★ Find a new page on our Untranscribed Manuscripts list.
No edit summary |
No edit summary |
||
(3 intermediate revisions by 2 users not shown) | |||
Line 3: | Line 3: | ||
<!-- ENTER TRANSCRIPTION BELOW THIS LINE --> | <!-- ENTER TRANSCRIPTION BELOW THIS LINE --> | ||
< | <head>1831 June 1 M<lb/> | ||
Posology.</head> | |||
<note>1 | <note>1 Alegomorphics</note> | ||
<note>§ | <note>§ Means of Diffusion<lb/> | ||
Elimination</note> | Elimination</note> | ||
Line 22: | Line 22: | ||
simple in its nature is <hi rend="underline">elimination</hi>; thus complex and diversified,<lb/> | simple in its nature is <hi rend="underline">elimination</hi>; thus complex and diversified,<lb/> | ||
elucidation. But of that most simple of all instruments<lb/> | elucidation. But of that most simple of all instruments<lb/> | ||
note here is the efficiency and | note here is the efficiency and importance. Note, moreover, that<lb/> | ||
<del>Unapplied <gap/><gap/><gap/> proper most of having</del><lb/> | <del>Unapplied <gap/><gap/><gap/> proper most of having</del><lb/> | ||
till now, <del>by no means</del> in no book professing to give instruction in Mathematics<lb/> | till now, <del>by no means</del> in no book professing to give instruction in Mathematics<lb/> | ||
Line 32: | Line 32: | ||
sole real use is applicability<lb/> | sole real use is applicability<lb/> | ||
to the several<lb/> | to the several<lb/> | ||
ultimate uses — practical<lb/> | |||
uses of it: this by<lb/> | uses of it: this by<lb/> | ||
which is a direct application<lb/> | which is a direct application<lb/> | ||
Line 43: | Line 43: | ||
<p><del><gap/><gap/><gap/><gap/><gap/></del><lb/> | <p><del><gap/><gap/><gap/><gap/><gap/></del><lb/> | ||
14. For learning and | 14. For learning and teaching. Unapplied Posology, no other proper<lb/> | ||
mode is there, than the <unclear>working</unclear> <del><add>and <gap/></add></del> at once, and in the first instance,<lb/> | mode is there, than the <unclear>working</unclear> <del><add>and <gap/></add></del> at once, and in the first instance,<lb/> | ||
<hi rend="underline">for</hi>, and <hi rend="underline">at</hi>, the practical | <hi rend="underline">for</hi>, and <hi rend="underline">at</hi>, the practical application made of: <del><gap/><lb/> | ||
<gap/></del> <add>it: considering</add> <hi rend="underline">these</hi> as <hi rend="underline">ends</hi>: <del><gap/></del> <add>and then</add> considering and enquiring what<lb/> | <gap/></del> <add>it: considering</add> <hi rend="underline">these</hi> as <hi rend="underline">ends</hi>: <del><gap/></del> <add>and then</add> considering and enquiring what<lb/> | ||
are the <hi rend="underline">means</hi> that appear to be with greatest promptitude<lb/> | are the <hi rend="underline">means</hi> that appear to be with greatest promptitude<lb/> | ||
Line 66: | Line 66: | ||
taught in the subject in question: and this with little<lb/> | taught in the subject in question: and this with little<lb/> | ||
or no regard to the mode and degree in which it has<lb/> | or no regard to the mode and degree in which it has<lb/> | ||
been <add>and is</add> conducive to that same end: and <del>from</del> <add>of</add> this | been <add>and is</add> conducive to that same end: and <del>from</del> <add>of</add> this erroneous<lb/> | ||
course the result is — a correspondent waste of time<lb/> | course the result is — a correspondent waste of time<lb/> | ||
and labour.</p> | and labour.</p> | ||
Line 82: | Line 82: | ||
writing falshood, without<lb/> | writing falshood, without<lb/> | ||
learning or teaching any,<lb/> | learning or teaching any,<lb/> | ||
additional truth: talking<lb/> | |||
geometry in such sort the<lb/> | geometry in such sort the<lb/> | ||
talking geometry is talking nonsense</note> | talking geometry is talking nonsense</note> | ||
Line 103: | Line 103: | ||
of talking <hi rend="underline">nonsense</hi>.</p> | of talking <hi rend="underline">nonsense</hi>.</p> | ||
<p>In the way <add>of | <p>In the way <add>of diffusion</add> By elimination, supposing it justified — more service is done<lb/> | ||
(quantity supposed the same in both cases) <del><gap/></del> in the way of diffusion than<lb/> | (quantity supposed the same in both cases) <del><gap/></del> in the way of diffusion than<lb/> | ||
by <del><gap/></del> instruction: by instruction, the time is occupied, and that time<lb/> | by <del><gap/></del> instruction: by instruction, the time is occupied, and that time<lb/> | ||
Line 115: | Line 115: | ||
<note>18 <del>Alego</del> or 4. In this way, quantity for quantity or say subject matter the same, more is done for diffusion of useful knowledge by elimination than by instruction: since to<lb/> | <note>18 <del>Alego</del> or 4. In this way, quantity for quantity or say subject matter the same, more is done for diffusion of useful knowledge by elimination than by instruction: since to<lb/> | ||
diminution of useless a <unclear>considerable</unclear> quantity of time is left clear for the reception of useful knowledge.</note> | diminution of useless a <unclear>considerable</unclear> quantity of time is left clear for the reception of useful knowledge.</note> | ||
<!-- DO NOT EDIT BELOW THIS LINE --> | <!-- DO NOT EDIT BELOW THIS LINE --> | ||
{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}}{{Completed}} |
1831 June 1 M
Posology.
