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<p>4)</p> | |||
<head>Conduct</head> | |||
<p>and therefore <del>upon</del> taking the truth upon trust<lb/> | |||
<add>willingly</add> <unclear>confesses</unclear> he is satisfied of it, or else to avoid<lb/> | |||
being punished as a <gap/>head <del>or appearing</del> <add>by his master</add><lb/> | |||
or by <del><gap/></del> disrepute among his schoolfellows<lb/> | |||
is induced to say he is if he is not.<lb/> | |||
What steps does the master take to inform<lb/> | |||
himself if the scholar understands his task.<lb/> | |||
Various according to the disposition and<lb/> | |||
plan of the several masters. some are<lb/> | |||
contented with his repeating the Proposition<lb/> | |||
as it is in Euclid after drawing the figure<lb/> | |||
others with his writing it down on a slate,<lb/> | |||
and others even with his not being able<lb/> | |||
<add>or willing</add> to shew any reason it should not be true.<lb/> | |||
Considering these things can anyone be<lb/> | |||
surprised to find that <del>about</del> the consequence<lb/> | |||
of scholars <hi rend="underline">learning</hi> Geometry after such<lb/> | |||
plans is <del><gap/></del> no other <del>than</del> when they<lb/> | |||
leave school than a remembrance that<lb/> | |||
there is a science called Geometry<lb/> | |||
which treats of lines and magnitudes<lb/> | |||
<unclear>parallepipedons</unclear> & equimultiples, and<lb/><del> | |||
they become prejudiced</del> that they can <gap/><lb/> | |||
which of the subject without remembering<lb/> | |||
the pain with which this attention has </p> | |||
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{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}}{{Completed}} | ||
4)
Conduct
and therefore upon taking the truth upon trust
willingly confesses he is satisfied of it, or else to avoid
being punished as a head or appearing by his master
or by disrepute among his schoolfellows
is induced to say he is if he is not.
What steps does the master take to inform
himself if the scholar understands his task.
Various according to the disposition and
plan of the several masters. some are
contented with his repeating the Proposition
as it is in Euclid after drawing the figure
others with his writing it down on a slate,
and others even with his not being able
or willing to shew any reason it should not be true.
Considering these things can anyone be
surprised to find that about the consequence
of scholars learning Geometry after such
plans is no other than when they
leave school than a remembrance that
there is a science called Geometry
which treats of lines and magnitudes
parallepipedons & equimultiples, and
they become prejudiced that they can
which of the subject without remembering
the pain with which this attention has
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Identifier: | JB/135/046/004"JB/" can not be assigned to a declared number type with value 135. |
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135 |
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046 |
conduct |
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004 |
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copy/fair copy sheet |
4 |
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recto |
f1 / f2 / f3 / f4 |
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sir samuel bentham |
[[watermarks::[gr with crown] [pro patria motif]]] |
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46164 |
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