as greatly to facilitate the labor of instruction, and no candid mind can look over its pages without coming to the conclusion, that the work is the best of any yet published to promote among pupils generally an exact and thorough knowledge of the principles of republican government.
WM. M. CREERY, M. CONNOLLY, M. M'CONKY, E. ADAMS, R CONNOLLY, and many other principals of Public Schools in Baltimore.
From Professor Lewis W. Burnet. I have examined the American Manual, by President Bur-
leigh, and find it to be just the book that is wanted in our schools, and I may add, in every private library. While all proclaim that our existence, as a free nation, depends on the intelligence of the people, little comparatively is doing to reduce this idea to practice in our schools.
From Hon. L. G. Edwards, Pres. of the Bd. of Pub. School Commissioners for Norfolk Co. Va.
I consider the American Manual a desideratum which had not been before supplied, and respectfully recommend that it be used generally in every District Free School in this county.
At a meeting of the Controllers of Public Schools, First District of Pennsylvania, held at the Controllers' Chamber, on Tuesday, December 10th, 1850, the following resolution was adopted:
Resolved, That the American Manual, by Joseph Bartlett Burleigh, be introduced as a class-book into the Grammar Schools of this District. ROBERT J. HEMPHILL, Sec.
The American Manual, by Joseph B. Burleigh, L.L.D., has, by order of the Trustees, been introduced into the Public Schools of the City of Washington. C. A. DAVIS, Sec'y B. T. P. C.
From the Hon. B. Everett Smith. I doubt whether the ingenuity of man can ever devise a work better adapted to the purpose avowed by the author. I arose from the perusal of the American Manual, more deeply impressed than ever with my responsibility as a citizen, and with the absolute necessity of fostering sound virtue and political morality.
DEPARTMENT OF STATE. WASHINGTON, OCT. 1, 1850. This is to certify, that Joseph Bartlett Burleigh's Script Edition of the U. S. Constitution with the Amendments, has been carefully collated with the originals in the Archives of this Department, and proved to be accurate in the CAPITALS,
ORTHOGRAPHY, TEXT, and PUNCTUATION.
SECRETARY OF STATE.
CHIEF CLERK.
DEPARTMENT OF STATE. WASHINGTON, OCTOBER 3, 1850.
I have carefully compared Burleigh's Script Edition of the American Constitution and the Amendments appended, with the original manuscript and the twelve Amendments, IN THE ORDER OF THEIR ADOPTION, and have found that it minutely delineates the original documents, with all their peculiarities.
It may be proper to add, that other Amendments have been proposed, but only the aforesaid twelve have been constitutionally ratified.
KEEPER OF THE ARCHIVES.
WASHINGTON, D. C., SEPT 30, 1850
I have critically compared Burleigh's Script Constitution of the United States, and all its Amendments, with the original documents deposited at the Department of State, and have found them in every respect alike, even to the minutest particular.
PROOF-READER IN THE DEPARTMENT OF STATE See the latter part of page 22 in the Introduction and also page 118.
SEE ALSO THE FIRST PAGE OF THIS LEAF.
THE
AMERICAN MANUAL;
OR,
THE THINKER, (PART III., COMPLETE IN ITSELF.)
CONTAINING
AN OUTLINE OF THE ORIGIN AND PROGRESS OF GOVERNMENT; THE NATURE OF LIBERTY, THE LAW OF NATIONS, A CLEAR EXPLANATION OF THE
CONSTITUTION OF THE UNITED STATES,
AND OF THE DUTIES OF VOTERS, JURORS, AND CIVIL MAGISTRATES; WITH
SYNONYMOUS WORDS APPLIED AND PRACTICALLY ILLUSTRATED
IN SENTENCES, AND THE CENSUS OF 1850.
THE WHOLE
ARRANGED ON A NEW AND ORIGINAL PLAN;
DESIGNED TO IMPART AN ACCURATE KNOWLEDGE OF OUR SOCIAL AND
POLITICAL INSTITUTIONS; TO AROUSE THE MINDS OF YOUTH,
AND INCULCATE PURE AND NOBLE PRINCIPLES.
ADAPTED, AS A READER, OR TEXT-BOOK, TO THE WANTS
OF ADVANCED PUPILS; ALSO TO THE USE OF
PUBLIC AND PRIVATE LIBRARIES.
BY
JOSEPH BARTLETT BURLEIGH, LL.D.
PERMANENT STEREOTYPED EDITION.
PHILADELPHIA:
LIPPINCOTT, GRAMBO & CO.,
No. 20 NORTH FOURTH STREET. 1854.
Entered, according to Act of Congress, in the year 1851, by JOSEPH BARTLETT BURLEIGH,
in the clerk's office of the District Court of the United States for
the District of Maryland.
PUBLISHERS' PREFACE.
THE publishers commit this work to the practical teachers of the United States, believing that it will greatly assist them in the discharge of their important duties, and reflect the highest honor on their profession. The Author is a laborious practical teacher, of twenty years' experience; he has travelled extensively in every section of the Union, with a view to ascertain the true condition and the real wants of the schools of the country. He has also made many and important improvements in the system of instruction, and we think nothing is hazarded in the assertion that none understand the true character of the schools of the whole Union better, or are more ardently and zealously devoted to the cause of universal education.
The work seems to be imperatively demanded. It has received the highest commendation from all who have carefully examined it. Many politicians from the leading parties of the country, and some of the ablest divines from the prevailing denominations of Christians in the Union, have given it their heartiest approval.
It is intended, both by us and the Author, that it shall contain no sentiment that will in the least militate against the view's of any denomination of Christians, or that shall conflict with the political opinions of the patriotic citizens of any party in our land.
On every page are inculcated principles that will tend to make the mind purer, and the heart better. The spirit of the entire work is of the most patriotic character; it advocates the rights and the privileges of the people. It sets forth in vivid light their duties, and the necessity of the universal dissemination of sound education, and the purest principles of patriotism and morality.
The proper use of the marginal exercises cannot fail to give the pupil an accurate use of words and an extensive command of language. It must tend to render the Teacher's Profession delightful, because the plan, carried out, will always be attended with success, and enable him. at the close of each day, to see that labor has not been spent in vain.
1*
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EXTRACTS FROM RESOLUTIONS, LETTERS, &C., RESPECTING THE THINKER, THE LEGISLATIVE GUIDE, AND THE AMERICAN MANUAL.
At a meeting of the Controllers of Public Schools, First District of Pennsylvania, held on Tuesday Nov l1th 1851 the following resolution was adopted Resolved, That the "Thinker," by Joseph Bartlett Burleigh. be introduced as a class-book into the Public Schools of this District ROBERT J. HEMPHILL, Sec
At a meeting of the Board of School Commissioners for the city of Baltimore held on Tuesday, 10th February, 1852, the following resolution was unanimously adopted Resolved, That the "Thinker" by Joseph Bartlett Burleigh, L.L.D., be introduced as a class-hook into the Public Schools of Baltimore. J. W. TILYARD, Clerk Com. of Pub. Schools, Baltimore.
At a meeting of the Board of Public School Commissioners for the City of Baltimore, held on Tuesday, 10th February, 1852, the following resolution was unanimously adopted Resolved. That the "Practical Spelling Book ' by Joseph Bartlett Burleigh, L.L D., be introduced as a class book into the Public Schools of Baltimore.
J. W. TILYARD, Clerk Com. of Pub. Schools, Baltimore.
"The Practical Spelling Book" by Joseph Bartlett Burleigh. L.L.D., is happily calculated to teach the infant mind self reliance the want of which blights the prospect of so many youth. GEORGE S. GRAPE, WM. KERR, and many other principals of Public Schools in Baltimore.
The "Thinker" is one of the very best books that can be put into the hands of youth. Apart
from the morality which it inculcates, it cannot fail to secure a facility in the choice of words, a
command of language, and a familiarity with the construction and component parts of a sentence.
HIRAM JOHNSON, Prin. Pub. School No. 8, Baltimore.
From Ex Governor W. G. D. Worthington. I have examined "Burleigh's Legislative Guide." and find as its name implies, that it is indispensable for every legislator who desires to establish a uniform system of rules for conducting public business throughout the United States. In my humble judgment, every State Legislature will immediately adopt it as their standard as soon as the merits of the work can be known. W. G. D. WORTHINGTON
I am convinced that the "Legislative Guide" will prove a valuable text-book for collegiate students, and will use it as such at St. Timothy's Hall, believing that every young American ought to be acquainted with the routine of order appropriate to legislative assemblies. St. Timothy's Hall, Catonsville, Md., Feb. 26, 1852. L. VAN BOHKELEN, Rector.
From Hon. J. C. Legrand, Ch. Justice, Court of Appeals, Md. The plan of the "Legislative Guide" enables the student or legislator to discover, with facility, the rule and reason for it, in each particular instance, and must, therefore, be of great value to legislative and other deliberative bodies. JNO. CARROLL LEGRAND
At a meeting of the Board of Public School Commissioners for the City of Baltimore, held on Tuesday, 10th February, 1852, the following resolution was unanimously adopted Resolved That the "American Manual" by Joseph Bartlett Burleigh, L.L.D., be introduced as a class book into the Public Schools of Baltimore. J. W. TILYARD, Clerk Com. Pub. Sch. Baltimore.
We the undersigned, Teachers of the Public Schools in the city of Steubenville, find, on trial, that Burleigh's "American Manual" is the best book with which we are acquainted for waking up the mind of youth for training them to understand what they read, for leading them to investigate and reason for themselves, and thoroughly fitting them for the duties of after life. The school, the infallible test of the merits of a class-book, proves that its proper use need only be witnessed to receive the approbation of every friend of thorough education. FRANCIS TURNER, M. A. WALKER, M. KIDDO, M. HULL, T. BROWN, M. ALLEN, WM. McCAY, I. B. BUTLER, E. KELL, M. ORR.
The "American Manual" cannot fail to command general favor. Baltimore Sun. From John B. Strange, A. M., and R. B. Tschudi, A. M., Principals of the Norfolk Academy, Va. We do not hesitate to pronounce it (the American Manual) one of the best school-books we have ever examined, not only as regards the matter, but also the manner of communicating it. The Manual is adapted to the capacity of the youngest, and must prove highly interesting and instructive to the older pupils.
From Prof. S. C. Atkinson. So far at my observation extends, no school book is so well calculated to enlarge and ennoble the mind of youth as the American Manual.
A lawyer by profession and a teacher from choice, Mr. Burleigh possesses at the same time a consciousness of what is needed and the ability to supply it Frankford Herald.
We, the undersigned, teachers in the Public Schools of Pittsburg, have used Burleigh's American Manual with great satisfaction and delight. The plan of the work is in ill respects judicious. The marginal exercises are a novel and original feature, and are arranged with great accuracy and discrimination. Their use not only excites the liveliest interest among the pupils, but produces great, salutary, and lasting effects, in arousing the mental powers, and leading the scholars constantly to investigate, reason, and judge for themselves. The Manual is elegantly written, and must have the effect to give a taste to what is pure and lofty in the English language. Signed by B. M. KERR, J. WHITTIER,
and twenty three other principals of Public Schools in Pennsylvania.
From the Fredericksburg, Va. Herald The American Manual possesses a kind of railroad facility in arousing the minds of youth, no one who is entrusted with the education of the rising generation should be ignorant of its contents, or a stranger to its thorough and efficient mode of imparting knowledge. It contains a condensed, lucid, exact and comprehensive view of our social and political institutions, and ought to be in every family.
From Hon. Wm. Roberts, President of the Bd. Pub. Sch. Com. of Princess Ann Co. Virginia I consider The American Manual the best book for training the young mind, in the earlier stages of its education, I have ever seen.
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CONTENTS.
LESSON I.
Design of the Work Marginal Exercises Explanation of their Use and Advantage Analyzation of Paragraphs Marginal words to be spelled and their varied Definitions, Synonyms, Roots &c. given Their Application in composing Simple Sentences Progress of the Pupil Pages 9-11.
LESSON II.
Definitions and Synonyms not found in the Margin to be given by the Scholar Pains must be taken to arouse Thought and Investigation Attention of a Class to be secured
Mode of putting Questions to accomplish this End explained Tact necessary m the Teacher Method of Reading most advantageous to the Scholar Pages 11-12.
LESSON III.
Marginal Exercises to be varied according to the Proficiency of the Pupils Necessity of distinct Articulation and correct Pronunciation The Instructor to commit Errors Purposely, in order that the Scholars may make Corrections Each Feature to be made a leading Subject, until well understood Anecdote of a Paris Rhetorician Necessity for the Scholar to comprehend what he reads
Paramount importance of the Reading Lesson Pages 12-14.
LESSON IV.
An oral or written Account of the Reading Lesson to be given by the Pupil from Memory Consequent Improvement of the Learner in Writing, Spelling, Application of Words, and Ease and Rapidity of Composition Attention of the Scholar thus riveted Habit of relating Incidents with Accuracy and Precision thus acquired Immeasurable benefit thereby accruing to all the Sons and Daughters of the Land Pages 14-15.
LESSON V.
Judgment of the Teacher to be used in simplifying, suppressing, or extending the Marginal Exercises, and in illustrating and varying the Lessons Local Prejudices to be thus overcome The same Plan will not suit every Part of the Union Extended application of the Marginal Words Suggestions Marginal Terms to be employed in the construction of Literary and Scientific Themes Nice shades of Distinction in the varied Use of the same Word pointed out by them Pages 15-17.
LESSON VI.
Errors to be corrected by the Pupils Easy Answers to be at first permitted Further directions Attractiveness of the System Necessity of cultivating the Moral Powers The young must rely upon themselves Prevention better than Cure Pages 17-19.
LESSON VII.
The Pupil's own Thoughts to be elicited Attributes of the Mind to be exercised Exer-
tion required in Educators Opposition to be met by them, then final Success Equal Benefit not derived by all from the same Book Thoroughness necessary m Reading Error sometimes printed Some Books to be shunned Reflections Appeal on behalf of proper Education The American Constitution Pages 19-21.
LESSON VIII.
Our principles of Action formed in early Life from the Books studied in School Extensive influence of Teachers on the Destiny of Mankind Their Labors often inadequately rewarded Plan of rigid Moral and Intellectual Training to be carried out Enthusiasm for Critical Study thereby excited Consequent Advantages to Society Pages 21-24.
LESSON IX.
Political Science in important Study Excellencies of the National Constitution Some knowledge of the Rise and Progress of the Science of Government necessary for all Origin of Government far reaching character of the Mosaic History Only reliable account of the Antediluvian World Momentous Events only related Paternal Authority the Source of Government Longevity of the Antediluvians Consequent early dense Population of the World Absolute Sway over Families formerly exercised by Fathers Blessings at present enjoyed by us Pages 24-29.
LESSON X.
Difference between Family Law and Law generally Imperfection of early Governments Prevalence of Licentiousness and Depravity Wickedness destroyed by the Almighty through a Deluge Reflections Age of the World Wise Laws enjoyed by but a small Portion of its Inhabitants Noah and his Sons commanded to replenish the Earth A Portion of Noah's Descendants regardless of the Almighty's commands, build the Tower of Babel to make themselves a Name Futility of their Scheme A Lesson for us Confusion of Languages Resolution of Society to its Primitive State Result of Man's painful and long continued Efforts Pages 29-34.
LESSON XI.
Early Governments not the result of Deliberation Influence and Dominion acquired in Primitive Times by Men noted for Strength, Bravery and Skill Nimrod founder of the first Empire Primeval Governments despotic Herodotus' account of the Election of the first Median king Dejoces Early Crowns often elective Circumscribed Dominions of the first Monarchs Kings consequently numerous Original divisions of Egypt, China, and Japan Similar examples now existing m Africa Rights of the Ruled disregarded as the power of Rulers increase Rule, at first delegated, usurped and made hereditary. Pages 34-40.
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8 CONTENTS.
LESSON XII.
Ceremonies of Marriage, regulation of Property, and punishment of Crimes, among the first Laws instituted Penal Laws, at first extremely severe Many Crimes punished with Death by the Mosaic Code Its tenderness of the Irrational Creation Is the Basis of our own Laws Publicity necessary to authentic Engagements Writing unknown, Laws transmitted to Posterity in oral Verse Executive power needed The early Ruler a Magistrate and Priest Land assigned to every Family Prohibition to remove Landmarks Title to land gained by cultivation Modern Changes in old Regulations Pages 40-47.
LESSON XIII.
Laws of some Sort have always governed the whole human Race Examples The Universe pervaded by Law All protected and restrained by it Condition of Society in which human Restrictions would not be needed impossible under present Circumstances Incorrectness of a common Assertion shown Non-existence of natural Liberty Human Laws defective and inadequate Those of God perfect in all Respects Even Americans are not governed by Laws of their own making Demonstration All are dependent Reflections An Appeal Pages 47-57.
LESSON XIV.
Man created for Civil Society Causes which bind Men together Each Individual should relinquish the claim of Maintaining and Redressing Personal Rights and Wrongs, to Authorities delegated by the Community The ablest Minds generally selected to establish Rules Security and Happiness afforded by Christian Commonwealths Law of Nations Based upon Christianity Not enforced by any Human Tribunal No Courts for adjusting National disputes Moral obligations disregarded by ancient Empires and Republics The fame of Rome tarnished by her Perfidy Superior Moral Character of Modern Nations Additional Remarks Pages 57-62.
LESSON XV.
Divisions of the Law of Nations Necessary Law of Nations defined Positive or International Law explained at large Application of the two Divisions contrasted Each Nation at liberty to legislate for itself, provided that by so doing it does not injure another A State breaking the Law of Nations liable to attack from all the Rest National rights of Navigation Passports National Agents Ambassadors Pages 63-68.
LESSON XVI.
