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< | <head>Pedotrophium</head> | ||
<p>Mens sana in<lb/> | <p>Mens sana in<lb/> | ||
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<p>Improvements</p> | <p>Improvements</p> | ||
<p><!-- Paragraph in pencil -->1 Tanto</p> | <p><!-- Paragraph in pencil -->1 <unclear>Tanto</unclear></p> | ||
<p>Making the most <lb/> | <p>Making the most <lb/> | ||
of their time Leaving <lb/> | of their time - Leaving <lb/> | ||
no part unemployed.</p> | no part unemployed.</p> | ||
<p>2. Mixing useful <lb/> | <p>2. Mixing useful <lb/> | ||
| Line 23: | Line 23: | ||
by <del>Giving</del> <add>Making the</add> priority <lb/> | by <del>Giving</del> <add>Making the</add> priority <lb/> | ||
of the several studies <lb/> | of the several studies <lb/> | ||
in < | in <unclear>merely</unclear> as <lb/> | ||
the degree of intelligence <lb/> | the degree of intelligence <lb/> | ||
required <lb/> | required <lb/> | ||
| Line 37: | Line 37: | ||
the reason is ripe <lb/> | the reason is ripe <lb/> | ||
for it - Why not <lb/> | for it - Why not <lb/> | ||
those as well as <lb/> | |||
moral ones &c?</p> | moral ones &c?</p> | ||
<p>6. Setting for coping <lb/> | <p>6. Setting for coping <lb/> | ||
| Line 47: | Line 47: | ||
<p>7. Motives. Giving <lb/> | <p>7. Motives. Giving <lb/> | ||
the principle of <lb/> | the principle of <lb/> | ||
Challenging every <lb/> | <hi rend="underline">Challenging</hi> every <lb/> | ||
<unclear>extension</unclear> it is susceptible <lb/> | <unclear>extension</unclear> it is susceptible <lb/> | ||
of.</p> | of.</p> | ||
| Line 55: | Line 55: | ||
- with characteristic <lb/> | - with characteristic <lb/> | ||
symbols <lb/> | symbols <lb/> | ||
about their <unclear>cloathes</unclear></p> | |||
<p><add>&c</add> So the principle <lb/> | <p><add>&c</add> So the principle <lb/> | ||
of <hi rend="underline">reciprocal < | of <hi rend="underline">reciprocal <unclear>succession</unclear></hi></p><pb/> | ||
<p>Latin <lb/> | <p>Latin <lb/> | ||
| Line 63: | Line 63: | ||
Linnaus's Systema <lb/> | Linnaus's Systema <lb/> | ||
Natura & <lb/> | Natura & <lb/> | ||
Philosophia Botanica</p> | |||
<p> | <p> | ||
No | No Classics at <lb/> | ||
least for ordinary <lb/> | least for ordinary <lb/> | ||
Boys -</p> | Boys -</p> | ||
| Line 83: | Line 83: | ||
Etymology-</p> | Etymology-</p> | ||
<p>If any - Lucian's <lb/> | |||
History of Alexander <lb/> | History of Alexander <lb/> | ||
the Imposter <lb/> | the Imposter <lb/> | ||
| Line 102: | Line 102: | ||
<head>French</head> <lb/> | <head>French</head> <lb/> | ||
< | <p>From Voltaires <lb/> | ||
General History</ | General History</p> | ||
<p>La Voisier's Chemistry</p> | <p>La Voisier's Chemistry</p> | ||
| Line 122: | Line 122: | ||
Berguin's Aim <lb/> | Berguin's Aim <lb/> | ||
des Enfans</p> | des Enfans</p> | ||
—<lb/> | |||
<p>Improvements <lb/> | <p>Improvements <lb/> | ||
continued</p> | continued</p> | ||
| Line 140: | Line 139: | ||
Grey's Memoria <lb/> | Grey's Memoria <lb/> | ||
Technica. </p> | Technica. </p> | ||
<p><gap/> What can be done <lb/> | <p><gap/> What <hi rend="underline">can</hi> be done <lb/> | ||
by Education, & <lb/> | by Education, & <lb/> | ||
what <hi rend="underline">not</hi> - Limits <lb/> | what <hi rend="underline">not</hi> - Limits <lb/> | ||
| Line 153: | Line 152: | ||
<p>3. Giving natural talents the utmost <lb/> | <p>3. Giving natural talents the utmost <lb/> | ||
chance of finding <lb/> | chance of finding <lb/> | ||
their proper subject | their proper subject matter.</p><pb/> | ||
<p>German</p> | <p>German</p> | ||
| Line 208: | Line 207: | ||
—<lb/><pb/> | —<lb/><pb/> | ||
Botany Will be learnt along with Latin from Linnaeus And | <p>Botany</p> | ||
<p>Will be learnt <lb/> | |||
along with Latin <pb/> | |||
from Linnaeus</p> | |||
<p>And Specimens <lb/> | |||
should be exhibited <lb/> | |||
at the same time</p> | |||
<p>Mineralogy <lb/> | |||
will come after <lb/> | |||
Chemistry - will <lb/> | |||
be taught with <lb/> | |||
Specimens - and <lb/> | |||
from the best <lb/> | |||
book of the time <lb/> | |||
whether English <lb/> | |||
French or German</p> | |||
Botany - Entomology, <lb/> | |||
and <lb/> | |||
Ichthyology and Ornithology in short Zoology in general may be among the first studies Specimens all along - and the Microscopes common and SOlar may accompany the other exhibitions — Improvements contin: 12* In Morality nothing forbidden upon valid without a reason Frugality Making the cheapest mode of living in every respect easy to shew by their ignorance of any other | |||
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{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}} | ||
Pedotrophium
Mens sana in
corpore tano
Improvements
1 Tanto
Making the most
of their time - Leaving
no part unemployed.