1 Alegomorphics
§ Means of Diffusion
Elimination
13.
Of the two means of facilitation,
meant simply elimination,
concepts, elucidation
Yet of the efficiency of elimination
no question
has ever yet been made!
13 These simple Of these two means of facilitation, thus
simple in its nature is elimination; thus complex and diversified,
elucidation. But of that most simple of all instruments
note here is the efficiency and importance. Note, moreover, that
Unapplied proper most of having
till now, by no means in no book professing to give instruction in Mathematics
has it ever been held up to view in the character of an instrument applicable to this
purpose
14
Of Unapplied Posology
sole real use is applicability
to the several
ultimate uses — practical
uses of it: this by
which is a direct application
is made of it
to the maximization
of the aggregate of happiness:
those to which
it bears the relation
of a means to an end
14. For learning and teaching. Unapplied Posology, no other proper
mode is there, than the working and at once, and in the first instance,
for, and at, the practical application made of:
it: considering these as ends: and then considering and enquiring what
are the means that appear to be with greatest promptitude
and certainty conducive to those ends
15 or 2
Opposite to this is
the hitherto universal
practice: endeavouring
to have and hold whatever
has been learned
and taught in the subject
before: without
consideration had of
any such practical uses
In contradistinction to this method, and forming a contrast
to it, is that commonly pursued; it consists in
looking out for every thing which is known to have been learnt and
taught in the subject in question: and this with little
or no regard to the mode and degree in which it has
been and is conducive to that same end: and from of this erroneous
course the result is — a correspondent waste of time
and labour.
16 or 3
Exemplification of
this waste of time and
labour, this: — translation
of the of
quantities from the truly
-representing form — disregarding
once the misrepresenting
form-regarding
language: writing and
writing falshood, without
learning or teaching any,
additional truth: talking
geometry in such sort the
talking geometry is talking nonsense
Of this superfluous, and therefore so, wasteful,
and therefore so much worse than useless course, one
more exemplification is that which is afforded by the
useless translation of names of quantities from the
form disregarding into the form-regarding language, in
cases in which form or say shape does not in truth constitute any
part of the subject matter taken into consideration: in other
words when without making any assertion that is not strictly
true you can arrive at the conclusion which it is your wish
to arrive at — when you can arrive at it by algebra what
is the use of resorting to false assertion to no other
purpose than that of arriving at the same conclusion
without any other benefit or advantage in any other shape
by taking geometry: by talking geometry, which it
hence appears, is no better than a particular mode
of talking nonsense.
In the way of diffusion By elimination, supposing it justified — more service is done
(quantity supposed the same in both cases) in the way of diffusion than
by instruction: by instruction, the time is occupied, and that time
rendered
rendered unapplicable to all
other things: by elimination
the time is left clear: and
applicable to any other things
at pleasure.
18 Alego or 4. In this way, quantity for quantity or say subject matter the same, more is done for diffusion of useful knowledge by elimination than by instruction: since to
diminution of useless a considerable quantity of time is left clear for the reception of useful knowledge.
Identifier: | JB/135/188/001"JB/" can not be assigned to a declared number type with value 135. |
|||
---|---|---|---|
1831-06-01 |
[[marginal_summary_numbering::13-14, 15 or 2[sic] - 16 or 3, 18 or 4]] |
||
135 |
posology |
||
188 |
posology |
||
001 |
|||
text sheet |
1 |
||
recto |
|||
jeremy bentham |
|||
46306 |
|||