Envoys Plenipotentiaries Ministers Nature of the distinction between Ambassadors Envoys, Plenipotentiaries, and Resident Ministers Charges d'Affaires Consuls Their Business War Its Formalities and Laws Declaration of The Tax payer a belligerent as well as the Soldier Difference between Offensive and Defensive War Dangers arising from Military Ambition and Renown Pages 68-72.
LESSON XVII.
Nature and Effect of a Blockade Truces and Armistices defined Consequences of a Declaration of W ar An Embargo Letters of
Marque and Reprisal Privateers Treaties Observations on the tendency of War Pages 72-76.
LESSON XVIII.
Origin of the American Constitution Recapitulation Early instances of Associations formed by the People of America for mutual Defence and Protection Congress of 1754 Difference between the objects of the Crown and those of its Members generally Plan of Limited Government drawn up by Franklin, rejected not only by the King, but by all the Colonies Reasons and Causes Indignation roused by the passage of the Stamp-Act Congress of 1765 Its Declaration of Rights Adopts an Address to the King, and a Petition to each House of Parliament Congress of 1774 First recommended by the People of Providence, Rhode Island Pages 76-82.
LESSON XIX.
The "Revolutionary Government," or "Continental Congress" Passes the Declaration of Rights, October 14th, 1774, and the Declaration of Independence, July 4th, 1776 The separate nationality of the United States dates from the first, and the Constitution is based upon both Various prior forms of Colonial Government General Remarks Pages 82-86.
LESSON XX.
Declaration, of Rights Its reception, by the whole Country Commencement of Hostilities Pages 86-94.
LESSON XXI, Declaration of Independence Pages 94-102
LESSON XXII.
Sketch of a Confederation submitted by Dr. Franklin to Congress in 1775, not discussed Congress takes Measures to form a Constitutional plan of Union Confirms the Articles of Confederation, November 15th, 1777 They are sanctioned by all the States, the last one, Maryland, agreeing on the 1st of March, 1781 Congress assembles the next day under the new Powers The two Periods of the Continental Congress Its Powers gradually progressive Beginning of the Nationality of the Colonies, and rise of the General Government The Colonies known abroad as the "United States" Powers of Congress inadequate Amended and extended from time to time Pecuniary embarrassments of the Country on the return of Peace A Government of and from the People wanted Incompetency of the Articles of Confederation for managing National Affairs demonstrated to Madison, Hamilton, and Jay Washington in Retirement broods over the Distress of the Country, and disappointed Hopes First idea of a Revision of the Articles of Confederation stalled at Mount Vernon A Convention proposed by Virginia Held at Annapolis with but five States represented Recommends another to meet in Philadelphia Constitution of the United States framed by this Last Remarks Pages 102-109.
LESSON XXIII.
Violation of the essential Principles of rational liberty and English Common I aw, the immediate Cause of the Declaration of Independence Proceedings of Congress pending
CONTENTS. 9
it "Committee of the Whole" explained in full Extracts from the Journals of Congress of 1776 Committee of five appointed to prepare the Declaration By agreement each draws up a Form independent of the others Jefferson's first read in Committee, and adopted unanimously True Causes and Nature of the Revolution exhibited by the Declaration All the Excellencies of the English Constitution embodied in our own A Copy surpassing the Original The Revolution not without precedents The merit of our Ancestors is, that they transmitted to us the freedom obtained by their Bravery Critical position of the Signers of the Declaration Bribes offered to some of them by Emissaries of the Crown Their great Merit Americans of the present Day should be Friendly to their British brethren British Parliamentary Speeches in favor of American Revolutionary Liberty Exhortation Pages 109-118.
LESSONS XXIV XXV XXVI & XXVII. Constitution of the United States of America Pages 118-142.
LESSON XXVIII.
Articles in addition to and amendment of the Constitution of the United States of America Pages 112-148.
LESSON XXIX.
Commentary on the Constitution Derivation of the word "Constitution" The Constitutions of England and other Monarchies, depending upon immemorial Consent of the People, and long settled Usage, it is difficult for the Majority of the Ruled to understand them Advantages of our own in this Respect Derivation of the word "Preamble" Importance of the Preamble in elucidating the Principles of the Constitution Remarks Further Particulars Comments The "more perfect Union" The People must Read and Ponder every Sentence of the Constitution before they can sustain it Comparatively small number of Men and Women who have ever read the Constitution Number of false Oaths to sustain it annually taken by Office holders The Power and Glory of our Country sustained by its Teachers Pages 148-156.
LESSON XXX.
Commentary on the Preamble continued Importance of thorough Male and Female Education to Free Governments The "establishment of Justice" Comments The "ensurance of Domestic Tranquillity" Comments Pages 156-160.
LESSON XXXI.
Commentary on the Preamble concluded Provision for the "Common Defence" Remarks and Reflections Promotion of the "general Welfare" Remarks Securing of "the blessings of Liberty to ourselves and Posterity" General Observations Pages 180-167.
LESSON XXXII.
Commentary on the Constitution Legislative Department House of Representatives The more Popular Branch has the power of Impeachment Senate Check upon too hasty Action A Court for the trial of Impeachments Skilful distribution of Power Pages 167-173.
LESSON XXXIII.
Duties and Compensation of Members, and Powers of Congress generally Election Quorum Adjournment Pay Exemption from Arrest not a personal Privilege Freedom from being Questioned for Speech or Debate necessary Revenue Bills to emanate from the Lower House Veto Duties, &c , to be alike throughout the Country Congress to regulate Commerce Establish uniform Naturalization Can pass general Bankrupt Laws Is alone to coin Money and fix its Standard The Post Office and Mail Service Copy-rights and Patents Piracy Declaration and Conduct of War Navy Government of Land and Sea Forces Militia Paramount Authority requisite for the general Government Pages 173-182.
LESSON XXXIV.
Prohibitions upon the Powers of Congress and upon the States Migration or Importation of Persons Slave-trade Habeas Corpus Bills of Attainder Ex Post Facto Laws No Duty to be laid on Exports of any State No Preference to be given to Ports of any State No Vessel from one State bound to enter, clear, or pay Duties in another No Money to be drawn, but in consequence of Appropriations made by Law Exhibit of the State of Public Finances to be published from time to time No Titles of Nobility to be granted Office holders not allowed to accept Presents, &c. from Foreign Governments Rights of and Restrictions on the States Continental Money Nothing but Gold and Silver a legal Tender The States not to pass Bills of Attainder, Ex Post Facto Laws, and Laws impairing Contracts Not to grant Titles of Nobility In extremity can wage Defensive War Executive Department President Vice-President Remarks Rule for finding the Name of any Congress Actual mode of electing Executive Magistrates Pages 182-189.
LESSON XXXV.
Duties of the Presidential Electors Contingency of an Election by the House of Representatives provided for Way of Proceeding of the Electoral College Qualifications of President and Vice-President Salaries Oaths of Office Denunciation Warning Powers and Duties of the President Is Commander-in-Chief of the whole Military Force Can Reprieve and Pardon but not in Cases of Impeachment Has in connection with the Senate, the Treaty-making Power, and that of Appointment to Office Removes from Office without consulting the Senate An Argument Pages 189-195.
LESSON XXXVI.
Duties of the President, continued Is to give Congress information of the "State of the Union," and recommend Measures for the general Good Has Power to convene Congress Annual Message Special Messages Executive Patronage, Influence, Exemption from Arrest in Civil Cases, liability to Impeachment No Titles of any sort given by the Constitution Observations Judicial Department: Treason A Law-administering Tribunal needed Montesquieu No Liberty if the Judiciary is not separated from the Executive and Legislative Powers Duties of
10
CONTENTS.
the Judiciary Range of its Powers Judges How appointed Duration of their Term of Office Subject to removal only on Impeachment Supreme Court Its Jurisdiction, Original and Appellate, defined and described Trial by Jury Pages l95-202.
LESSON XXXVII.
Treason Its Nature Two Witnesses needed to Convict of it Effects of Attainder limited to the Life of the Offender Horrible ancient English Common Law punishment of Treason Its punishment here Public Records Privileges of Citizens Fugitive Criminals and Slaves Formation and Admission of new States Government of the Territories Amendments to the Constitution provided for Public Debt Supremacy of the Constitution and Laws Religious Test Oath of Office Ratification of the Constitution Remarks Pages 202-208.
LESSON XXXVIII.
Commentary on the Amendments No Religion to be established by Law Freedom of Speech and Liberty of the Press guaranteed Right of Petition confirmed to the People Militia Right of the People to keep and bear Arms not to be infringed Remarks on Standing Armies and Military Habits Additional observations In time of Peace Soldiers are not to be quartered in any House without the Owner's Consent Pages208-216.
LESSON XXXIX.
Houses of the People protected against unreasonable Searches Speedy trial guaranteed to those accused of Crime Life not to be twice jeoparded Other Privileges Jury trial extended to Civil Cases Manner of examining Causes once tried, prescribed Prohibition of excessive Bail and Fines, and. unusual punishment Rights enumerated do not affect those retained Reservation of Powers Prohibition additional upon the Powers of the Supreme Court Remarks Present Manner of electing the President and Vice-President shown by Article XII. Reason of the Change Duration of the Constitution General Reflections Washington's Farewell Address Extract from Bryant Pages 216-225.
LESSON XL.
Duties and Responsibilities of Voters Popular Phrases rendered obsolete by the peculiar Character of .our Institutions Subject considered at Length Reflections Pages 225-234.
LESSON XLI.
Subject continued Enlightenment necessary Ignorance in any Part detrimental to the Whole Apostrophe Rights of the Minority Party Virulence dangerous Admonition to Voters Pages 234-239.
LESSON XLII.
Duties and Responsibilities of Jurors Preparatory Mental Discipline an essential thing to a Juryman General Remarks Two kinds of Juries Grand Juries defined and explained Preliminary Oaths of their Foremen and Members Extent of their Jurisdiction One Member appointed Secretary, but no records kept Bills of Indictment supplied by the Attorney-General Secret examination of Witnesses Pages 239-245.
LESSON XLIII.
Subject .continued Vigilance and Caution required Presentments Further Explanations and Remarks Jury of Trials or Petit Jury The Oath Qualifications should be of an equally high order as those of a Grand Jury Definition Trial Public Evidence to be first given by the Plaintiff Cross-examination Challenged Questions decided upon by the Bench Speeches of Counsel Summing: up of Testimony by the Judge His Interpretation of the Law The Facts determined by the Jury Pages 245-252.
LESSON XLIV.
Subject continued Admonition Way of proceeding in plain Cases In intricate ones Common Law explained Contrast between ancient and modern Jury treatment Criminal prosecutions Surest preventive of Crime Privileges of the Accused Further Remarks Pages 252-260.
LESSON' XLV.
Disclaimer Danger to be apprehended Nothing stationary General Observations Pages 260-268.
LESSON XLVI.
Duties and Responsibilities of Civil Magistrates Term defined Improvement in the Condition of Society Extracts from Locke and others, on the Subjects treated of Accompanying extracts from early English Statutes Pages 268-276.
LESSON XLVII. Genera! Observations and Reflections Pages
276-282.
LESSONS XLVIII & XLIX. Concluding Remarks Pages 282-290-301.
STATISTICAL TABLES Page 323. APPENDIX Pages 1-54.
ARTICLES OF CONFEDERATION Pages 45-48.
INDEX
TO THE SYNONYMS, AND OTHER WORDS, EXPLAINED AND ILLUSTRATED IN THE APPENDIX.
THE synonyms have no designatory character. U. signifies unlike; S., used in different senses; M., meaning; and Q., question, applied to words not properly belonging to any of the other divisions. The numbers are: first, the lesson; second, the question; third, the page in Appendix. Words twice given are twice elucidated.
Les. Q. P.
Abolish, }
Abrogate, } ................xv. 16, 18
Abhors detests............xlvi. 44, 42
Absence recess, U .........xxvi. 11, 28
Abuses wrongs, U .........xxi. 17, 24
Account history ...........xiii. 26, 14
Accurately correctly .......xvi. 5, 20
Acknowledged recognized .. .xv. 15, 18
Acquire receive, U ...........ix. 51, 8
Acquittal liberty, U .........xlv. 20, 41
Actual real...............xxiv. 8, 27
Ad (prefix) -journ, M.........xxv. 4, 28
Adapted }
Adopted } U ................xxiii. 23, 26
Adequate commensurate ... .xv. 47, 20 Adieu farewell good-bye .... xxii. 8, 25
Adjoining contiguous.......xv. 30, 19
Adjourn prorogue..........xix. 15, 22
Administer contribute.....xiv. 9, 16
Admitted received.........xxii. 17, 25
Advancement progression ... 16, 6
Advantage benefit........xxii. 6, 25
Affirmation oath, U ...... . xxvi. 7, 28
Affirmed sworn, U.........xlii. 35, 40
Affront insult..............xv. 41, 19
Ages generations........ .xxxi. 18, 36
Ages periods..............xiii. 26, 14
Agreement contract ....... xvii. 15, 21
Agreement covenant .......xv. 10, 18
Agreements compacts ........xx. 11, 23
Alliteration, M..............xlix. 68, 43
Also likewise ............. xxv. 2, 27
Alter change ............... xv. 4, 18
Altered changed ............xx. 20, 24
Amicable friendly .......... xv. 39, 19
Among between, U, ... xxxi. 5, 36
Analyze, M..................... 4, 6
Angry offended...........xxiii. 27, 26
Annihilation destruction.. .xxi. 26, 24 Ap (prefix) -propriations, M. xxv. 25, 28 Apportioned distributed. ..xxiv. 7, 27
Apprehended feared.......xviii. 13, 21
Apprised }
Apprized } U................xvii. 2, 20
Arms weapons..........xxviii. 9, 31
Art science................xiii. 88, 16
Article, S.................xxvii. 3, 29
Asbestos, M...............xxvii. 32, 26
Assemble meet..........xxviii. 38, 32
Assembly convocation .... xviii. 16, 21
Attainder, M..............xxvii. 8, 29
Authority power strength.. 20, 6 Authorizing empowering.. .xvi. 12, 20
Les. Q. P.
Avow declare..............xxi. 6, 24
Axioms self-evident truths xxii. 25, 25 Aye, M., ............. .....xxix. 50, 35
Baffled defeated ......... . xviii. 17, 21
Bail security............xxviii. 28, 32
Ballot ticket............xxviii. 39, 32
Banner flag.............. .xxxi. 33, 37
Bargains contracts........xvii. 10, 21
Basis foundation...........xx. 13, 23
Bear carry.................. xvi. 11, 20
Before preceding, (phrases
syn. to)................xxii, 1, 25
Behavior conduct ........ . xxiv. 14, 27
Beneath under.............xv. 35, 19
Benefit advantage......... xxii. 6, 25
Bestow confer............ xxix. 37, 35
Between among, U. ..... .xxxi. 5, 36 Bill of attainder ex post
facto law.............xxxiv. 8, 38
Bliss felicity..............xxix. 48, 35
Book of laws code ..........xii. 112, 14
Borne supported ........... .xviii. 25, 22
Brands swords.. ..........xxix. 49, 35
Breach of the peace felony xxiv. 18, 27 Break the seals of open . xxviii. 42, 33 Brethren }
Brothers }................xxi. 44, 24.
