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<note>5.<lb/> | <note>5.<lb/> | ||
Logic says teachers<lb/> | Logic says teachers<lb/> | ||
have | have begun with <lb/> | ||
<sic>fictures</sic> instead of<lb/> | <sic>fictures</sic> instead of<lb/> | ||
beginning with realities.</note> | beginning with realities.</note> | ||
<p>Looking down <del>for < | <p>Looking down <del>for <add>from the</add></del> <add>from its</add> height<del>s <add>of Logic</add></del> on the fields of Posology<lb/> | ||
in general and Morphoscopic Posology in particular,—<lb/> | in general and Morphoscopic Posology in particular,—<lb/> | ||
instructors says Logic you have hitherto begun at a<lb/> | instructors says Logic you have hitherto begun at a<lb/> | ||
| Line 24: | Line 24: | ||
you should have begun with realities you have begun<lb/> | you should have begun with realities you have begun<lb/> | ||
with fictions you should have begun with the objects<lb/> | with fictions you should have begun with the objects<lb/> | ||
of sense you have begun with the creatures <add> | of sense you have begun with the creatures <add>offspring</add> of imagination.</p> | ||
<note>6.<lb/> | <note>6.<lb/> | ||
| Line 51: | Line 51: | ||
learning and teaching two intimately connected<lb/> | learning and teaching two intimately connected<lb/> | ||
but directly opposite modes of procedure — the analytic<lb/> | but directly opposite modes of procedure — the analytic<lb/> | ||
and the synthetic either or both are <add>fit and</add> | and the synthetic either or both are <add>fit and</add> wont to be<lb/> | ||
applied analytic that which begins with the subject<lb/> | applied analytic that which begins with the subject<lb/> | ||
considered as a whole and employs itself in breaking<lb/> | considered as a whole and employs itself in breaking<lb/> | ||
| Line 59: | Line 59: | ||
of all branches of art and science taken in the<lb/> | of all branches of art and science taken in the<lb/> | ||
aggregate were any one to ask which of the two modes<lb/> | aggregate were any one to ask which of the two modes<lb/> | ||
of procedure promises to be | of procedure promises to be practised with most facility<lb/> | ||
to the learner | to the learner the synthetic is that which seems most<lb/> | ||
likely to occur as being the <del><gap/></del> one which on this<lb/> | likely to occur as being the <del><gap/></del> one which on this<lb/> | ||
occasion would be recommended in preference but if<lb/> | occasion would be recommended in preference but if<lb/> | ||
| Line 85: | Line 85: | ||
physical kingdoms the animal & the<lb/> | physical kingdoms the animal & the<lb/> | ||
mineral</note> | mineral</note> | ||
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{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}}{{Completed}} | ||
14th September 1828 Sept. 14
Posology
Morphoscopic
18
Posology
5.
Logic says teachers
have begun with
fictures instead of
beginning with realities.
Looking down for from the from its heights of Logic on the fields of Posology
in general and Morphoscopic Posology in particular,—
instructors says Logic you have hitherto begun at a
wrong end you should have begun with what is most
familiar you have begun with what is most abstruse
you should have begun with realities you have begun
with fictions you should have begun with the objects
of sense you have begun with the creatures offspring of imagination.
6.
In many branches
of art & science
synthetic and
analytic mode
employed: generally
the synthetic
the best
mode for a
learner —
here an exception
— In
Botany for
example single
plants more
interesting
and comprehensible
to
beginners than
classes.
Divers there are among the branches of art and
science to which for the two intimately connected purposes
learning and teaching two intimately connected
but directly opposite modes of procedure — the analytic
and the synthetic either or both are fit and wont to be
applied analytic that which begins with the subject
considered as a whole and employs itself in breaking
it into parts: the synthetic that which begins with
parts and occupies itself with putting them together
to form a whole. Speaking in general terms speaking
of all branches of art and science taken in the
aggregate were any one to ask which of the two modes
of procedure promises to be practised with most facility
to the learner the synthetic is that which seems most
likely to occur as being the one which on this
occasion would be recommended in preference but if
such be the general rule the present case will at any
rate be found an exception. An exception but why
answer for this reason because the objects which this
synthetic method presents us with in the first instance are
mere fictions
A Note. That while in these instances individuals are realitia
that all aggregates considered as something distinct from
those same individuals are but fictions
This for a Note
Exemplification Botany
Single Plants more
interesting and comprehensible
to unexercised
minds than Botany
with its classes. Here
then synthesis has the
advantage so in the
case of the other two
physical kingdoms the animal & the
mineral
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Identifier: | JB/135/220/001"JB/" can not be assigned to a declared number type with value 135. |
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1828-09-14 |
5-6 |
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135 |
posology |
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220 |
posology |
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001 |
posology |
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copy/fair copy sheet |
1 |
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recto |
e4 / f18 |
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b&m 1828 |
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arthur moore; richard doane |
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1828 |
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46338 |
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