2. Mixing useful
corporal exercise
with intellectual.
3. Discarding useless
studies - however
prevalent:
by Giving Making the priority
of the several studies
in merely as
the degree of intelligence
required
without regard to
practice
5. Teaching mathematical
propositions
(for the purposes
of mixed mathematics)
upon
trust, reserving
demonstration till
the reason is ripe
for it - Why not
those as well as
moral ones &c?
6. Setting for coping
among the most
useful things,
there least likely
otherwise to be remembered.
Incitements.
7. Motives. Giving
the principle of
Challenging every
extension it is susceptible
of.
8. For the multiplication
of classes
rising one above another
- with characteristic
symbols
about their cloathes
&c So the principle
of reciprocal succession
---page break---
Latin
to be learnt from
Linnaus's Systema
Natura &
Philosophia Botanica
No Classics at
least for ordinary
Boys -
If any, exception
from all the principal
ones.
No Poets - even
in Exception - unless
possibly Horace
Greek -
If any - little
but the Grammar
for the sake of
Etymology-
If any - Lucian's
History of Alexander
the Imposter
Plutarch's Life
of Sartorius
10* Recreations - none
but what are subservient
either to pecuniary
profit or to instruction.
making
the indication of the
use go hand in hand
with the precept of the
art or science.
---page break---
French
From Voltaires
General History
La Voisier's Chemistry
Quere Foureroy
for the Natural
History
If Buffons only
for the Animals,
not for the
Theory of the Earth
To little Children
it might perhaps
be taaught from
such a book as
Berguin's Aim
des Enfans
—
Improvements
continued
13. Pushing the
principle of instruction
by playthings
utile dulcito
to the utmost
Ivory letters Gingerbread - Wooden
Geometrical figures.
Dissected Maps - lands
14. Verifying instructions
- Generalizating
Grey's Memoria
Technica.
What can be done
by Education, &
what not - Limits
of improvement
1. Arming against
vulgar sources of
positive unhappiness.
2. Giving capacities
for happiness by
forming tastes & means
of gratification.
3. Giving natural talents the utmost
chance of finding
their proper subject matter.
---page break---
German
A Book of Statistics
Crill's Annals
of Chemistry after
reading LaVoisier.
for why even the
first language cultivated thought
like a for
to
for
in the
of
—
Improvements
continued
10. In language -
- teaching, giving
the convivial
principle its utmost
extension.
11. In language -
- teaching, teaching
no book for the sake
of the language only
exclusive of the matter.
If the language
affords no matter
worth teaching don't
teach it.
At the end of
Improvements, or
after each considerable
improvement
give the
Historia AEtiologica
shewing how it has
happened that each
improvement has
not as yet taken
place.
12. In Morality
nothing exaggerated
the mixture ofor impracticable
discredits the whole
and makes it unfit
for use.
—
---page break---
Botany
Will be learnt
along with Latin
---page break---
from Linnaeus
And Specimens
should be exhibited
at the same time
Mineralogy
will come after
Chemistry - will
be taught with
Specimens - and
from the best
book of the time
whether English
French or German
Botany - Entomology,
and
Ichthyology and Ornithology in short Zoology in general may be among the first studies Specimens all along - and the Microscopes common and SOlar may accompany the other exhibitions — Improvements contin: 12* In Morality nothing forbidden upon valid without a reason Frugality Making the cheapest mode of living in every respect easy to shew by their ignorance of any other
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Identifier: | JB/107/054/001"JB/" can not be assigned to a declared number type with value 107. |
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107 |
panopticon |
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054 |
paedotrophium |
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001 |
improvements |
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plan |
2 |
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recto |
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jeremy bentham |
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35045 |
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