Business concerns........ ... .xvi., 8, 20
But, (dif. parts of speech). ..xliii. 36, 40 By degrees gradually, (phrase
syn. to)...................xxii. 10, 25
Calculated }
Computed }.............xxix. 47, 35
Called named ...........xvii. 13, 21
Carry bear.................... xvi 11, 20
Case S .......................xiii. 31, 14
Catalogues lists . ......xxviii. 40, 32
Cause reason..........xxviii. 22, 32
Cede surrender.............xv. 27, 19
Celebrated illustrious ......... xiv. 28, 17
Ceremony form. .......... xiv. 39, 18
Change alter ............ xv. 4, 18
Changed altered ............. xx. 20, 24
Changes vicissitudes ....... . xvii. 17, 21
Charge office .................. xxiv. 20, 27
Choice option ................ xv. 28, 19
Chosen elected ........... ..... xxi 25, 24
Chosen selected .............. .xxiv. 6, 27
Christendom (its old M.) .......x. 1, 8
Chronological, M.. ................ix. 30, 8
Circumscribed restricted ... . xv. 12, 18
12 INDEX.
Les. Q P
Circumstantial minute .. . xv. 38, 19
Citizen subject..........xxxvi 14, 38
Citizens denizens........ xxxi. 31, 37
Citizens people........... xiii 48, 15
Civil code, M............. xii 103, 14
Claim, S ............... xxvii 12, 29
Claims rights.......... xii 110, 14
Class order.............xxiv. 10, 27
Class order rank....... xv 44, 19
Client patron, U.......... xliii. 41, 40
Closing } .......xvii. 20, 21
Concluding }
Coalescence union......... xv 17, 18
Code book of laws...... xii. 112, 14
Columbia (whence derived) .. xxx. 2, 35
Com (prefix) -pose.....xii. 56, 13
Commensurate adequate ... xv. 47, 20 Comments observations .. . xxix. 20, 34 Commonwealth state... xxviii. 35, 32 Compacts agreements ..... ... xx. 11, 23 Compensation remuneration
xxviii 18, 31
Compile, M..............xxii. 3, 25
Complete perfect..........xxix; 29, 34
Compose }
Constitute }.................xii. 111, 114
Con (prefix) -sequently and -tracts,
M xii. 36, 12
Concerns business...... xvi. 8, 20
Conceit those measures (syn.
phrase to) ........... xxii. 11, 25
Concurrence }
Consent } .............xxiv. 15, 27
Conduct behaviour.. .. xxiv. 14, 27 Confederation union .... . xxvii. 13, 30
Confer bestow...........xxix 37, 35
Confidence trust.......... xlvi 29, 42
Confirm establish ...... xxiv 4, 27
Conquered vanquished. xiv 26, 17 Consecrated devoted .. xxxi, 12, 36 Consecrated hallowed .... xxix. 44, 35 Considered regarded ... xix ... 7, 22 Constant perpetual. . . xiv. 11, 17 Constitution (whence deriv.) xxix. 2, 34
Constitution S.........xxix 3, 34
Contempt disdain ..... xx. 9, 23
Contentions dissensions... xxx, 13, 35
Contested disputed .......xv. 7, 18
Contiguous adjoining .... xv, 30, 19 Continuance }
Continuation } .............. xxiv 21, 27 Contract agreement ..... xvii. 15, 21
Contracts bargains .......xvii 10, 21
Contribute administer....... xiv. 9, 16
Controversy dispute .......xiv. 18, 17
Conventions }
Convocations }...............xxvii 27, 30 Convocations meetings ... xviii. 29, 22 Convocation assembly... xviii. 16, 21
Correctly accurately.......xvi. 5, 20
Counsel lawyers ....... xlv. 21, 41
Countenance encourage. .. xvi. 6, 20 Countenanced sanctioned .... xv. 3, 18
Country land.............xxviii 33, 30
Course series ..... . ..... xxix. 25, 34 Covenant agreement .... xv. 10, 18 Cradle dwelling place, U. . . xlvi. 16, 42 Crime misdemeanor......xxviii. 21, 31
Les. Q. P. Crown-lands public domain, U.
xxii. 5, 25
Custom usage.............. xv. 31, 19
Customs practices .........xxix. 26, 34
Customs usages...........xiv. 20, 17
Cut tear, U................xlvi. 32, 42
Danger jeopardy ..........xxviii 17, 31
Dealings traffic ............. xvii 9, 21
Debate speech ................ xxiv. 19, 27 Declare avow ............. . xxi. 6, 24
Declare proclaim ..........xvi. 15, 20
Declined refused.......... xvii. 12, 21
Deeds, S................... xii. 32, 12
Defeated baffled...........xviii 17, 21
Defective imperfect ....... xxix. 35, 35 Defence (two ways to spell), xlv, 37, 41 Definition synonym, U........... 10, 6 Degree, S ................. xiv. 10, 17 Demand requirement .............. xv. 46, 20 Demoniacs possessed persons
xlvi. 11, 42
Denizens citizens ............ xxxi. 31, 37 Denoted signified ............... x. 35, 9 Depredation robbery ..... ..xv. 23, 19 Deputize (an Americanism). .xiii. 82, 16
Design object ..............xlii, 14, 40
Destroy }
Dissolve } ................xxi. 5, 24
Destruction annihilation ... xxi. 26, 24 Destruction ruin ............. ix 13, 7 Destruction ruin ........... xxxvi. 15, 38 Detests abhors ............ xlvi. 44, 42 Developing elevating strength-
ening, U................. 11, 6
Devises wills ............... xii. 108, 14
Devoted consecrated . ........ xxxi. 12, 36
Dictate proscribe ........ . xiv. 37, 18
Different }
Dissimilar }.............. x. 38, 9
Different several ........... xxvii. 23, 30 Difficulties obstacles ....... xxix. 38, 35 Dignity honor ......... xiv. 42, 18 Dis (prefix) -approved, M .... xxv. 6, 28 Discoveries inventions ...... xii. 105, 14 Discretion judgment ........... . xv. 26, 19 Disdain contempt ........ xx. 9, 23 Disparity inequality ......... xiv. 1, 16 Display exhibit .......... xv. 8, 18 Disposed inclined ............. xiii. 26, 14 Dispute controversy ....... xiv. 18, 17
Disputed contested ......... xv. 7, 18
Disregard slight .............. xiv 19, 17
Dissensions contentions xxx 13, 35 Dissensions quarrels xxx 15, 35
Distant foreign, U ..... xxviii 36, 32 Distinct separate x 36, 9
Distributed apportioned xxiv 7, 27
Disturb interrupt....... xxx 8, 35
Disunited }
Divided } ..............x. 45, 9
Done made............xxvii 39, 30
Drawing, S ............... xii 32, 12
Due right ............xiii 26, 14
Duties taxes..........xxxiii 36, 37
Duty service......... xxviii 16, 31
Dwelling place cradle, U. xlvi. 16, 42
INDEX. 13
Each }
Every } .................. xxx. 17, 36
Educators, M ...................
Elected chosen............xxi. 25, 24
Elevated raised ........... xxix. 34, 34
Elevating developing strengthening, U ................ 11, 6
Emergency }
Exigency } ................xvi. 3, 20
Emoluments salaries .......xxi. 33, 24
Emphasis
Emphasis pause tone...... 21, 6
Employ use...........xv. 25, 19
Empowering authorizing .. . xvi. 12, 20
Enacted made .............xiii. 48, 15
Encompassing surrounding ... xvii. 1, 20
Encourage countenance ... .xvi. 6, 20
Ends objects ...............xiv. 41, 18
Enemies foes............. xxi. 54, 25
Engagements, S.............xii 32, 12
Engrossed, S.............xxiii. 3, 25
Enormous vast ...........xvi. 18, 20
Enviable, (whence derived, and
how used) ............. ix. 49, 8
Envy jealousy............xviii 23, 22
Equably }
Equally } ..................xiv. 40, 18
Equal uniform............xiv. 34, 17
Essay treatise............... 23, 6
Establish confirm.........xxiv. 4, 27
Evasion subterfuge......... xv. 20, 18
Evident manifest..........xvi. 17, 20
Examples instances.......xviii. 10, 21
Excises imposts ...... xxxiii. 37, 37
Excite incite.............. 18, 6
Executives pardoning power,
U .................xlv. 28, 41
Exhibit display ............xv. 8, 18
Existing subsisting......xviii. 11, 21
Experience trial ..........xx. 16, 23
Exports imports, U . ....... xxv. 28, 28
Ex post facto law bill of at-
tainder, U .........xxxiv. 8, 38
Extending suppressing, U .. .. vi. 2, 4
Faculties M ................ 12, 6
Faithful true .........xlvi. 35, 42
Famous renowned ........... xiv. 22, 17
Farewell adieu good-bye xxii. 8, 25
Feared apprehended ......xviii. 13, 21
Felicity bliss ..........xxix. 48, 35
Felony breach of the peace ... xxiv. 18, 27
Fixed permanent ......xii 106, 14
Flag banner ..........xxxi. 33, 37
Foes enemies ...........xxi. 54, 25
Foreign distant, U..... xxviii. 36, 32
Forgive pardon . xlvi. 5, 41
Form S.......xix. 9, 22
Forms, S .........xii 32, 12
Form ceremony...........xiv 39, 18
Form system ...... xix. 10, 22
Foundation basis ......xx 13, 23
Freedom liberty .. .. xxviii 5, 31
Friendly amicable . ... xv 39, 19
Fruitful prolific ...... xiv 24, 17
Fulcrum prop ........ xlviii 49, 43
Furnished provided...... xv. 33, 19
Les. Q. P.
General excellency humanity,
U.....................xlv. 25, 41
Generations ages.........xxxi. 18, 36
Glaive, M.................. . . xxix. 51, 35
Glaring notorious.........xxii. 23, 25
Governed ruled .... xiii. 48, 15
Government, M..............ix. 14, 7
Government, S............... ix. 15, 7
Good-bye adieu farewell xxii. 8, 25 Gradually by degrees, (phrase
syn. to) ...............xxii. 10, 25
Grandeur magnificence .. xv. 50, 20
Greatest largest ....... xxviii. 13, 33
Grievances wrongs ... xxviii. 8, 31
Guns muskets.........xxxviii. 22, 38
Had, S ................. xxii. 12, 25
Hallowed consecrated.....xxix. 44, 35
Harbors ports............. xv 37, 19
Hidden latent ............xxix. 21, 34
History account..........xiii 20, 14
Honor dignity..........xiv 42, 18
Host, S .............x 54, 9
Humanity general excellency,
U.....................xlv. 25, 41
Ignorant }
Illiterate }..................xiv. 2, 16
Illegal unjust ............xlv. 50, 41
Illustrious celebrated.....xiv. 28, 17
Im (prefix) -portant, M .......xii 21, 12
Im (prefix) -punity, M......xliv. 37, 41
Imperfect defective.......xxix 35, 35
Imports exports, U........ xxv. 28, 28
Imposing obtruding .......xxi. 37, 24
Imposts excises ........xxxiii. 37, 37
In (prefix) -formed and -flicted,
M .. .......xii. 63, 13
In (prefix) -habitants, M ...xii. 50, 12
In (prefix) -secure, &c , M xliv. 38, 41
Incite excite .......... 18, 6
Inclined disposed ....... xiii. 26, 14
Independent (whence deriv.) . xxx. 9, 35
Indians savages ..... xviii 14, 21
Indictment presentment .. xliii. 5, 40
Ineffectually }
In vain } (phras. syn. to) xxii 20, 25
Inequality disparity .. . xiv 1, 16
Infallible unerring.....xiii. 2, 14
Infirmity weakness ...xiii 26, 14
Infringement (whence deriv. ) xix 5, 22
Inhabitants people ..... xxviii 33, 32
Inheritance legacy .... xxxi . 3, 36
Inheritances patrimonies xii. 107, 14
Injure }
Impair }...................xv. 18, 18
Inoffending unoffending.....xv. 21, 19
Instances examples .......xviii, 10, 21
Instructed taught .............xiv. 25, 17
Instrument, S...........xxiii. 21, 26
Instrument tool..... ......xxi 38, 24
Insult affront ........ xv. 41, 19
Insurrections rebellious.... xxv. 16, 28
Insurrections riots ........ xxxiii. 74, 38
Intellectual moral ............... 15, 6
Intention purpose ..... .... xxiv 12, 27
Inter (prefix) -national, M .. .xiv 14, 17
Interrupt disturb .......... .xxx. 8, 35
2
14 INDEX.
Les. Q. P.
Inventions discoveries......xii. 105, 14
Italics, M..................... 1, 2
Jealousy envy........... .xviii. 23. 22
Jeopardy danger.........xxviii. 17, 31
Judgment discretion.. .......xv. 26, 19
Junes voters, Q.............xlv. 17, 41
Juryman, M................See page 242
Kept retained...............xx. 18, 23
Kingly regal..............xviii. 20, 22
Land country............. xxvii. 33, 30
Largest greatest .........xxviii. 43, 33
Lasting permanent......,xvii. 28, 22
Latent hidden............. xxix, 21, 34
Law, S.......... ............. xxvii. 5, 29
Law rule................xxviii. 3, 31
Laws statutes .............xiii. 48, 15
Laws statutes.......... xxvii. 30, 30
Lawyers counsel .......... .xlv. 21, 41
Leave permission.......... xv. 36, 19
Legacy inheritance . .... ... xxxi. 3, 36
Liberty acquittal, U....... xlv. 26, 41
Liberty freedom ......... xxviii. 5, 31
Light trivial........... ...xxi. 16, 24
Like similar..............xviii. 26, 22
Likewise also............ xxv. 2, 27
Lists catalogues.........xxviii. 40, 32
Literary scientific, U......... 22, 6
Loyalty, M..................xix. 19, 23
Made done...............xxvii. 39, 30
Made enacted ..............xiii. 48, 15
Magistrate priest, U.......xii. 62, 13
Magna Charta, M...........xlvi. 20, 42
Magnificence grandeur......xv. 50, 20
Main, (in opposite senses). .xxix. 42, 35
Main ocean..............xxix. 41, 35
Manifest evident...........xvi. 17, 20
Manner }
Mode } ..................xxiv. 13, 27
Manner way ............xxviii. 12, 31
Matters resolutions, Q .. .xxiii. 14, 26
May, S...................xix. 2, 22
Meaning signification ....xxix. 18, 34
Meet assemble..........xxviii. 38, 32
Meetings conventions ....xviii. 29, 22
Memento }
Monument } ..................xxiii. 25, 26
Method }
Mode } ...................xiv. 38, 18
Metonomy, M.............. 13, 6
Minute circumstantial ..... xv. 38, 19
Misdemeanor crime .... xxviii. 21, 31
Model pattern........... .xxx. 4, 35
Modern recent...........xiv. 32, 17
Modulation emphasis....... 21, 6
Monarchs sovereigns....... xv. 6, 18
Monolith obelisk ........ xxxi. 39, 37
Moral intellectual.......... 15, 6
Moral ......... 15, 6
Moslems Turks........ .. .xlvi. 10, 42
Motives principles.........xvi. 20, 20
Multitudes swarms.... .xviii. 22, 22
Muskets guns..........xxxviii. 22, 38
Mutual reciprocal.......... xv. 43, 19
Les. Q. P.
Named called ................ xvii. 13, 21
Necessary requisite........ xii. 44, 12
Necessity }
Need } .................... xii. 104, 14
Need want ..................xiii. 26, 14
Nevertheless }
Notwithstanding } ............ xxvii. 35, 30
Nobles peers ..............xxxi. 22, 36
Notorious glaring . ....... xxii. 23, 25
Oath Affirmation ......... xxvi. 7, 28
Obelisk monolith ......... xxxi. 39, 37 Object design ..............xlii, 14, 40
Objects ends ................ xiv. 41, 18
Observations comments ... xxix. 20, 34 Obstacles difficulties ............xxix. 38, 35 Obtain procure . ................ xvi. 14, 20 Obtruding imposing .. ........ .xxi. 37, 24
Ocean main .................. .xxix. 41, 35
Ocean sea ......... ....... xxxi. 10, 36
Offended angry ............. xxiii. 27, 26 Officer charge .............xxiv, 20, 27
On upon ................xxviii, 44, 33
Open, S .............. ......xxvii. 9..29
Open break the seals of . .. xxviii. 42, 33
Option choice............... xv. 28, 19
Or (affix) elect , M. ....... . xxvi. 2, 28 Orally, M ..................... 9, 6
Order class..............xxiv. 10, 27
Order class rank ..........xv. 44, 19
Outline sketch....... ...... xxii. 2, 25
Ownership property ....... xii. 109, 14
Palladium, M ..............xxix. 27, 34
Panel }
Pannel } ...........xlii. 27, 40
Paragraph sentence, U ........ 23, 6
Pardon forgive ............ xlvi. 5, 41 Pardoning power executives,
U......................xlv. 28, 41
Part }
Portion }...... .....xxvii. 25, 30
Passed }
Propounded }.............. xxiii. 19, 26
Patrimonies inheritances ... xii. 107, 14
Patron client, U...........xliii. 41, 40
Pattern model.............. xxx. 4, 35
Pause emphasis tone, M.. . 21, 6
Peace quiet .......... ... ..xxviii. 11, 31
Peace tranquillity .......... xii. 102, 14
Peace tranquillity......... xiv. 33, 17
Peers nobles. ............. xxxi. 22, 36
People citizens........... xiii. 48, 15
People inhabitants..... xxviii 33, 32
People populace........ xxii 24, 25
Perceived seen ...........xxix 30, 34
Perfect complete .......xxix 29, 34
Perfidious treacherous..... xiv. 29, 17
Periods ages .............xiii 26, 14
Permanent fixed...........xii. 106, 14
Permanent lasting....... xviii. 28, 22
Permission leave......... xv. 36, 19
Perpetual constant........ xiv. 11, 17
Pillaged }
Plundered }.................xxi. 43, 24
Place spot ...............xxiv. 16, 27
Poetry verse...............xii. 57, 13
Ponder reflect..........xxix. 45, 35
INDEX. 15
Les. Q P
Ports harbors ............ xv. 37, 19
Possessed persons demoniacs
xlvi. 11, 42
Potent }
Powerful } ...............xxix. 23, 34
Power authority strength. iii. 20, 2
Power strength............xiv. 35, 18
Powers, S................... 20, 6
Practices customs......xxix. 26, 34
Pre (prefix) -scribe, M......xiii 13, 14
Preamble (whence derived) xxix. 8, 34
Preamble, S...............xxix. 9, 34
Preceding before (phrases syn.
to)..................xxii. 1, 25
Precepts }
Principles } .................xv. 2, 18
Prejudice, M................... 3, 4
Preparing, S..............xxiii. 16, 26
Prerequisite qualification, U.
xxvii. 37, 30
Prescribe dictate...........xiv. 37, 18
Presence sight, U,.......xxviii. 41, 32
Presentment indictment ..xliii. 5, 40
Pretences }
Pretexts } ................xx. 3, 23
Priest magistrate, U.......xii. 62, 13
Principles, S...............xix 4, 22
Principles motives ........xvi. 20, 20
Pro (prefix) -vide, M.........xxv. 9, 28
Proceeding }
Process }.............xxviii. 23, 32
Proclaim declare...........xvi. 15, 20
Procure obtain............xvi. 14, 20
Progression advancement.... 16, 6
Prolific fruitful............xiv. 24, 17
Prop fulcrum............xlviii. 49, 43
Proper right.............xxix. 32, 34
Property ownership........xii. 109, 14
Prorogue adjourn......... .xix. 15, 22
Prosecute }
Pursue } .................xv. 40, 19
Prosperity welfare ....... xxiv. 5, 27
Provided furnished ..........xv. 33, 19
Prudence wisdom.........xxxi. 21, 36
Public domain crown-lands,
U .................xxii. 5, 25
Purpose intention ........xxi v. 12, 27
Purpose sake..............xv. 22, 19
Qualification prerequisite,
U..................xxvii 37, 30
Quarrels dissensions.......xxx. 15, 35
Quick speedy...........xxviii. 20, 31
Quiet peace ......... xxviii. 11, 31
Quit relinquish............xiv. 4, 16
Raised elevated ........xxix 34, 34
Rank class order........ xv 44, 19
Rational }
Reasonable } .........xxix. 40, 35
Re (prefix) -consider, M. ... xxv. 3, 28
Real actual.............xxiv. 8, 27
Reason cause......xxviii. 22, 32
Rebellions insurrections .xxv 16, 28
Receive acquire, U.......ix 51, 8
Received admitted ...... xxii 17, 25
Recent modern .......xiv 32, 17
Recess absence, U.....xxvi 11, 28
Les. Q. P.
