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<p><del>Such instruction as is expre conveyed either by<lb/> | |||
<gap/> or <add><gap/></add> <gap/> representation ought to be digested<lb/> | |||
as much as may be into the form of Tables. The ad</del></p> | |||
<p><head>Note (5) to p.7.</head></p> | |||
<p><add>(5)</add> Advantages resulting from the use of tables not numerous.<lb/> | |||
1. They facilitate comparison <del>between</del> as between object and<lb/> | |||
object, among the objects of which they are composed: <del>evi</del> <add>make</add><lb/> | |||
chance to be <del>the</del> <add>better and</add> better understood, as their several prints<lb/> | |||
of <del>conformity and discrepancy</del> <add>identity and diversity</add> are perceived: and<lb/> | |||
<del>eff</del> give occasion <add>and facility</add> to the most rapid and diversified combinations. 2. They serve <add>all along</add> to mark the progress of the<lb/> | |||
learner, and shew the proportion between the ground he<lb/> | |||
has <del>conquered</del> <add>mastered</add> and that which remains yet to be subdued.<lb/> | |||
3. They circumscribe the immensity of the subject, and<lb/> | |||
animate the exertions of the learner, by shewing him<lb/> | |||
<add>from the first</add> the period of his labours.</p> | |||
<p><del>In the course</del> Where the quantity of instruction to be<lb/> | |||
conveyed is so great that no <add>one</add> table or practicable number<lb/> | |||
of tables will <del>ser</del> contain the whole of it, a table<lb/> | |||
will <del>serve</del> at any rate <del>as</del> <add>perform the office of</add> a <hi rend="underline">syllabus</hi> or text. Tables<lb/> | |||
therefore, where they <del>do</del> <add>will</add> not present the whole of the instruction,<lb/> | |||
will at least present the <hi rend="underline">limits</hi> of it.</p> | |||
<p>The collection of tables would <del>serve to cause</del> <add>form a <del>proper</del> covering for</add> the walls<lb/> | |||
of the Ward in which the contents of them were to be taught.<lb/> | |||
<del>The subjects would they be familiar to the learner by being</del> <add>Subjects that elsewhere might be abstruse, will thus be familiar</add><lb/> | |||
<del>constantly present to the view.</del> <add><hi rend="underline">here</hi>, by being constantly under view.</add></p> | |||
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{{Metadata:{{PAGENAME}}}}{{ | {{Metadata:{{PAGENAME}}}}{{Ready_For_Review}} | ||
Such instruction as is expre conveyed either by
or representation ought to be digested
as much as may be into the form of Tables. The ad
Note (5) to p.7.
(5) Advantages resulting from the use of tables not numerous.
1. They facilitate comparison between as between object and
object, among the objects of which they are composed: evi make
chance to be the better and better understood, as their several prints
of conformity and discrepancy identity and diversity are perceived: and
eff give occasion and facility to the most rapid and diversified combinations. 2. They serve all along to mark the progress of the
learner, and shew the proportion between the ground he
has conquered mastered and that which remains yet to be subdued.
3. They circumscribe the immensity of the subject, and
animate the exertions of the learner, by shewing him
from the first the period of his labours.
In the course Where the quantity of instruction to be
conveyed is so great that no one table or practicable number
of tables will ser contain the whole of it, a table
will serve at any rate as perform the office of a syllabus or text. Tables
therefore, where they do will not present the whole of the instruction,
will at least present the limits of it.
The collection of tables would serve to cause form a proper covering for the walls
of the Ward in which the contents of them were to be taught.
The subjects would they be familiar to the learner by being Subjects that elsewhere might be abstruse, will thus be familiar
constantly present to the view. here, by being constantly under view.
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Identifier: | JB/149/076/001"JB/" can not be assigned to a declared number type with value 149. |
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149 |
poor law |
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076 |
heads |
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001 |
note 5 to p. 7 |
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text sheet |
1 |
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recto |
d6 |
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jeremy bentham |
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49930 |
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