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< | <p>Memory</p> | ||
<p>Instructions <unclear>versifiable</unclear></p> | <p>Instructions <unclear>versifiable</unclear></p> | ||
<p>1</p> | <p>1</p> | ||
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<p>2</p> | <p>2</p> | ||
<p>2 Arithmetical rules</p> | <p>2 Arithmetical rules</p> | ||
<p><add>For</add>Example of expletives <lb/> | <p><add>For</add>Example of expletives <lb/> | ||
&c to help versification <lb/> | &c to help versification <lb/> | ||
| Line 21: | Line 22: | ||
verse translations of <lb/> | verse translations of <lb/> | ||
any</p> | any</p> | ||
<p>3 </p> | <p>3 </p> | ||
<p>Chemical nomenclature <lb/> | <p>Chemical nomenclature <lb/> | ||
& arrangement</p> | & arrangement</p> | ||
<p>4</p> | <p>4</p> | ||
<p>Botanical arrangement <lb/> | <p>Botanical arrangement <lb/> | ||
& Nomenclature</p> | & Nomenclature</p> | ||
<p>5</p> | <p>5</p> | ||
< | <p>J.B. <unclear>ism</unclear> principles <lb/> | ||
Plan</ | of Morals & Legislation.</p> | ||
<pb/> | |||
<p>Divisions of the Pedotrophic <lb/> | |||
Plan</p> | |||
<p>The Plan in as far <lb/> | <p>The Plan in as far <lb/> | ||
as it takes for its direct <lb/> | as it takes for its direct <lb/> | ||
| Line 40: | Line 47: | ||
proposed to be subject <lb/> | proposed to be subject <lb/> | ||
to it, is relative to <lb/> | to it, is relative to <lb/> | ||
the business of Education.</p> | the business of Education.</p> | ||
<p>2. In as far as it <lb/> | <p>2. In as far as it <lb/> | ||
takes for its object the <lb/> | takes for its object the <lb/> | ||
| Line 46: | Line 54: | ||
is relative to the <lb/> | is relative to the <lb/> | ||
consideration of <hi rend="underline">Economy.</hi> </p> | consideration of <hi rend="underline">Economy.</hi> </p> | ||
<p>Under the head of <lb/> | <p>Under the head of <lb/> | ||
Economy, <sic>shew</sic> the <lb/> | Economy, <sic>shew</sic> the <lb/> | ||
| Line 57: | Line 66: | ||
that promises to <lb/> | that promises to <lb/> | ||
be most beneficial to <lb/> | be most beneficial to <lb/> | ||
them | them.</p> | ||
<pb/> | |||
<p>It is not the multitude <lb/> | <p>It is not the multitude <lb/> | ||
| Line 66: | Line 77: | ||
confusion, but the <lb/> | confusion, but the <lb/> | ||
want of clearness <lb/> | want of clearness <lb/> | ||
in the ideas. | in the ideas. A <lb/> | ||
single classic is <lb/> | single classic is <lb/> | ||
a greater strain upon <lb/> | a greater strain upon <lb/> | ||
the faculties than <lb/> | the faculties than <lb/> | ||
half a dozen sciences.</p | half a dozen sciences.</p> | ||
Memory
Instructions versifiable
1
1. Geometerical propositions
without the
demonstrations
2
2 Arithmetical rules
ForExample of expletives
&c to help versification
consult Lelling's & Busby's
Grammars &
wilh the English
verse translations of
any
3
Chemical nomenclature
& arrangement
4
Botanical arrangement
& Nomenclature
5
J.B. ism principles
of Morals & Legislation.
---page break---
Divisions of the Pedotrophic
Plan
The Plan in as far
as it takes for its direct
object the interest
of the individuals
proposed to be subject
to it, is relative to
the business of Education.
2. In as far as it
takes for its object the
interest of the Undertaker,
is relative to the
consideration of Economy.
Under the head of
Economy, shew the
motives, that the
incitements the action
of which tends to induce
the undertaker
to give the pupils
the best education
possible, the education
that promises to
be most beneficial to
them.
---page break---
It is not the multitude
of the ideas
communicated that
makes instruction
difficult, confused or breeds
confusion, but the
want of clearness
in the ideas. A
single classic is
a greater strain upon
the faculties than
half a dozen sciences.
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Identifier: | JB/107/059/001"JB/" can not be assigned to a declared number type with value 107. |
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1-5 |
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107 |
panopticon |
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059 |
paedotrophium |
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001 |
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marginal summary sheet |
2 |
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recto |
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jeremy bentham |
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35050 |
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