Reciprocal mutual ....... . xv. 43, 19
Recognized acknowledged .. xv. 15, 18
Recorded }
Registered }..................xiv. 30, 37
Redress }
Relief } ..................xxi. 51, 25
Reflect ponder...... .....xxix. 45, 35
Refused declined..........xvii. 12, 21
Regal kingly ............xviii 20, 22
Regard }
Respect }..................xiv. 23, 17
Regarded considered . .....xix. 7, 22
Relinquish quit.......... .xiv. 4, l6
Remuneration compensation
xxviii. 18, 31
Renewed }
Revived }.................xvii. 5, 21
Renowned famous.........xiv. 22, 17
Repeatedly (phrases syn. to) . .xx. 24, 21
Repose }
Rest }...................xxx. 7, 35
Representatives senate, Q. xxiii 22, 26
Requirement demand .... ..xv. 46, 20
Requisite necessary........xii 44, 12
Resolutions matters, Q, .... xxiii. 14, 26
Restrained }
Restricted }.................xx. 14, 23
Restrainment suppression. ..xx. 7, 23
Restricted circumscribed ... .xv. 12, 18
Retained kept..............xx. 18, 23
Revered venerated.........xx. 22, 24
Revolutionary transitional,
U......................xxii. 9, 25
Right, S....................xix. 16, 23
Right due.................xiii. 23, 14
Right proper............xxix. 32, 34
Rights claims...............xii. 110, 14
Rigorously strictly.........xiii. 26, 14
Riots insurrections .....xxxiii. 74, 38
Robbery depredation........xv. 23, 19
Ruin destruction ...........ix. 13, 7
Ruin destruction.......xxxvi 15, 38
Rule law ..............xxviii 3, 31
Ruled governed............xiii. 48, 15
Sabbath, M.................xii. 9, 11
Sacredness (whence derived) xii 33, 12
Safe }
Secure }.................xxx. 5, 35
Sake purpose ..............xv. 22, 19
Salaries emoluments......xxi. 33, 21
Sanction }
Support }...................xv. 11, 18
Sanctioned countenanced . .. xv. 3, 18
Savages Indians.......... xviii.. 11, 21
Scholar 13, 6
School (words derived from) ... 13, 6
Science art ........ .....xiii. 88, 16
Scientific literary, U.......... 22, 6
Sea ocean ..............xxxi. 10, 36
Seasons times ......... xv. 49, 20
Security bail ............ xxviii. 28, 32
Seen perceived ........ xxix. 30, 34
Self-evident truths axioms xxii 25, 25
Semi (prefix) -barbarous, M xiii. 9, 14
Senate representatives, Q xxiii 22, 26
Sentence paragraph, U....... 23, 6
16 INDEX.
Les Q. P.
Sentient (whence derived) ... 17, 6
Separate distinct ............x. 36, 9
Sept tribe ...............xxxi 14, 36
Series course............. xxix 25, 34
Service duty............xxviii. 16, 31
Several different.........xxvii. 23, 30
Several various............x. 37, 9
Sheep, Q ..................xlv. 23, 41
Sheriff, M...............xlii. 24, 40
Ships vessels...............xv 32, 19
Sight presence, U.....xxviii 41, 32
Signification meaning . . xxix, 18 34
Signified denoted......... . x. 35, 9
Similar like ...........xviii 26, 22
Sketch outline............xxii. 2, 25
Slight disregard........... xiv, 19, 17
Societies, M............... xiii. 3, 14
Soil, S.................... xx. 25, 24
Sovereigns monarchs......xv. 6, 18
Speech debate..........xxiv 19, 27
Speedy quick............xxviii. 20, 31
Spot place ............xxiv. 16, 27
State commonwealth ... .xxviii. 35, 32
States, M. . . ........... xiii. 8, 14
Status quo, Q................xv, 13, 18
Statutes laws... ......... xiii. 48, 15
Statutes laws...........xxvii, 30, 30
Step, M....................xii. 76, 13
Step (prefix) -father, M.......xii. 77, 13
Story, S ....................ix. 28, 7
Strength authority power .. 20, 6
Strength power...........xiv, 35, 18
Strengthening developing
elevating, U.............. 11, 6
Strictly rigorously........ .xiii. 26, 14
Subject, S.................vii. 3, 6
Subject citizen..........xxxvi. 14, 38
Subsisting existing.......xviii. 11, 21
Subterfuge evasion.........xv. 20, 18
Supported borne..........xviii. 25, 22
Suppressing extending, U.. ... 2, 4
Suppression restrainment .. xx. 7, 23
Surrender cede........... xv. 27, 19
Surrounding encompassing xvii. 1, 20
Swarms multitudes.......xviii. 22, 22
Swords brands ......... . xxix. 49, 35
Sworn affirmed, U........xlii. 35, 40
Synonym definition, U........ 10, 6
System form.............. xix. 10, 22
Talesmen, M ..............xliv. 42, 41
Taught instructed .........xiv. 25, 17
Taxes duties..........xxxiii. 36, 37
Tear cut U................xlvi. 32, 42
Temporary }
Transient }............. . xxiv. 11, 27
Term word................xvi. 2, 20
Testimony witness......xxvii. 41, 30
That, Q .................xliv. 30, 41
Ticket ballot...........xxviii. 39, 32
Times seasons ............ xv. 40, 20
Tion (affix) capita-, M......xxv. 23, 28
Tone emphasis pause, M. .. 21, 6
Les. Q. P.
Tool instrument ...........xxi. 38, 24
Traffic dealings...........xvii. 9, 21
Tranquillity peace......... xii. 102, 14
Tranquillity peace....... xlv. 33, 17
Trans (prefix) -mitted, M ... xii, 58, 13 Transitional revolutionary, U,
xxii. 9, 25
Treacherous perfidious.... xiv. 29, 17
Treatise essay ,.............. 23, 6
Trial experience............xx. l6, 23
Tribe sept ...............xxxi 14, 36
Trivial light ..............xxi. 16, 24
True faithful............ xlvi 35, 42
Trust confidence........ xlvi. 29, 42
Turks Moslems ..........xlvi. 10, 42
Ty (affix) notorie, M.......xii. 25, 12
Un (prefix}, M............ .. .xii, 114, 14
Un (prefix) -aided, M.........xii 113, 14
Under beneath ..............xv. 35, 19
Unerring infallible. ........ xiii. 2, 14
Uniform equal.......... .. xiv, 34, 17
Union coalescence........ . xv. 17, 18
Union confederation . .... xxvii. 13, 30
Unjust illegal .... ....... . xlv. 50, 41
Unoffending inoffending ... .xv. 21, 19
Upon on ...................xxviii 44, 33
Usage custom ...............xv. 31, 19
Usages custom ............ .xiv. 20, 17
Use employ................xv. 25, 19
Validity, S...................xii. 32, 12
Vanquished conquered .....xiv. 26, 17
Various several ............. x. 37, 9
Vast enormous ............xvi. 18, 20
Venerated revered ..........xx. 22, 24
Verse poetry ............... xii. 57, 13
Vessels ships .. ............xv. 32, 19
Vetoed, M. ... .............xiii. 63, 15
Vice (prefix), M............ xxvi. 16, 28
Vice, S...................xxvi. 17, 28
Vicissitudes Changes ......xvii. 17, 21
Voice }
Vote }...................xxiv. 9, 27
Voters juries, Q............xiv. 17, 41
Want need............... .xiii. 26, 14
Way manner ... ..... .xxviii 12, 31
Weakness infirmity..... xiii 26, 14
Weapons arms....... xxviii 9, 31
Welfare prosperity . . . xxiv 5, 27
Wills devises ........ xii 108, 14
Wisdom prudence . .. xxxi 21, 36
Witness testimony. xxvii 41, 30
Word term .... . xvi. 2, 20
Work, S . ... 2, 6
Writ of error Q .... xxxix 15, 39
Wrongs abuses U xxi. 17, 24
Wrongs grievances . . xxviii 8. 31
THE
AMERICAN MANUAL.
LESSON I.
THE design of the right-hand column of words (See LESSON 7.) is to render the school-room a place of intense interest, enchaining the mind of the pupil by gradual and constant exercise of all the intellectual faculties; for, like the body, the more the mind is properly exercised the stronger it becomes. When the right-hand column is used as a spelling lesson, and the teacher gives out any word, it is intended that the word in the same line indicated by the figure 1 shall be spelled in its place. For example when the teacher pronounces book, the pupil will spell work when primary, the pupil will spell elementary when lessons for practice, the pupil will spell exercises and when writers, the pupil will spell authors. Again, when the teacher pronounces work, the scholar will spell book when elementary, the scholar will spell primary when exercises, the scholar will spell lessons for practice when authors, the scholar will spell writers. It is obvious that by this plain not a word can be spelled without "waking up the mind" of the scholar. The pupil spells and learns the meaning of two words in every line, and eventually forms the habit of observing how every word read is spelled, or, in other words, learns to spell every word in the language correctly; and, what is more, not only learns the meaning of every word, but also the nice shades of difference between words generally used as synonymous with each other. Youth thus enter with zest on the study of their mother tongue, and each day brings increasing delight in tracing the beauties and following out the philosophy of language, in which all the business of life is transacted, effectually fitting the student for the real practical duties of the world.
In order to enliven the class, train the pupils to think quick, and to rivet their attention the teacher may occasionally give them the marginal words to spell by letter. Thus, the teacher pronounces work, Susan begins, B, Mary instantly follows, OO, then Jane, K, and Harriet pronounces the word; and so on down the column and
2*
(17)
18 INTRODUCTION.
through the class. It will be advisable for those who use the Manual as a reading book to take but one feature at a time, and to omit the questions till the pupils are perfectly familiar with the marginal exercises.
It cannot be too often repeated, that the great object has been to discipline the mind, to give the pupil an accurate command of language; and hence, the word found in the margin is often not the easiest or the plainest one that might have been given. For example (see page 83), ken, 18th marginal line; also (page 111) coterie, 33d marginal line, and moderator, 49th marginal line.
Some words in the right-hand column are definitions, some synonyms, and some neither definitions nor synonyms, but phrases or expressions that convey a similar idea to the mind. Hence, the pupil in properly using this book must reason, investigate, and reflect ; the attention thus aroused in school will accompany the pupil through life, and in the place of stupidity, sluggishness, and a distaste for intellectual pursuits, an acute intellect and polished mind will be formed which will adorn the possessor, and! bless society to the end of time.
It is believed that pupils who properly use this book will acquire attentive habits, desire for study, and patient investigation, which will fit them in after life to be the solace and pride of their families, and the ornaments of society.
LESSON II.
Another excellent feature of the marginal exercises is, that youths gradually train the eye to look in advance of the word they; are pronouncing. For example, when the scholar pronounces schools, the first word in the third line of Lesson 7., the eye glances forward to the end of the line in order to bring.in the meaning of exercises, the word indicated by the figure 1. The eye thus accustomed to reach in advance of the words being pronounced, the pupil is enabled to articulate the difficult words that occur in the course of reading, without the least hesitancy. Hence, a habit of reading fluently is acquired at the same time youth are obtaining a command of language. Educators will find it well frequently to call the attention of the young to the great variety of meanings the same word may have, owing to its connexion with the sentence in which it is placed. Thus work, the second
INTRODUCTION. 19
word in the first line of Lesson 7., is used in the sense of book, but it may have ten different significations. See Lesson 8., Question 2 Page 6 Appendix. Teachers who properly use the marginal column will soon find the eyes of their pupils beaming with joy, as their minds expand by the use of the marginal exercises. The pupil should so study the lesson as not to make the slightest halt in substituting the meaning for the word indicated by the figure 1. For backward or dull scholars, it will be well for the teacher to simplify the answers in the Appendix. For example, Question 2, of Lesson 8., in the Appendix may be elucidated more in full, 'thus: (see Ques. 2. Les. 8.) first in the sense of BOOK, as the work is well written; that is, the book is well written. Second, in the sense of LABOR, as he is at work; that is, he is at labor. Third, in the sense of MANAGE, as work out your own salvation; that is, manage your own salvation. Fourth, in the sense of OPERATE, as the principle works well; that is, the principle operates well. Fifth.. in the sense of BECOME, as the cogs work loose by friction; that is, they become loose by friction. Sixth, in the sense of FERMENT, as malt liquors work; that is, they ferment. Seventh, in the sense of REMOVE, as the plaster works out of place; that is, the plaster is removed out of place. Eighth, in the sense of KNEAD, as the young ladies, Bridget, Elizabeth, and Louisa, work pastry: that is, the young ladies knead pastry. Tenth, in the sense of EMBROIDER, as (he young ladies, Jane, Susan, and Harriet, work purses; that is, they embroider purses. For backward or dull scholars it would probably be best for the teacher to omit the questions in the book entirely, and give them a few easy oral ones; and for those advanced it will be well to vary the exercise and make it more difficult. By taking again Question 2, Lesson I., the advanced pupil would give something like the following answer. First, in the sense of BOOK, as my mother purchased the work. Second, in the sense of LABOR, as John is at work, &c.
It frequently occurs throughout the book that the best word for the text is found in the margin. In doing this, the author had a two-fold object; first, to exercise the judgment and discriminating powers of the pupils; second, it was often more convenient. For examples of this kind, see page 111, and the 38th line; COMMITTEE would be far preferable, both in brevity and style, to number of their body; PLAINTIFF, page 250, marginal line 149; REPLICATION, page 251, marginal line 167; GIVEN HIS CHARGE, Lesson XLIV., page 252, line 2 ; with many others, are examples of this kind.
20 INTRODUCTION.
As a genera] rule, the term or phrase given in the margin is the approximate meaning of the word in the same line, indicated by the figure 1. The teacher should be careful to make the pupil understand that the same word may convey a very different or even an opposite signification in one sentence from what it does in another ; for example, when we speak of a nervous writer, we mean one strong and vigorous; but when we speak of a nervous lady, we mean one weak and feeble.
After the pupils have become familiar with the marginal words they should substitute original meanings, obtained by their own research and reflection: for example, in the place of the meaning given in the margin of work, in the first line of Lesson 7., the scholars may substitute Reader, Manual, or Volume; any phrase or expression that will convey a similar idea.
LESSON III.
The Index to synonyms, [see page 11] will also furnish many interesting fireside lessons, and greatly assist the teacher who uses the Manual for advanced classes. For example, suppose the pupil wishes to know the difference between abolish and abrogate; by reference to lesson XV., Question 16, page 18 of the Appendix (as pointed out by the Index), the difference is explained at length; and by turning to Lesson XV. (Question 16, which points out the line in which the words occur), and page 70, in the body of the book, the pupil will see an application of the words in a sentence; hence it is plain that if the nation does away gradually with its old regulations, abolish will be the best word to use in the text; if suddenly, then abrogate would be the best, It appears that alter precedes abolish (see page 70, line 54); hence, it is evident that the change may be a gradual alteration, and therefore abolish is the best word to use in the text. Again, suppose the difference between declare and avow is required; under the letter D, page 12, in the Index, the difference is indicated, and clearly explained in Lesson XXI., Question 6, page 24 of the Appendix By reference to Lesson XXI. (Question 6, which points out the line in which the words occur), page 94, the application of the words will appear; declare being the best word to use in the text, because its application is national. The Biographical Tables also furnish fruitful and varied themes
INTRODUCTION. 21
for composition, and are of much service by arousing a literary spirit in the family circle. The pupils should be encouraged to obtain knowledge from friends as well as from books.
Again, to vary the exercise, as well as to give the pupils some lesson that will interest their families at home, the teacher may assign with Lesson I., Table I. (found on page 332) of the State in which the school is taught. For example, suppose the school to be in the State of Pennsylvania; by reference to the table, it will be perceived that Pennsylvania is the ninth State in the column of States, and that opposite each State is the first column of figures denoting in years the time for which the governor in that State is elected. The figure opposite Pennsylvania in the first column is 3; hence, the governor of Pennsylvania is elected for three years. The figures in the second column denote, in dollars, the governor's salary per year; opposite Pennsylvania in the second column is 3000; hence, the governor of Pennsylvania has an annual salary of $3000. Again, suppose the school happens to be in Virginia, and that the class has been assigned Lesson II. By reference to Table II. it will be seen that Virginia is the twelfth State in the column of States. The first column of figures denotes the number of State Senators. In the first column of figures opposite Virginia is 50; hence, the number of State Senators in Virginia is 50. The second column of figures denotes the time, in years, for which the State Senators are elected ; 4 is opposite Virginia in the second column of figures; hence, the term of office for the State Senators in Virginia is four years. The third column of figures denotes the number of State Representatives for each State. The figures opposite Virginia are 152 ; hence, the number of State Representatives' in Virginia is 152. The fourth column of figures denotes the time, in years, for which the State Representatives are elected. The number opposite Virginia is 2; hence, the term of office of the State Representatives for Virginia is two years. The fifth column of figures denotes, in years, the youngest age at which any man can legally serve as State Senator. The figures opposite Virginia in the fifth column are 30; hence, a man must attain thirty years in Virginia before he can be legally elected a State Senator. Again, suppose the school happens to be in Ohio, and the class has Lesson IV. assigned. For the home lesson the teacher may assign Table V. Ohio is the twenty-fifth State in the column of States, on page 336. The first column of figures
22 INTRODUCTION.
denotes the number of inhabited dwelling houses in each of the States respectively. The figures opposite Ohio in the first column are 336,098 ; hence, according to the government authority of the last census, there were 336,098 inhabited dwelling houses in Ohio. The scholars may commit to memory one table, or even less than one table, for each day; and in the course of a short time they will be familiar with all the statistics of their own State.
