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<head>Indirect Legislation § 8</head> | <head>Indirect Legislation § 8</head> | ||
<note>Encouragement of<lb/>Learning<lb/>Knowledge § 5<lb/> </note> | <note>Encouragement of<lb/>Learning<lb/>Knowledge § 5<lb/></note> | ||
<note>— and that from <lb/>one more mischievous <lb/>into a less <lb/>mischievous<lb/></note> | <note>— and that from <lb/>one more mischievous <lb/>into a less <lb/>mischievous<lb/></note> | ||
<del>ever to the facility of perpetrating them, but only<lb/>to vary the modes <add>means</add> of producing that effect: and<lb/> how vary them <add>it</add> ? by substituting such as are<lb/>less mischievous in the room of such as are more<lb/>so. It seems</del | <p><del><add>ever</add> to the facility of perpetrating them, but only<lb/>to vary the modes <add>means</add> of producing that effect: and<lb/> how vary them <add>it</add> ? by substituting such as are<lb/>less mischievous in the room of such as are more<lb/>so. It seems</del> Is it true then <del>by</del> that by the <sic>encrease</sic> <lb/>of knowledge crimes <add>mischiefs</add> have not been <sic>encreased</sic>? it seems to follow that by the diminution <lb/>of <del>this</del> it they are not to be prevented.<lb/></p> | ||
<note>The ingenuity of the <lb/>judge has truth and the <lb/>nature of things on its side: <lb/>against force he has nothing <lb/><del>force has nothin</del> to oppose.<lb/></note> | |||
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<head>NOTE</head> | <head>NOTE</head> | ||
< | <note>it does not augment<lb/> the quantum of delinquency: <lb/>it only makes<lb/>delinquency take a<lb/> different course? and <lb/>what course?<lb/></note> | ||
<note>Charity Schools<lb/> not pernicious<lb/></note> | |||
</p>One might here introduce the trite observation <lb/><note>of</note> | <p><del>I have heard</del> The <sic>encrease</sic> of charity schools<lb/>for instance I have heard mentioned as a matter<lb/>of complaint: it puts the lower people in<lb/>a way of committing crimes to which they would<lb/>otherwise be strangers: it puts them in the way<lb/>for instance of committing forgery: those who can<lb/>neither write nor read are free from this temptation.<lb/>How then to keep <del>the people</del> <add>a man</add> from committing<lb/>forgery? the answer is <del>pre</del> obvious <add>follows of course</add> ; prevent<lb/><del>them</del> <add>him</add> from learning either to write or read. But<lb/>this is but doing things by halves: <del>they</del> <add>he</add> can still<lb/>thieve and rob as much as ever <note>although a man<lb/> should have never <lb/>looked into a book<lb/></note> : the surest <add>[only] sure</add> way<lb/>is to cut off his hands at once; and then he <lb/>can neither forge nor steal.<lb/><note>If any other particular <lb/>allegation were produced <lb/>in support of the general <lb/>proposition concerning the <lb/>mischievous effects of charity <lb/>schools I am persuaded <lb/>it would turn out to be as <lb/>ill grounded as the <gap/><lb/></note></p><p>One might here introduce the trite observation <lb/><note>of</note></p> | ||
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{{Metadata:{{PAGENAME}}}}{{ | {{Metadata:{{PAGENAME}}}}{{Completed}} | ||
Indirect Legislation § 8
Encouragement of
Learning
Knowledge § 5
— and that from
one more mischievous
into a less
mischievous
ever to the facility of perpetrating them, but only
to vary the modes means of producing that effect: and
how vary them it ? by substituting such as are
less mischievous in the room of such as are more
so. It seems Is it true then by that by the encrease
of knowledge crimes mischiefs have not been encreased? it seems to follow that by the diminution
of this it they are not to be prevented.
The ingenuity of the
judge has truth and the
nature of things on its side:
against force he has nothing
force has nothin to oppose.
NOTE
it does not augment
the quantum of delinquency:
it only makes
delinquency take a
different course? and
what course?
Charity Schools
not pernicious
I have heard The encrease of charity schools
for instance I have heard mentioned as a matter
of complaint: it puts the lower people in
a way of committing crimes to which they would
otherwise be strangers: it puts them in the way
for instance of committing forgery: those who can
neither write nor read are free from this temptation.
How then to keep the people a man from committing
forgery? the answer is pre obvious follows of course ; prevent
them him from learning either to write or read. But
this is but doing things by halves: they he can still
thieve and rob as much as ever although a man
should have never
looked into a book
: the surest [only] sure way
is to cut off his hands at once; and then he
can neither forge nor steal.
If any other particular
allegation were produced
in support of the general
proposition concerning the
mischievous effects of charity
schools I am persuaded
it would turn out to be as
ill grounded as the
One might here introduce the trite observation
of
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101 |
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jeremy bentham |
r williams |
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c. hamilton |
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27626 |
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