LESSON IV.
Inattentive examination has led many who were not practical teachers to believe that the author intended the right-hand column of words as exact definitions; nothing could be farther from the fact. There are about one thousand questions calling the attention to the difference between the meaning of the word indicated by the figure 1 and the word in the margin, at the end of the line. The great object is to give varied accuracy in the use of words, a command of language, and gradually but thoroughly to exercise, the judgment and discriminating powers of the pupils. Pages 291, 297, and many others, call the attention expressly to the use of the marginal column. It cannot be too much borne in mind, that even of any several-words derived from various tongues, and conveying each in its own, the same thought as either or all of the rest, there is generally, in our language, a slight shade of difference in the application, so that they cannot be used indiscriminately. See page 4, Ap. Probably no two words can be found, in their true and nice application, exactly alike, though there are many conveying a similar idea. Let it be always distinctly recollected, that the main object of the marginal exercises is properly to discipline the mind, to cultivate a taste for the philosophy of our own language, and Jit the pupils for the duties of after-life.
Especial attention is also requested to the peculiarities of orthography in the Constitution. Several persons have had the kindness to point out what they supposed to be errors in spelling, whereas if they had taken pains to examine the questions at the termination of the Constitution (page 147), and the answers found to questions 65, 66, 67, 68, 69, 70, and 71, in the corresponding lesson in the Appendix, or Key (pages 33 and 34), they would have seen the importance of not altering one iota, a document so sacred and venerable as the AMERICAN CONSTITUTION. Hence, in-
INTRODUCTION. 23
stead of being an insuperable objection to the use of the Manual, it will be seen that the very fact of its containing a FACSIMILE of the original manuscript of the Constitution (now in the Department of State in the City of Washington), greatly enhances its value. Hundreds of errors are now to be found in law and other books purporting to contain copies of the Constitution. One of the most popular school-books of the day has XIII. amendments to the Constitution ; yet only XII. have been made by Congress. If in less than a century, independent of variations and errors in orthography, punctuation, &c., an entire amendment can be added to the Constitution, is there not danger, if authors are allowed to vary from the original manuscript, that in the course of time the entire original Constitution will be changed or obliterated, and a new one formed, according to the caprices of the public mind? Again, our language is subject to constant change, and, according to the general received opinion, up, the last word in the 120th line, page 134, is superfluous; yet it is found in the manuscript as originally adopted. The specimens of old English poetry, page 44 of the Appendix, and the Constitution itself, may, when compared with the best writers of the present day, serve to show the changes our language has gradually undergone. It may be well here to remark, that no one can comprehend the author's system of instruction who does not constantly refer to the questions. The answers to the questions, in the Appendix or Key, are intended simply as models; the pupils should always be encouraged to give original answers.
Books are companions whose silent and ever-acting influence, for good or for evil, is incalculable. If we place in the hands of youth books from which they form habits of memorizing like parrots and reciting like automatons; if we allow our daughters to take to their bosoms productions that please the fancy while they undermine the morals; if we allow our sons to read works that enervate and degrade instead of invigorating and exalting; if we are indifferent to the contents of a volume recommended or decried by a gaudy, a mercenary, a base, a prostituted press, we suffer others, tampering not with things of time but of eternity, to stain the fair blank of mind, prepared for the pen of virtue, and mar the symmetrical proportions of the soul. With interests so vast at stake, it behooves every educator, if he has not at hand those known to be disinterested, carefully to read books designed for his use, relying in the end upon his own judgment, so that neither the selfishness
24 INTRODUCTION.
of individuals, nor the cupidity of hireling critics, burning with insane zed to promote private ends, shall thwart his laudable efforts to ELEVATE AND ENNOBLE THE MINDS OF THE RISING GENERATION.
Should these remarks ever meet the eye of a teacher wishing to procure his bread without labor, to white away the time and pocket the money consecrated to the noble purpose of training youth for the duties of life and of eternity if there be any having the superintendence of schools, or in any way whatever the charge of the young, who, to screen the teacher's indolence or serve in any manner private ends, advance the specious argument that the multiplicity of words given confuse and bewilder the pupil the brief and irrefutable answer slay be made, that learning the definitions from a dictionary, the study of the classics, and the acquirement of any knowledge, is liable to the same sophistical objections. But skilful and conscientious teachers will not be dismayed by labor; and the child's eye, beaming with joy, as indications of an expanding mind, will dispel such arguments like mist before the burning sun.
By those who wish to travel the old beaten track, to use the books their forefathers used, this work may be cast aside as a "humbug;" and every other effort made to a rouse the unreflecting to a sense of the imminent dangers that now threaten the ruin of our Republic will also be cried down by those who feel that knowledge and morality endanger the wheedling politician's permanent hold on office. Some will, however, be found who regret the innovations of the day; who, like the Chinese, wish Us now to live as man lived two thousand years ago, trusting to the profession of rulers, and neglecting all the means by which we may know how well they live up to their vaunting professions of disinterested patriotism.
The present is an age of progress the farmer uses labor-saving machines in agriculture; all the departments of human industry call to their aid, and are served by, the skill and ingenuity of modern inventions; the labor of months is now often performed in a few days; feats are accomplished that would formerly have been deemed incredible; and even the lightning of heaven has been bridled and broken to an express courser by man. Has it come to this, that every thing shall receive countenance and support save that only which affects the training of the young, that which has for its object the growth, the progress, the strength, the welfare of the immortal mind?
INTRODUCTION. 25
In two quarters have objections been raised to the use of a work of this kind in female seminaries. One class argue that political science is dry, uninteresting, and useless: "What," say they, "do young girls want to know of the Constitution of the United States? An accomplished education consists in dancing gracefully ; in being familiar with the contents, of every novel in English and French." The other class wish to limit woman's knowledge to cooking and washing. The former would make woman a toy of youth, to be deserted in age ; the latter, a cateress to man's selfishness not a companion and equal, but his abject slave through life.
Who moulds the destiny of the future? Who makes an indelible impression on the infant mind ere it gives utterance to expressions of endearment and purity 2 Woman ! Ye master spirits of the present and the past century, who were the real authors of your greatness? What enabled you to fill the world with your fame, and engrave your names high on the pillars of immortality? The tomb resounds, MATERNAL INFLUENCE. Oh, shades of Washington and Napoleon ! How long will the world be learning that when the father's influence is no more felt, when the paternal spirit takes its flight, and leaves the widow and her infant brood to loneliness and woe, the educated mother's power is sufficient, soaring above the misfortunes of earth, to mould the character and shape the destiny of WORLD-RULERS?
Where is the man yea, what man ever lived distinguished for great deeds and noble actions, for goodness and excellence, who owed not his eminence to the elevating influence of FEMALE POWER? What mother yea what father lives, believing that the mind is immortal, that God governs the universe and takes cognizance of the affairs of man, who would wish the daughter's mind to remain blank in reference to our social and political institutions? Who would wish the females of our country to remain for ever ignorant of the disinterested motives, the self-sacrifices of the founders of our Republic? Who would desire ANY to remain ignorant of the AMERICAS CONSTITUTION, the sheet-anchor of the world's liberties, and the guarantee alike of man's and woman's privileges? Who would wish the daughters of America to form alliances for life like the Turkish slave who would wish fading beauty wealth, "which takes to itself wings" to be the soul of attraction? for when these begin to wane, she must bid farewell to earthly happiness, and it may be, through a defective education, to CELESTIAL
BLISS.
The female may even now he born on whom may fall the mantle of the combined virtues of the illustrious dead, whose name may yet animate a slumbering world to deeds of excellence and of piety. It may be that female fame may yet leave all names now first, second on earth's annals of renown. The female may even now live who may follow closer the precepts and the commands of the SAVIOUR, of mankind than ever mortal yet attained. \V ho is afraid that by the study of political and liberal science woman will usurp the duties of man? As the Creator has assigned the moon, the sun, and the stars, their respective orbits, so also has he prescribed the sphere and the duties of woman ; and glorious will be that day when she assumes an intelligent and a proper sway in the affairs of a SUFFERING WORLD.
26 INTRODUCTION.
LESSON V.
Particular attention is called to the novel plan of reading the questions, used in this book, and the answers thereto, in the Appendix. For this exercise the class should be separated into two divisions, facing each other. The poorest readers should be the questioners, who ought always to face the best readers, or answerers, For example, suppose the school to be in Maryland, and the class to be composed of Ann, Louisa, Sarah and Jane, the former two being the poorest readers. If Lesson X. be assigned, Ann begins with question 1, page 35, Miss Sarah, in what sense was Christendom formerly used? Sarah, having her book open at the 8th page of the Appendix, reads 1st answer of the 10th Lesson. Louisa then asks the 2d question on the 35th page, and Jane reads the 2d answer from the 8th page of the Appendix. A class of 30 or 40 may proceed in the same manner. The poorest readers in front of the best should proceed, in rotation, to read [ask] the questions, taking care always to raise the eyes and look at those questioned. The best readers, facing the poorest, should, in rotation, read [answer] the questions, each pupil, in turn, taking care always to look at the one propounding the query. Long practice in the school-room proves that these familiar dialogues and colloquies effectually break up ,drawling tones, lifeless monotony, heedlessness, &c., and impart to each pupil vigor, life, and accuracy. The tables are designed to be read as dialogues. For example, if the school be in Maryland, and Table III., page 334, be the reading exercise, Joint Ball, at the head of the 1st division, looks directly at William Lewis, who is at the head of the 2d division, and says, Mr. Lewis, (see question 40, page 334,) When is the election held in our state? William Lewis replies, (see Maryland, 11th state from the top, and the 2d column of figures,) Mr. Ball, the election in Maryland is held on the first Wednesday in October. It will be perceived that John adds to question 40, in our state. With little encouragement each pupil will be able to frame his own questions for the census tables of 1850. This book can be used by two different classes at the same time, the less advanced being selected to ask the questions. The Manual contains many mental questions such as are not generally found in school books. Every query is designed to lead the pupil to think, investigate, and reason. Reading the questions and the answers gives variety, and cannot be too highly commended. All who have tried this system speak of it as the best possible exercise for all scholars who are in the habit of reading too low or too fast. Asking and answering questions is the easiest and quickest way to elevate the voice to its natural pitch. The learner soon acquires the habit of reading with ease, distinctness, and elegance. The questions and answers are in reading -what the gammut is in music, a natural and an infallible guide. They are the simplest
INTRODUCTION. 27
kind of dialogues and colloquies, and gradually excite backward, inattentive, and indolent pupils to the highest degree of quickness and energy. It is, however, of the utmost importance that the class proceed, in reading these dialogues and colloquies, in the right way. By invariably raising the eyes in propounding and answering the queries, and looking at the person questioned or answered, the pupil is at once initiated into the secret of the best elocution, by following the natural instead of an artificial rule. Hence inattentive habits, indistinct enunciation, and mannerism, the great impediments to good reading, are effectually avoided. Long experience in the use of this plan has proved that the learners will soon use the language of the book clearly and naturally. Youth, in fact, form the habit of communicating what they read with the ease, facility, and clearness of animated conversation.* Pupils in rising to read should endeavor to feel that they are communicating the subject to all present, and talking the sentences read. The best readers are those who talk best to the persons in the school room. This plan will soon enable them to read with ease and facility. Accustomed to look constantly in advance of the word being pronounced, they read naturally, and will not make the slightest pause when they come to a difficult word, or raise their eyes towards the audience. The plan pursued in this work is not to make every part so plain that youth may understand it without study. The questions are of a mental character, and regard the pupil not as a parrot but as a rational being, susceptible of constant and progressive improvement. They are designed to lead youth, by easy and progressive steps, to the top of the ladder of thought.
The marginal arrangement is believed to be the best method ever devised for forcing the eye in advance of the word being pronounced. It is most effectual in aiding the pupil to read with ease, fluency, and correctness. The exercises also give an accuracy and variety in expressing the same idea, and a command in the use of language. The marginal words that most consider best selected, may be, by a few, called the poorest. This conflicting opinion does not, however, detract any thing from their transcendent excellence. No work can ever receive the sanction of all. Even the Bible itself is loudly decried by a certain class. Suppose, however, that the author has not, in every case, selected the best marginal words, every human production must be imperfect. If the best expressions are not always used, then the
* One of the most eminent scholars of the age remarks that, "the highest degree of excellence in reading and speaking is attained by following nature's laws, and not torturing the young to read according to mechanical rules as various and as contradictory as the eccentricities of the authors who compose them."
This subject is more extensively illustrated in a small book called "THE THINKER," by Joseph Bartlett Burleigh. The Thinker appropriately, precedes the American Manual. The Thinker probably contains a greater variety than any other took of its size over published. As a practical work of morality, it ought to be in the hands of every youth.
28 INTRODUCTION.
teacher can encourage the pupils to unwearied effort in selecting those which are better.* When the best are used, then the next best may be selected. Every educator will at once see that no class of marginal words could be selected that would alike suit all schools, and be equally acceptable to all teachers.
LESSON VI.
The questions in this book are intended to make separate and distinct reading lessons, and should be read [asked] by one division of the class and the answers (see page 4 of the Appendix) should be read [given] by the other division of the class. 1. [Mary.] Some words of the questions in this book are printed in italics, what is the meaning of italic? 2. [Jane.] What is the difference in meaning between suppressing and extending? 3, What is the meaning of prejudice? 4. [Susan.] You perceive the syllable un is placed before weaned, how does un, as a prefix, affect words? The questions and the answers thereto throughout this book are intended to be read by the pupils either as dialogues or colloquies, (see page 4, Lesson VI., of the Appendix,) In case the answers to the questions in the Appendix are lengthy, as is the case with the remarks that follow the 4th query, all the pupils in the class may read by turns, each reading only to a period.
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EXPLANATIONS.
LESSON VII. |
Spelling Definitions. Synonyms Unlike words Mental exercises |
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(§ 1.) This 1work is a family manual for reference, |
Book. |
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and a text-book and reader for 1elementary |
Primary |
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schools and academies. The marginal 1exercises |
Lessons for practice |
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are peculiar to the 1author's schoolbooks. |
Writer's. |
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5 |
(§ 2.) Before the 1top of the first letter |
Upper part |
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of some word in each line is a 1diminutive |
Very small |
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figure 1, which 1denotes that the word marked |
Signifies |
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by it may be 1omitted, and the definition, or |
Not mentioned |
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1some other expression that will convey a |
Any 2 |
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10 |
similar 1idea, be put in its stead. (§ 3.) For |
Meaning |
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example, the 1first line may be read, "this |
Top 2 |
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book is a 1family manual," and so on through |
General 2 |
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the 1lesson, omitting the marked words, and |
Exercise 2 |
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1putting in their stead those in the margin. |
Substituting |
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* It has generally been acknowledged whenever at first sight the best words appear not to nave been taken, or where the most difficult were not marked, that they were elsewhere exemplified.
DIRECTIONS AND EXPLANATIONS. 29
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15 |
This 1Manual can be used as a reader in the |
Book |
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largest 1public Schools, without occupying |
Free 2 |
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more time than the 1ordinary Readers. (§ 4.) |
Common. |
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By reading in this 1book pupils gradually |
Manual. |
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acquire a 1knowledge of our social and political |
Familiarity with |
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20 |
institutions. Youth are 1thus led, by |
In this way |
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1progressive steps, to cultivate a taste for useful |
Easy and advancing |
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reading, 1industrious habits, and patient |
Attentive |
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research, without which they are not 1properly |
Suitably. |
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fitted for the 1duties Of after life. (§ 5.) The |
Labors. |
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25 |
1alluring incentives of the Marginal words |
Enticing. |
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give, by easy 1gradations, a variety of words |
Steps |
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in expressing the same 1idea, and an accuracy |
Thought |
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in the use of 1terms.* (§ 6.) Immediately |
Words |
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before 1telling the meaning of the words |
Giving |
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30 |
1marked by the small figure 1, the pupils |
Labelled |
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should 1raise their eyes from the reading exercise, |
Look |
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and 1look at those to whom they read. |
Glance |
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LESSON VIII. 1. To what does their refer? [line 14] 2. In what sentences can you use the word work [see Lesson VII, line 1] so that in each it shall convey a different meaning? 3. What is a paragraph? 4. What does analyze mean? 5. What is the meaning of marginal words? 6. Amos, what is a simple sentence? 7. Peter, what is a compound sentence? 8. Phillip, is it a bad plan to think, out of school, about the subject of your lesions? 9. Thomas, what does orally mean? 10. Henry, what is the difference in meaning between definition and synonym? 11. Joseph, illustrate the difference in the meaning of developing, strengthening, and elevating. 12. William, what is the meaning of mental faculties? 13. Asa, what is the meaning of metonomy? 14. Charles, what does rhetorician mean? 15. Timothy, what is the difference, in meaning, between intellectual and moral? 16. Alfred, what is the difference in meaning between progression and advancement? 17. Eli, from what is sentient derived? 18. Moses, what is the difference in meaning between incite and excite? 19. Stephen, in how many sentences can you use the word power, so that in each sentence it shall convey a different meaning? 20. Joshua, illustrate, in sentences, the difference in the meaning of strength, power and authority? 21. Edward, what do persons mean when they speak of pause, tone, and emphasis? 22. Edwin, what is the difference between scientific and literary? 23. Hiram, what is the meaning of a sentence, a paragraph, an essay, and a treatise? 24. Benjamin, what is the most important part of our education?
* See the Index, page 11 See Rules for Reading, page 1, Appendix
3*
30 UTILITY OF POLITICAL SCIENCE.
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LESSON IX.* |
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(§1.) POLITICAL 1SCIENCE is an exceedingly |
Knowledge |
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interesting and 1important study, and justly |
Useful |
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1claims the attention, both of the young and |
Demands. |
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of the old. It 1expands and strengthens the |
Enlarges. |
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5 |
mind 1increases our knowledge of human |
Adds to |
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1nature enables us to judge of the actions of |
Character. |
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men, and understand the 1system of government |
Plan |
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1under which we live, (§ 2.) No American |
Subject to |
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citizen can 1creditably perform the duties |
Honorably. |
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10 |
incumbent on him, without a 1knowledge of |
Acquaintance |
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the nature of political 1power. The Constitution |
Authority. |
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of the United States is the most 1complex |
Intricate. |
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yet perfect system of human 1policy |
Government |
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15 |
ever established, and combines alike the 1excellencies |
Good qualities |
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of all the 1illustrious States of ancient |
Famous. |
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and modern 1times. (§3.) It is, therefore, |
Eras |
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1necessary for every citizen to know some- |
Useful. |
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The difficult Questions are elucidated in the Appendix.
(§1.) 1 What is the meaning of "both of the young and of the old," in the 3d line? 2. What conjunction usually follows both? 3. Can you give an example in which both is substituted for a noun? (§ 2 ) 4. When you substitute acquaintance for knowledge, in the 10th line, why do you change a to an? 5. In what country do you think the people the happiest and most powerful at the present time? 6. What do you think is the only guarantee of the perpetuity of liberty and the happiness of communities? 7. Can you name some of the causes which led to the settlement of this country? 8. What do you think has contributed to make the people of the United States so prosperous and happy? (§ 3) 9. Why is the study of political science interesting
* Lesson IX is the beginning of the main subject of this work To meet the convenience of different Teachers who must necessarily have classes of varied attainments the lessons are generally divided into 10 or 12 sections each of which usually contains from 8 to 12 lines. It will be borne in mind, that these sections are merely arbitrary divisions and not paragraphs. According to this arrangement Teachers may, with the utmost ease vary the lessons they wish to assign. For some classes, one section may be enough for a task, others may take 2 3 4 5 6 sections or it may be, even a whole lesson, for a single exercise. The answers to the questions are often not found in the Lesson and are intended to stimulate the pupils to industrious habits out of school to develope thoroughly the mental and moral powers to train properly the young for the momentous duties and responsibilities that await them in the future. Teachers will perceive that each section of questions is intended to correspond to its numbered section in the context
ORIGIN OF GOVERNMENT. 31
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thing of the 1origin and progress of political |
Rise |
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science, its nature and 1necessity; to understand |
Need |
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20 |
the causes and 1circumstances which |
Incidents |
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have 1contributed to found States and Empires; |
Helped |
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the means by which they 1acquired |
Attained. |
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honor and 1renown; the reasons of their |
Fame. |
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real happiness and 1grandeur; and the true |
Splendor |
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25 |
causes of their 1degeneracy and ruin. |
Destruction |
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(§4.) Government is 1a science of the most |
*One |
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exalted character, and can only be 1learned |
Acquired. |
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by study. It 1combines reason, morality, |
Unites |
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and wisdom, and 1approximates to the attributes |
Approaches |
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30 |
of Divine power. In 1treating, therefore, |
Discoursing |
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of the Constitution of the 1United States, |
Confederacy |
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and the 1duties of citizens, it seems proper |
Obligations |
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to commence with the 1origin and progress |
Beginning. |
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of 1government. |
Political power. |
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(§ 5.) ORIGIN OF GOVERNMENT. |
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35 |
It is the nature of each 1order of created |
Class |
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beings to take 1pleasure in one another's |
Enjoyment |
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company. The beasts of the 1forest, and |
Wilderness |
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and useful to all? 10. Why is it necessary for everyone to know something of the nature of political power? 11. What is the difference between ancient and modern times? 12. Can you name some of the most famous nations of antiquity? 13. Illustrate the difference between ruin, in the 25th line, and destruction. (§ 4 ) 14. Can you illustrate the meaning of government, in the 26th line? 15. How many simple sentences can you name in each of which government shall have a different meaning? 16. Why is the science of government a subject of much importance? 17. In what country is it necessary for every one to understand the principles of government? 18. Why do you suppose it is more necessary for people to be enlightened under a republican than under a despotic government? 19. Ought all the people in every country to be educated? 20. Why do you suppose, in treating of the Constitution of the United States, it is proper to begin with the origin and progress of government? * What do
32 ORIGIN OP GOVERNMENT.
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the birds of the air, herd and 1 flock together; |
Collect |
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but the 1power is given to the human race |
Ability. |
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40 |
alone, to 1look through the vista of past, and |
See. |
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of future time, to derive 1 wisdom from the |
Knowledge. |
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Creator of all, and enjoy the 1inestimable |
Invaluable. |
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blessings of 1rational government. (§6.) The |
Reasonable. |
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history of the people of 1 Israel is the only one |
Jacob. |
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45 |
that carries on a continued 1narration from |
Story. |
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the 1beginning of the world without any |
Origin. |
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interruption, and even with this, there are |
Disturbance. |
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occasionally chronological 1difficulties. Yet |
Impediments |
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these are of minor importance, 1compared |
Contrasted. |
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50 |
with the universal 1obscurity and uncertainty |
Mystery. |
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which pertain to the 1annals of all other nations. |
Histories. |
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(§ 7.) The Mosaic 1history, contained |
Account. |
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in the first seven chapters of 1Genesis, is the |
The first book of the Bible. |
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only reliable 1account of the world before |
Narration. |
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.55 |
the 1deluge. Moses has related only those |
Flood. |
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1momentous events which were necessary |
Weighty. |
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for man to know; all minor 1details, which |
Explanations |
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you think is the difference between a and one? (§5.) 21. What is the meaning of all, in the 42d line? 22. What do you think is the nature of each order of created beings? 23. Can you name any created beings, besides the birds and the beasts, that take pleasure in each other's company? 24. Can you name some of the advantages the human race has over all other orders of created beings? 25. Can you assign any reason why forest, in the 37th line, is used instead of forests, inasmuch as there are many forests in the world, and the author is speaking in general terms? (§6.) 26. What is the meaning of one, in the 44th line? 27. Can you tell why Jacob was called Israel?
28. In how many simple sentences can you use story, in the 45th line, so that the word shall in each case convey a different meaning?
29. What is understood after this, in the 47th line? 30. What is the meaning of chronological, in the 48th line? 31. What does these refer to, in the 49th line? (§7.) 32. Give an account of the eventful life of Moses. 33. Can you give an account of the flood? 34. Do you suppose they had any printed books in the time of Moses? 35. How do you suppose this account of Moses was originally recorded?
ORIGIN OP GOVERNMENT. 38
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would be exceedingly interesting and 1gratifying |
Pleasing. |
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to us, have been 1omitted. (§ 8.) We are, |
Neglected. |
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60 |
however, led to 1 infer from this history, that |
Conclude. |
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the origin of government arose from 1paternal |
Fatherly. |
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authority, and is nearly 1coeval with the |
Of equal age. |
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creation. We are 1informed that the first |
Told. |
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man 1 lived 930 years; that his children and |
Existed. |
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65 |
their 1descendants generally attained a similar |
Offspring. |
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longevity. (§ 9.) This great length of human |
Length of life |
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life would, in a few 1centuries, have filled the |
Hundreds of years. |
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earth with a 1dense population; and it would |
Thick. |
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certainly have been natural for all to 1reve- |
Regard. |
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70 |
rence the authority of their common 1progenitor, |
Ancestor. |
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who probably 1received much knowledge |
Obtained. |
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by 1inspiration,and retained a greater amount |
Divine influence. |
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of 1virtue and wisdom than any of his cotem-poraries. |
Moral goodness. |
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Moreover, it is reasonable to 1suppose, |
Conceive.
Excellent |
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75 |
that the one who stood 1preeminent in |
above others. |
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experience and years would be 1sovereign of |
Ruler. |
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those in his 1vicinity. (§ 10.) The duties of |
Neighborhood. |
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rulers and of parents are in many respects |
Governors. |
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nearly 1allied; both are bound by the holiest |
Connected. |
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36. Why do you suppose we have not a more detailed account of the world before the flood? (§ 8.) 37. Whence do you suppose government originated? 38. Assign all the reasons you can for this conclusion? 39. Who was the first man? 40. What can you say of his extraordinary career. (§9.) 41. What does all mean, in the 69th
line? 42. Can you name some of the different parts of speech in the margin? 43. * Which of the marginal exercises affords you the greatest facility in composing simple sentences? 44. Who do you suppose is meant by ancestor, in the 70th line? 45. How do you suppose his attainments in virtue and wisdom compared with his cotemporaries? (§10.) 46. In what respects are the duties of rulers and of parents similar? 47. Who do you suppose, among rulers, merits most
* Intended to exercise the discriminating powers.
The line in the margin is generally synonymous with the one in the context.
34 ORIGIN OF GOVERNMENT.
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80 |
ties to promote the happiness of those 1com- |
Entrusted. |
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mitted to their 1charge both are entitled to |
Care. |
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respect and obedience; and the most 1enviable |
Desirable. |
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and exalted title any ruler can 1 acquire |
Receive. |
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is "the father of his 1country." (§ 11.) Formerly, |
Native land |
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85 |
fathers exercised an 1absolute sway |
Unlimited. |
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over their families and considered it 1 lawful |
Right. |
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to 1deprive even their children of life; and this |
Dispossess. |
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1custom is still sanctioned by many savage |
Usage. |
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tribes, and 1prevails in the oldest and most |
Predominates. |
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90
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populous 1empire in the world.* How thankful |
Region including several countries |
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ought we to be, who are alike 1exempt |
Free. |
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from 1despotism and unrestrained liberty; |
Arbitrary rule. |
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and enjoy the 1inestimable blessings of a |
Priceless. |
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|
1republican government, and the heavenly |
Representative. |
||
|
95 |
influence of our HOLY RELIGION. |
Power. |
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the gratitude of mankind? 48. Who, among all the innumerable hosts that have ever lived, do you suppose deserves most our gratitude and veneration? 49. What is enviable, in the 82d line, derived from, and is it generally used in a good or a bad sense? 50. Can you name any word that may convey one meaning in one sentence, and directly its opposite in another? 51. What is the difference between the meaning of acquire and receive, in the 83d line? (§ 11.) 52. Name, in this lesson, a simple sentence53. A compound sentence54. A paragraph. 55. Can you name any revolting custom that formerly prevailed, and is sanctioned by the unenlightened at the present day? 56. Name some of the peculiarities, advantages, and blessings resulting from Christianity. 57. What is the oldest and most populous empire in the world? 58. How many times larger, in population, is China than the United States? 59. What nation do you suppose is the most power-I ful? 60. In which do you suppose the people the happiest? 61. Can you name any peculiarities in the natural productions, works of art, language, literature, &c., of China? 62. How do you suppose the power of the Emperor of China compares with that of the President of the United States? 63. In which country would you rather live? 64. Why? 65. What invaluable privilege and unfailing source of happiness have the people of our country that the Chinese do not enjoy 3
* A prominent feature of this work is to excite investigation, thought, reflection, and reason ; Teachers and Parents should, therefore, afford all possible facilities in encouraging the young to read out of school, and give extended narrations of all the knowledge thus industriously obtained
ORIGIN OP GOVERNMENT. 35
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LESSON X. |
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(§ 1.) Between the laws in 1Christendom, |
Regions inhabited by Christians |
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however, and the 1regulations of a family, |
Rules. |
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there are several 1material differences; the |
Very important. |
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latter are of a more 1limited character. |
Restricted. |
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5 |
When children arrive at 1age, they are as free |
Twenty-one years. |
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as their parents but citizens are 1always under |
At all times. |
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the control of the 1 laws of their country. |
Regulations. |
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(§ 2.) Governments may and often do 1inflict |
Impose. |
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1capital punishment, but no parent is ever |
A punishment that takes away life. |
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10 |
allowed to exercise this 1prerogative. The |
Peculiar authority. |
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law speaks with authority, and 1commands |
Orders. |
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the parent admonishes, 1entreats or advises. |
Persuades. |
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The child, in his 1turn, may become a parent |
Vicissitude. |
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but it does not 1consequently follow that |
Accordingly. |
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15 |
the parent may exercise the 1 functions of |
Powers. |
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government. |
Polity. |
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(§ 3.) The first 1governments, like the first |
Systems of polity. |
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arts and 1sciences, were exceedingly imperfect. |
Collection, of leading truths relating to any subject |
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The 1patriarchs often ruled with despotic |
Ancient fathers of mankind |
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20 |
1sway, yet they were not able to impart |
Power. |
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harmony and 1 happiness even among those |
Felicity. |
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who were 1affiliated to them by the tenderest |
Bound. |
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The difficult Questions are elucidated in the Appendix.
(§1.) 1. In what sense was Christendom formerly used? 2. What are some of the differences between national and family government? 3. Wherein consists the propriety of assigning a fixed age as minority? (§ 2.) 4. What is meant by capital punishment? 5. What is the design of punishment? 6. Is there any other way of inducing a compliance with rectitude? 7. What is the proper treatment of incorrigible offenders? (§3) 8. Why were the earliest systems of government defective? 9. Has experience the effect to improve polity? 10. Can you tell the condition of the first laws, arts, and sciences, and name some of the improvements that have been made in each? 11. What is understood by despotic power? 12. In what grade 01
36 ORIGIN OF GOVERNMENT.
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ties; 1discord and murder entered the family |
Contention. |
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of the first ruler of the human 1race. (§ 4.) |
Family. |
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|
25 |
Want of proper order and 1government among |
Discipline. |
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the families of mankind increased till 1 licentiousness |
Unrestrained liberty. |
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and 1depravity prevailed to so great |
Destitution of holiness. |
||
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an extent, that from the vast 1multitudes of |
Population. |
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the earth only eight 1righteous persons were |
Pioas. |
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|
30 |
to be found 1worthy of preservation. Then |
Deserving. |
||
|
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the 1vengeance of heaven was kindled at the |
Retribution. |
||
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|
1frenzied disorders of men, and the ALMIGHTY, |
Maddening. |
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|
|
who governs with the 1utmost harmony and |
Greatest. |
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|
regularity, the boundless 1universe, determined |
System of cre-
ated worlds |
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|
35 |
to 1destroy the whole dense population |
Extirpate. |
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of the earth with a 1universal deluge. |
Overwhelming. |
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(§ 5.) Hence it appears that an 1abiding sense |
Permanent* |
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of the 1omniscience and 2omnipresence of |
Power of knowing all things |
||
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|
God, and personal accountability to him for all |
2 Presence in every place at the same time. |
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|
40 |
that each one 1does, says, and even thinks, is |
Performs. |
||
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|
necessary to secure 1undying grandeur. |
Immortal. |
||
society can despotic power be exercised? (§ 4.) 13. Under what circumstances are licentiousness and depravity most likely to prevail? 14. Do you think of any appalling desolation that the Almighty sent upon the earth, on account of the lawless spirit and wickedness of its inhabitants? 15. Why does the author use boundless before universe, in the 34th line? 16. Can you give some idea of the extent of the universe? 17. Which is the easiest to define, the extent of the universe, the commencement of time, or the duration of eternity? 18. What should these things teach us? 19. How does human life and all earthly happiness compare with the duration and joys of eternity?
20. Had the earth probably become very populous before the flood?
21. What cause could have accumulated so numerous a population in the comparative infancy of the earth? (§ 5.) * When you substitute permanent for abiding, in the 37th line, why do you alter an to a? 22. How are you pleased with the study in which you are now engaged? 23. Do you consider it important? 24. Who do you think will be the legislators and governors in our country 40, 50, 60 or 70 years hence? 2&. Should you ever be a legislator, a judge, or a governor, what is it ne-
The figures 2, 3, 4, &c., before words, refer to words similarly marked in the margin.
ORIGIN OF GOVERNMENT. 37
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|
This 1immutable truth should be indelibly |
Unchangeable. |
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|
1engraven alike on the hearts of rulers and |
Impressed. |
||
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|
the 1ruled. With this sense, the former can |
Governed. |
||
|
45 |
safely 1attain the pinnacle of earthly fame |
Reach. |
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|
and have their names 1transmitted in grateful |
Handed down. |
||
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|
remembrance to 1posterity. By piety |
Succeeding generations. |
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|
the former and the latter can alike 1secure |
Make certain |
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|
temporal comfort and 1everlasting happiness. |
Eternal. |
||
|
50 |
(§ 6.) The world has been 1created nearly |
Made. |
||
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|
six thousand years, yet, for want of 1order |
Method. |
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|
and suitable government, individuals, 1tribes, |
Races. |
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and 1nations have been to each other the greatest |
Communities |
||
|
|
1scourge. Even at the present day, of |
Punishment. |
||
|
55 |
the 1estimated nine hundred millions of the human |
Computed. |
||
|
|
1race, that now inhabit the globe, how |
Family. |
||
|
|
few are in the enjoyment of wise 1 laws and |
Regulations. |
||
|
|
salutary 1government! |
Control. |
||
|
|
(§ 7.) Immediately after the flood, the 1Lord |
Supreme Being. |
||
|
60 |
blessed Noah and his sons and 1commanded |
Ordered. |
||
|
|
them to "replenish the earth," which 1denoted |
Signified. |
||
|
|
that they should be divided into 1separate nations, under 1various governments, |
Distinct |
||
|
|
|
Several |
||
|
|
and dwell in 1different countries, till every |
Dissimilar. |
||
cessary for you constantly to remember? 26. Should you forget this, what would be your future fate among posterityand before what infallible tribunal will you have to appear and answer for your conduct?
27. After we die, where must we all appear and for what purpose?
28. What effect should this consideration produce on youth? 29. What on men? (§ 6.) 30. What is the reputed age of the earth? 31. What its present population? 32. How is that population politically divided? 33. What has been the nature of their respective intercourse? 34. Does this intercourse resemble that between the respective States of the American confederacy? (§ 7.) 35. Illustrate the difference between denoted and signified, in the 61st line36. separate and distinct, in the 62d line37. various and several, in the 63d line38. different and dissimilar, in the 64th line. 39. What was the
38 ORIGIN OF GOVERNMENT.
|
65 |
part of the earth was 1reinhabited. Upwards |
Inhabited anew. |
||
|
|
of one hundred years after the 1 flood, |
Inundation. |
||
|
|
the descendants of Noah, under the 1command, |
Control. |
||
|
|
1doubtless, of Nimrod, "journeyed |
Without doubt |
||
|
|
from the east, and 1settled on a plain in the |
Fixed their habitations. |
||
|
70 |
land of Shinar." (§8.) They rapidly 1increased |
Augmented. |
||
|
|
in number, but, 1regardless of the |
Neglectful. |
||
|
|
commands of the Almighty, they 1determined |
Resolved. |
||
|
|
to have but one government to 1remain one |
Continue. |
||
|
|
nation and 1 formed a plan "to build a city, |
Devised. |
||
|
75 |
and a 1tower whose top would reach unto |
Lofty fortress |
||
|
|
heaven." Thus, among other 1purposes, the |
Uses. |
||
|
|
tower would be a 1 beacon to guide the inhabitants |
Sign. |
||
|
|
back to the city when they had 1wandered |
Strayed. |
||
|
|
to a great distance in 1search of the |
Quest |
||
|
80 |
1necessaries of life; it would be a centre of |
Requisites. |
||
|
|
union, and they would thereby not be 1disunited |
Divided. |
||
|
|
and 1scattered abroad upon the face of |
Dispersed. |
||
exact number of years after the flood, when the people commenced building the Tower of Babel, and why do you suppose the term "upwards of 100 years" should be used in the 65th line? 40. Can you tell where it is recorded that the Lord blessed Noah and his sons? 41. Can you tell who Nimrod was, and why do you suppose it without doubt that the hordes that "journeyed from the east" were under Nimrod's command? 42. As Noah was living at this time, what reason can you assign why he had not the command instead of Nimrod? 43. What leads us to infer that the hordes that "journeyed from the east and settled on a plain in Shinar" did not include all the inhabitants of the earth? 44. Can you tell where the land of Shinar was? (§ 8.) 45. What is the difference between disunited and divided, in the 81st line? 46. Why do you suppose the people did not intend the tower as a place of refuge in case of another flood? 47. What do you suppose were some of the objects of the tower? 48. What name was given to the tower? 49. What was the meaning of the name? 50. What do you suppose were some of the reasons why the people wished to have but one government? 51. How did the Lord countenance this plan of having one grand ruler of all mankind? 52. What effect has increasing the territory and population of a country on the power of rulers? 53. Does the more power rulers possess generally
ORIGIN OP GOVERNMENT. 39
|
|
the whole 1earth. (§9.) It appears, moreover, |
Habitable globe. |
||
|
|
that they sought their own 1glory, and wished |
Renown. |
||
|
85 |
to obtain 1adoration and fame among posterity. |
Praise. |
||
|
|
Yet it is 1remarkable that of all that |
Extraordinary. |
||
|
|
ambitious 1host not a single name is mentioned |
Multitude. |
||
|
|
by any 1 historian. |
Writer. |
||
|
|
We may here 1derive a most instructive |
Obtain. |
||
|
90 |
lesson on the 1vanity of all earthly fame, and |
Pride. |
||
|
|
the weakness and 1folly of man if not guided |
Irrationality. |
||
|
|
by the 1unerring precepts of heaven. (§ 10.) |
Infallible. |
||
|
|
The 1whole race at that time spoke the same |
Entire. |
||
|
|
language. 1Jehovah, who gave to man speech, |
The Lord. |
||
|
95 |
by a 1miracle dissolved this powerful bond |
Wonder. |
||
|
|
of union, scattered the different 1tribes, and |
Hordes. |
||
|
|
thus, by 1dividing the languages, divided the |
Separating. |
||
|
|
governments; 1accordingly, since then, every |
Therefore. |
||
|
|
nation has had a 1language and government |
Dialect. |
||
|
100 |
1peculiar to itself. Thus it appears that the |
Appropriate. |
||
|
|
1descendants of Noah, after the confusion of |
Offspring. |
||
|
|
languages, 1occupied a position similar to |
Held. |
||
|
|
that of the first 1parents of mankind; and |
Ancestors. |
||
|
|
nearly two thousand years after the 1world |
Earth. |
||
increase or decrease their regard for the rights of their subjects and their morals and piety? (§ 9.) 54. In how many simple sentences can you use the word host, in the 87th line, so that in each case it shall convey a different meaning? 55. Can you use it so that in one sentence it shall convey a meaning directly the opposite of what it does in the other? 56. Can you name any Republic that has a Christian government? 57. Can you mention any powerful nation that once adopted a republican government, and rejected Christianity? 58. What has been the fate of every nation that has not been governed by Christian laws? (§ 10). 59. Do you know whether learned men have thought the term confusion of languages might bear another construction? 60. What reasons can you assign that seem to prove beyond doubt that the opinion generally received is correct? 61. What was the exact number of years, according to the most accredited authorities, after the creation, that the confusion of languages occurred?
40 ORIGIN OP GOVERNMENT.
|
105 |
had been created, we find society 1resolved |
Reduced. |
||
|
|
to nearly its 1primitive state, and government |
First |
||
|
|
in its infancy. (§ 11.) The 1post-diluvians |
Persons living since the flood. |
||
|
|
had, however, 1retained some important features |
Kept |
||
|
|
of the Divine 1statutes. After centuries |
Laws. |
||
|
110 |
of 1experience, trials, and sufferings, we |
Tests. |
||
|
|
find mankind governed by those 1rules and |
Maxims. |
||
|
|
precepts which derive their 1origin from sentiments |
First existence. |
||
|
|
of 1equity and justice, engraven on |
Rectitude. |
||
|
|
the human heart by the 1invisible hand of |
Unseen. |
||
|
115 |
1Providence. |
Divine guidance. |
||
62. What natural monuments go to prove, independent of revelation, that the Lord intended that there should be many governments? (§ 11.) 63. Do the natural divisions of the earth into separate continents, islands, &c., seem to indicate that the Almighty intended one nation to have absolute sway? 64. What reasons can you assign why it would not be well to have a republican president govern the whole world? 65. What has heretofore been the fate of republics that have attempted universal dominion? 66. Is our own republic the most powerful that has ever existed 1 67. What do you suppose contributes most to the happiness of man?
|
|
LESSON XI. |
|
||
|
|
(§ 1). IT appears evident, that the first 1governments |
Systems of polity. |
||
|
|
were not the result of 1deliberations. |
Mutual discussions and exa-
minations. |
||
|
|
The 1usages of the patriarchs, established |
Customs. |
||
|
|
without the 1sanction of legislative |
Support |
||
|
5 |
1assemblies, gradually became the first laws |
Parliaments. |
||
|
|
among mankind. Consequently, these 1customs |
Usages. |
||
|
|
were the origin of all the 1political |
National. |
||
The difficult Questions are elucidated in the Appendix.
(§ 1.) 1. What do you think ought to be the object of every government? 2. Mention some of the advantages likely to result from legislative deliberation. 3. Under what governments do you
ORIGIN OF GOVERNMENT. 41
|
|
regulations that have either 1depressed or |
Degraded. |
||
|
|
1ameliorated the condition of the human race |
Made better. |
||
|
10 |
in all 1succeeding ages. (§ 2.) In the different |
Following. |
||
|
|
societies that were 1formed after the confusion |
Organized. |
||
|
|
of tongues, and the 1dispersion of "the |
Separation. |
||
|
|
people," at the building of the Tower of 1Babel, |
Confusion. |
||
|
|
were persons noted for 1physical power, |
Superior strength. |
||
|
15 |
skill, and 1bravery. Those who enjoyed |
Courage. |
||
|
|
these 1 blessings soon acquired public confidence |
Advantages. |
||
|
|
and admiration. Hence the 1utility of |
Benefit. |
||
|
|
their services, and the favorable 1opinion of |
Sentiment |
||
|
|
men, enabled them gradually to acquire 1dominion. |
Supreme authority. |
||
|
20 |
(§ 3.) The 1records of all nations |
Authentic memorials. |
||
|
|
prove that the first rulers owed their 1ascendancy |
Superiority. |
||
|
|
to the 1services they had rendered society, |
Benefits. |
||
|
|
or to military 1prowess. Nimrod was |
Valor. |
||
|
|
the 1founder of the first empire of which we |
Establisher. |
||
|
25 |
have any 1authentic account. We are informed |
Reliable. |
||
|
|
by the 1sacred historian that he was |
Divine. |
||
|
|
a mighty hunter, and are led to 1infer that the |
Conclude. |
||
|
|
people were often with him, that they 1gradually |
By degrees. |
||
|
|
put themselves 1under his authority. |
Subject to. |
||
|
30 |
In 1process of time, he conquered nations, |
Progressive course. |
||
|
|
increased his power, and 1 founded the |
Established. |
||
think a majority of the people enjoys the most happiness? (§ 2) 4. Do you suppose there were any distinguished personages at the building of the Tower of Babel? 5. Who do you suppose of those Babel-builders acquired dominion? 6. Do you think of any endowments that are requisite for every ruler to possess in rendering service to the community? 7. What is of the utmost consequence that all should possess? 8. May everyone possess this inestimable blessing? (§ 3.) 9. What sort of men have generally been the first rulers of nations? 10. Who was the founder of the first empire of which we have any authentic account? 11. Who informs us what this man was, and what he became? 12. Illustrate the meaning of Sacred His-
42 ORIGIN OF GOVERNMENT,
|
|
Babylonian, or Assyrian 1empire, for he became |
Realm. |
||
|
|
a " 1mighty one in the earth." |
Powerful. |
||
|
|
(§4.) It is a 1remarkable, but irrefutable |
Extraordinary.* |
||
|
35 |
1fact, that the first human governments were |
Truth. |
||
|
|
of a 1despotic character. Yet they were |
Absolute.* |
||
|
|
1baneful in their operation, and signally failed |
Ruinous. |
||
|
|
in securing permanent order, 1harmony, prosperity, |
Concord. |
||
|
|
or 1tranquillity to individuals peace |
Freedom from trouble. |
||
|
40 |
between tribes and nations, or the 1permanent |
Lasting. |
||
|
|
power and 1magnificence of empires. |
Grandeur. |
||
|
|
The 1deleterious influences of the arbitrary |
Destructive. |
||
|
|
will and 1unbridled passions of rulers, |
Licentious. |
||
|
|
the 1usurpation of human rights by petty |
Unlawful seizing. |
||
|
45 |
chiefs and mighty 1monarchs, affected all |
Sovereigns. |
||
|
|
classes, till universal 1contamination and |
Pollution. |
||
|
|
depravity prevailed. (§ 5.) Herodotus, who |
Wickedness. |
||
|
|
is styled the father of 1profane history, informs |
Secular. |
||
|
|
us that the Medes, after having 1rejected |
Shaken off |
||
tory. (§ 4.) 13. *In substituting extraordinary for remarkable, and absolute for despotic, why do you change a to an? 14. What was the character of the first human laws? 15. What was their result in relation to individuals 16. tribes and nations17. and empires? 18. Do you suppose people generally look to their rulers for examples to imitate? 19. Do you suppose evil rulers tend to make good people wicked? 20. If rulers usurp, or steal, or rob, or get intoxicated, what are their subjects likely to do? 21. What would be the tendency of righteous rulers on a vicious or corrupt people? 22. Do you suppose people would be likely to become tacked or corrupt, if they always had pious rulers? 23. Do you think any one can commit a crime and escape punishment? 24. Is it wise or foolish, then, to do wrong? 25. Is it the mark of a great or a little mind to do wrong? 26. Can you mention any authority from the BIBLE that has reference to this subject? 27. Who do you think are the happiest in this life, those that do wrong, or those that strive to do right? 28. Who do you think stand the best chance of being happy in the life to come, those that are indolent and vicious, or those that are industrious and strive to be good? (§ 5.) 29. What is history? 30. Who is styled the father of profane history? 31. What is profane history? 32. Can you give any account of the nature and power Of the Assyrian or
ORIGIN OF GOVERNMENT. 48
|
50 |
the1 Assyrian yoke, were some time without |
Tyranny of the Assyrians |
||
|
|
any form of government, and 1anarchy prevailed |
Intestine broils |
||
|
|
and subjected them to the most 1 horrible |
Fearful. |
||
|
|
excesses and 1disorders. It was at |
Tumults. |
||
|
|
length 1resolved by them, that, in order to |
Determined |
||
|
55 |
avoid their 1direful calamities, they would |
Woeful. |
||
|
|
elect a king. Dejoces, a man of 1consummate |
Complete. |
||
|
|
prudence and skill, was 1unanimously |
Without dissent. |
||
|
|
1elected. |
Selected. |
||
|
|
(§ 6.) In the 1primitive ages crowns were |
Pristine. |
||
|
60 |
often elective, and those were 1selected who |
Chosen. |
||
|
|
were either capable of 1dispensing justice |
Distributing. |
||
|
|
to their subjects, or of 1commanding them |
Directing. |
||
|
|
in time of war. The 1dominions of the first |
Territories.. |
||
|
|
monarchs were of small 1extent. In the |
Limit. |
||
|
65 |
early ages, every city had its king. 1Sacred |
Holy. |
||
|
|
and 1profane historians alike bear testimony |
Secular. |
||
|
|
to the narrow bounds of 1ancient kingdoms, |
Primitive. |
||
|
|
and the valor and even excellent 1traits of |
Qualities. |
||
|
|
their rulers. Joshua 1defeated thirty-one |
Overthrew. |
||
|
70 |
kings; and Adonibezek 1owned that in his |
Confessed. |
||
Babylonian empire? 33. What do you suppose contributed to the overthrow of the Assyrian empire? 34. What was the character of the government of the Medes after they had shaken off the tyranny of the Assyrians? 35. Why do you suppose their government did not continue a democracy? (§ 6.) 36. From whom did sovereigns in the primitive ages derive their power to govern? 37. If sovereigns sometimes derived their power to govern from the Lord, what name ought to be given such government? 38. Can you name any remarkable texts in scripture to prove that the Lord did not approve of kingly government? 39. What do you suppose was the earliest kind of government? 40. What was the first kind of human government? 41. What was the second kind of human government? 42. What were formerly considered requisites in a king? 43. Do you suppose modern kings are the most learned and virtuous people in the nations they respectively govern? 44. What are your reasons for this opinion? 45. Were monarchies formerly extensive? 46. What reasons can you
44 ORIGIN OF GOVERNMENT.
|
|
wars he had destroyed " 1three score and ten |
Seventy. |
||
|
|
kings." (§ 7.) Egypt was 1originally divided |
Primarily. |
||
|
|
into several states. The different 1provinces |
Dominions. |
||
|
|
that compose the present 1empires of China |
Regions. |
||
|
75 |
and Japan, formed 1anciently as many distinct |
Of old. |
||
|
|
1sovereignties. A few families assembled in |
Dominions. |
||
|
|
one neighborhood composed all the 1subjects |
Vassals. |
||
|
|
of many of the first 1monarchs. Africa, a |
Kings |
||
|
|
1part of Asia, and the Indian tribes of our |
Portion |
||
|
80 |
own 1continent, present us with samples |
Hemisphere. |
||
|
|
similar in many 1respects to the primitive |
Particulars. |
||
|
|
monarchies. |
Kingdoms. |
||
|
|
(§ 8.) But the 1ambition of monarchs the |
Inordinate grasping. |
||
|
|
desire to 1transmit to their posterity their |
Hand down. |
||
|
85 |
power and their 1 fame, as well as their property, |
Renown. |
||
|
|
among other causes 1induced them to |
Influenced. |
||
|
|
usurp the rights 1delegated to man by his |
Intrusted. |
||
assign for this opinion? (§ 7.) 47. What was formerly the political condition of Egypt? 48. What other sources prove that monarchies were not originally extensive? 49. Do you suppose crowns are still elective? 50. What is your reason for this opinion? 51. What countries, at the present,day, are in some respects similar to the primitive monarchies? 52. What remarkable fact, independent of revelation, proves the existence of God, and of our souls after our bodies turn to dust? (§ 8.) 53. What is the principle which induces us to desire to transmit our possessions to our particular heirs? 54. What is your opinion about the justice and propriety of the law of inheritance? 55. Why do you suppose the law of inheritance ought not to apply to power and office, as well as to property? 56. Wherever it has so applied, what has been the uniform result? 57. Do you suppose human nature is the same now that it always has been? 58. What are your reasons for this opinion? 59. Do you suppose there is no danger that the rulers of a republic will ever abuse authority entrusted to them? 60. What are your reasons for this opinion? 61. If a farmer hires a man to work, or a merchant employs a clerk, or a mechanic an apprentice, and the employed, in either case, abuse the trust confided to him, what is usually done? 62. Who are the employed, the rulers or the people? 63. What ought to be done, when rulers abuse the trust confided to them? 64. Why do you suppose a
ORIGIN OF GOVERNMENT. 45
|
|
creator. 1Accordingly all history shows, that |
Consequently |
||
|
|
as the 1power of the ruler has been increased |
Authority. |
||
|
90 |
the rights of the 1ruled have been disregarded. |
Subjects. |
||
|
|
(§ 9.) Hence, the 1mightiest empires of the |
Most powerlul. |
||
|
|
1earth, the Babylonian, the Assyrian, the |
World. |
||
|
|
Egyptian, and the Chinese, 1with all |
As well as. |
||
|
|
those of later 1ages, as they increased in |
Times. |
||
|
95 |
1territory and population, became hereditary. |
Area. |
||
|
|
But the highest 1dazzling power ever possessed |
Brilliant. |
||
|
|
by any 1monarch, the renown of the |
Potentate. |
||
|
|
mightiest 1armies that have ever been led to |
Hosts. |
||
|
|
the field of 1slaughter, have exhibited alike |
Butchery. |
||
|
100 |
the 1insensibility, the degradation, the hopeless |
Stupidity. |
||
|
|
misery of the 1mass of the subjects, and |
Body. |
||
|
|
the 1 fatuity, the wretchedness of their rulers. |
Imbecility. |
||
|
|
Without the light of Divine 1revelation, what |
Communication. |
||
|
|
stronger 1proof need be adduced to demonstrate |
Evidence. |
||
|
105 |
to all the absolute 1necessity of integrity |
Want. |
||
|
|
and 1piety, than the total ruin of all |
Duty to God. |
||
|
|
1ancient empires and republics, whose surpassing |
Old. |
||
|
|
power and 1magnificence would be |
Grandeur. |
||
|
|
deemed a 1fable were it not that their crumbling |
Falsehood. |
||
|
|
1monuments still attest that they existed. |
Relics. |
||
people that can neither read nor write cannot tell when authority is abused? (§ 9.) 65. What effect has absolute power always produced on rulers? 66. Their subjects? 67. What rendered the Babylonian, Assyrian empires, &c., unable to cope with other nations? 68. How many lives do you suppose have been sacrificed to gratify the vanity or ambition of a few men clothed with authority? 69. How much treasure? 70. What incalculable good do you suppose might be accomplished with the treasure, the talent, and the lives that have been wasted in war? 71. Do yon suppose it is pleasing to the Almighty Ruler of the universe to have discord and contention among men? 72. What has Christ, through whose atonement alone we can be saved, commanded? 73. Do you suppose the time will come when wars will cease? 74. What does the Bible say about this subject?
46 PRIMITIVE LAWS.
|
|
LESSON XII. |
|
||
|
|
(§ 1.) AMONG the earliest 1laws instituted, |
Statutes. |
||
|
|
was, undoubtedly, the 1establishment of the |
Institution. |
||
|
|
1regulations concerning property the punishment |
Rules. |
||
|
|
of crimes the ceremonies of 1marriage. |
Matrimony. |
||
|
5 |
These 1usages, which experience has |
Customs. |
||
|
|
proved to be indispensable to the 1well-being |
Happiness. |
||
|
|
of mankind, were coeval with the first 1form |
System. |
||
|
|
of human government. (§ 2.) We 1find, in |
Learn. |
||
|
|
the early ages, that the penal laws were |
Punishing. |
||
|
10 |
extremely 1severe. By the code of Moses, |
Rigorous. |
||
|
|
1blasphemy, idolatry, profanation of the sabbath, |
Irreverence toward Jehovah. |
||
|
|
1witchcraft, and many other crimes, |
Sorcery. |
||
|
|
were punished with death. Yet it is 1remarkable, |
Eminently worthy of note. |
||
|
|
that the laws of Moses were 1exceedingly |
Transcendently. |
||
|
15 |
tender of all the 1irrational creation. |
Created beings not possessing reason. |
||
|
|
The Mosaic statutes have 1received the approbation |
Obtained. |
||
|
|
of the wise and good of all 1succeeding |
Following. |
||
|
|
ages. They are the 1basis of the |
Foundation. |
||
The difficult Questions are elucidated in the Appendix.
(§ 1.) 1. Name some of the earliest laws instituted. 2. Have people ever deviated from these usages? 3. What are your reasons for this opinion? 4. Do you suppose these usages were designed or sanctioned by the Creator? 5. What are your reasons for this opinion? 6. Can you name a few instances where men in the most exalted human stations, possessing unlimited power, have been signally abased for deviating from these primitive laws? 7. Were the primitive lams lenient? 8. What are your reasons for this opinion? (§ 2.) 9. What is the meaning of sabbath, in the 11th line? 10. When was the sabbath first observed as a day of rest? 11. Do you think it a good or a bad plan to loiter away one's time on the sabbath? 12. Assign your reasons for this opinion. 13. Can you name any nation that has attained either durable happiness or power, that profaned the sabbath? 14. How do our laws compare with those of the primitive ages? 15. What reasons can you assign why ours may with safety be more lenient? 16. How do the laws of Moses compare with all other laws? 17. Where are the laws
PRIMITIVE LAWS. 47
|
|
laws of our country, and have 1remained |
Continued. |
||
|
20 |
unaltered, stood the 1test of the most profound |
Scrutiny. |
||
|
|
1criticism, and received the Veneration |
Animadversion |
||
|
|
of nations for upwards of three thousand |
2 Reverence. |
||
|
|
years. (§ 3.) In every age, the more 1 important |
Weighty. |
||
|
|
1transactions of society, such as purchases, |
Affairs. |
||
|
25 |
sales, marriages, 1sentences of judges, |
Judicial decisions. |
||
|
|
the 1claims of citizens, &c., have had a |
Titles. |
||
|
|
certain degree of 1notoriety, in order to |
Publicity. |
||
|
|
secure their execution and 1validity. Hence |
Justness. |
||
|
|
certain 1forms have been established for |
Prescribed modes. |
||
|
30 |
drawing 1deeds, certain persons authorized |
Contracts. |
||
|
|
to receive them, and public 1places appropriated |
Apartments. |
||
|
|
to preserve them; for the 1welfare |
Prosperity. |
||
|
|
of society depends upon the 1sacredness of |
Inviolableness. |
||
|
|
the 1engagements of its members. |
Mutual promises. |
||
|
35 |
(§4.) In the primitive 1ages, the art of |
Eras. |
||
|
|
writing was not 1practised; consequently all |
Exercised. |
||
|
|
1contracts and deeds were verbal; yet it was |
Bargains. |
||
of Moses found? 18. Have our laws any similarity to those of Moses? 19. What is your reason for this opinion? 20. Why do you suppose the laws of Moses were so perfect? (§ 3.) 21. Illustrate the meaning of im before portant, in the 23d line. 22. What does ty, ending words, denote, as society, in the 24th line? 23. What is im, and also ty, called? 24. Why are they so called? 25. What is the meaning of the affix ty, in notoriety, in the 27th line? 26. What is the meaning of ty, in validity, in the 28th line? 27. Why do you suppose the line is always named in which the prefixes and affixes are used? 28. Does ty affixed to words always have the same meaning? 29. Is ty ever used as a prefix? 30. Why is it not a prefix in the word tyrant? 31. With what words are prefixes and affixes used? 32. In how many simple sentences can you use the words notoriety, validity, forms, drawing, sacredness, engagements, and deeds, in the 27th, 38th, 29th, 30th, 33d, and 34th lines, so that in each case they shall convey a different meaning? 33. From what is sacredness derived, in the 33d line? 34. Is there any thing peculiar in its meaning? 35 What is your reason for this opinion? (§ 4.) 36. What is the meaning of con. placed before words, as consequently, in the 36th line, and con-
48 PRIMITIVE LAWS.
|
|
1necessary to have them acknowledged and |
Requisite. |
||
|
|
authenticated; hence, all 1proceedings in |
Transactions |
||
|
40 |
1transferring property were held in public, |
Conveying. |
||
|
|
and before 1witnesses. The same method |
Deponents. |
||
|
|
was 1adopted in dispensing justice among |
Chosen. |
||
|
|
the 1people; and the gates of cities were |
Citizen. |
||
|
|
usually 1resorted to for these purposes. (§ 5.) |
Repaired. |
||
|
45 |
Though the 1primitive inhabitants were not |
Original. |
||
|
|
skilled in the 1art of writing, yet they had |
Profession. |
||
|
|
adopted several 1expedients to supply its place; |
Devices. |
||
|
|
the most rational plan was to 1compose their |
Form. |
||
|
|
laws, histories, &c., in 1verse, and sing them; |
Poetry. |
||
|
50 |
thus were the first 1 laws of states and empires |
Statutes. |
||
|
|
1transmitted to posterity. It has been |
Handed down. |
||
|
|
1found, in all ages, that it is not enough that |
Discovered. |
||
tracts, 37th line? 37. * What is con called when placed before words? 38. *Why is it so called? 39. *Name some other syllables used in the same way. 40. Illustrate the meaning of con with some other words. 41. What is meant by deeds, in the 37th line? 42. What were verbal deeds? 43. How are deeds and contracts at the present day authenticated? 44. What is the difference between requisite and necessary, in the 38th line? 45. What do you understand by gates of cities, in the 43d line? 46. Why do you suppose we have no gates to cities in the United States? 47. Can you name any modern cities that have gates? (§ 5.) 48. What conjunction follows though, in the 45th line? 49. Why does this conjunction usually follow though, and what is it called? 50. What is the meaning of in before habitants, in the 45th line? 51. Why does not in have the same meaning before human, as inhuman? 52. As the ancients had not the art of writing, how did they record sentiments and events? 53. Can you name any specimens of history transmitted in verse? 54. Wherein are the functions of modern government essentially different from those of the ancients? 55. To what does its refer, in the 47th line? 56. What is the meaning of com, before pose, in the 48th line? 57. What is the difference between verse and poetry, in the 49th line? 58. What is the meaning of trans, before mitted, in the 51st line? 59. Illustrate its meaning with some other words. 60. Why do you suppose the primitive inhabitants were not skilled in the art of writing?
* The Teacher will bear in mind, that these questions, with all others of an intricate character, are to be omitted when the pupils are not advanced.
PRIMITIVE LAWS. 49
|
|
laws exist. It is 1requisite to provide for |
Essential. |
||
|
|
their 1execution; and as the early patriarchs |
Performance |
||
|
55 |
1presided over* their families, and settled the |
Superintended. |
||
|
|
disputes that naturally arose among their |
Controver-
sies |
||
|
|
children, so the first monarchs 1distributed |
Allotted. |
||
|
|
justice in person among their 1subjects. |
Inferiors. |
||
|
|
(§6.) It appears that the earliest 1rulers |
Governors. |
||
|
60 |
exercised the station of both 1magistrate and |
Judge. |
||
|
|
priest. We are informed that Moses, 1oppressed |
Overburdened. |
||
|
|
with the multiplicity of 1affairs, chose |
Business. |
||
|
|
a certain number of wise men to 1dispense |
Administer |
||
|
|
justice among the people. These judges 1decided |
Settled. |
||
|
65 |
all matters of small 1importance; but |
Weight. |
||
|
|
their decisions were 1subject to the 2supervision |
Liable. |
||
|
|
and reversion of Moses. The administration |
2 Review. |
||
|
|
of 1justice was, in the early ages, generally |
Equity, |
||
|
70 |
given to the 1priests, who determined |
Spiritual directors. |
||
|
|
all 1disputes, and inflicted such punishment |
Contests. |
||
|
|
as they 1deemed necessary. |
Thought. |
||
|
|
(§ 7.) 1Probably the earliest, and certainly |
Likely. |
||
|
|
the most important regulation 1in reference |
Relating. |
||
61. Who is the first writer mentioned in authentic history? (§ 6.) 62. What is the difference between a magistrate and a priest? 63. What is the meaning of in before formed, in the 6tst line? 64. Illustrate the meaning of in with some other words. 65. What is the meaning of in before flicted, in the 70th line? 66. What meaning do im, in, and il always have when prefixed to verbs? 67. Illustrate their meaning by examples. 68. What meaning do im, in, ig, ir, ne, dis, and ill have when placed before adjectives? 69. Are there any exceptions to this rule? 70. Illustrate their meaning by examples. 71. What offices did the earliest rulers fill? 72. Do you suppose one man is competent to fill so many offices? 73. Does it require more than erudition and talent to fill any of them? 74. Who were generally appointed, in the primitive ages, to dispense justice?
* The teacher will perceive that the definitions or synonyms of two or more words are sometimes given in the margin, in which case they are printed in italics.
50 PRIMITIVE LAWS.
|
|
to property, was 1assigning and securing |
Allotting. |
||
|
75 |
to each family a certain 1portion of land. |
Piece.
The state of be- |
||
|
|
This was the first step towards 1civilization, |
ing refined in manners from |
||
|
|
for among all savages lands are common; |
primitive gross, ness, and im-
proved in arts
and learning. |
||
|
|
they have no 1boundaries, no land-marks; |
Limits. |
||
|
|
every one seeks his 1subsistence where he |
Support. |
||
|
80 |
sees fit. But in the civilized 1state it is |
Condition. |
||
|
|
necessary to 1distinguish land, and adopt |
Separate. |
||
|
|
such rules as will secure to each 1member |
Individual. |
||
|
|
the 1 benefit of his labor; so that he who |
Profit |
||
|
|
sows may have a reasonable 1expectation of |
Prospect. |
||
|
85 |
reaping and enjoying the 1profits of his skill |
Reward. |
||
|
|
and 1industry. The rights of all ought to |
Diligence. |
||
|
|
be 1guaranteed, so that no one can seize the |
Warranted. |
||
|
|
1profits of another's labor. (§ 8.) Laws were |
Proceeds. |
||
|
|
early 1established, not only to regulate the |
Enacted. |
||
|
90 |
division of 1land, but also to guard against |
Real estate. |
||
|
|
and prevent 1usurpation. With a view to |
Occupation without right |
||
|
|
curb the grasping desires of 1avaricious and |
Covetous. |
||
|
|
tyrannizing oppressors, and to protect 1mutually |
Reciprocally. |
||
|
|
the rights of all, we 1 find that the earliest |
Learn. |
||
|
95 |
laws 1required every person to fix the |
Demanded. |
||
|
|
boundaries of his 1possessions by land-marks. |
Property. |
||
(§ 7.) 75. What was probably the first and most important regulation in reference to property? 76. What is the meaning of step, in the 76th line? 77. Why does not step have the same meaning before father?
78. Illustrate some of the different meanings of step in sentences.
79. How are lands held among all savages? 80. How do savages obtain their support? 81. What regulations are observed among all civilized nations? 82. Why do you suppose it necessary to have such rules? (§ 8.) 83. Why were other laws established besides those that regulate the division of land? 84. Do you suppose reason or revelaiion sanctions the ownership of a whole state by one, (wo, three, four, or Jive men? 85. Assign some reasons why it would not be well for a few men to own all the land in a whole nation? 86. What did the ancient laws require all persons to do? 87. What were all ex-
PRIMITIVE LAWS. 51
|
|
Moses 1expressly forbids the Israelites from |
In direct terms. |
||
|
|
removing the ancient 1boundaries of lands; |
Limits. |
||
|
|
and in the days of Job, those who 1removed |
Displaced. |
||
|
100 |
these marks were 1ranked among the worst |
Classed. |
||
|
|
of mankind. 1Profane history informs us of |
Secular. |
||
|
|
the importance attached to this most 1salutary |
Advantageous. |
||
|
|
regulation. 1Homer speaks of it as a |
The father of poets. |
||
|
|
custom of the highest 1antiquity. Virgil refers |
Age. |
||
|
105 |
it to the age of Jupiter, which 1appears |
Seems. |
||
|
|
with him to mean the 1 beginning of time. |
Commencement. |
||
|
|
(§ 9.) 1Agriculture first gave rise to property |
Husbandry. |
||
|
|
in 1lands; but this property must |
Real estate. |
||
|
|
change after the death of the 1owner. It |
Proprietor. |
||
|
110 |
is 1reasonable to suppose that after cultivating |
Rational. |
||
|
|
the 1land for years, men would become |
Ground. |
||
|
|
strongly attached to it, and desire to 1transmit |
Convey. |
||
|
|
its 1enjoyment to those bound to them by |
Possession. |
||
|
|
the holiest ties. Furthermore, the 1peace of |
Tranquillity. |
||
|
115 |
society required that some 1permanent, regulation |
Durable. |
||
|
|
should be 1established in reference to |
Settled. |
||
pressly prohibited from doing? 88. How are lands measured? 89. If land-marks are removed, have people of the present age any means of knowing where they stood? 90. What nation first used surveying? 91. What character separates land-marks, in the 96th line? 92. Should you ever use this character in composing letters, or in any other writing? 93. Why do you think it important to notice the different pauses and characters used in the books we read? 94. Will you elucidate the meaning of the use of the hyphen by a few examples? 95. What marks are meant in the 100th line? 96. Do you know what the opinion of many learned men is respecting Homer and his writings? 97. Who was Virgil? (§ 9.) 98. What first gave rise to property in lands? 99. Why do you suppose men would naturally desire to transmit their property to their posterity? 100. What do you suppose has produced many inventions and laws? 101. Why do you suppose the peace of society required permanent regulations in reference to property of deceased persons? 102. What is the difference between the meanings of peace and tranquillity, in the 114th line? 103. What
52 PRIMITIVE LAWS.
|
|
the property of deceased persons. 1Necessity, |
Need. |
||
|
|
which is said to be the "mother of 1inventions" |
Discoveries. |
||
|
|
as well as of laws, 1required some |
Demanded. |
||
|
120 |
1permanent regulations in reference to inheritances, |
Filed. |
||
|
|
and also the power of making 1devises. |
Wills. |
||
|
|
Hence, 1property in lands was the |
Ownership. |
||
|
|
origin of 1rights and jurispr |