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But a constant<lb/> | But a constant<lb/> | ||
readiness and<lb/> | readiness and<lb/> | ||
< | <unclear>alacrity</unclear> to answer<lb/> | ||
all sorts of questions<lb/></p> | all sorts of questions<lb/></p> | ||
<p>< | <p> <unclear>Therewhich</unclear> he<lb/> | ||
more or less preferred<lb/> | more or less preferred<lb/> | ||
by sketches<lb/> | by sketches<lb/> | ||
Line 24: | Line 24: | ||
any has been taken<lb/> | any has been taken<lb/> | ||
to be returned.<lb/></p> | to be returned.<lb/></p> | ||
<p> | <p><unclear>More</unclear> to be <unclear>supplied</unclear><lb/> | ||
for his own uses first<lb/> | for his own uses first<lb/> | ||
to be applied to the purposes<lb/> | to be applied to the purposes<lb/> | ||
of the institution.<lb/></p> | of the institution.<lb/></p><pb/> | ||
<p><unclear> | <p><unclear>Intimation</unclear> of<lb/> | ||
<add>other</add> | <add>other</add> <unclear>library</unclear> work to<lb/> | ||
be <del>taken</del> undertaken<lb/> | be <del>taken</del> undertaken<lb/> | ||
in concert.<lb/></p> | in concert.<lb/></p> | ||
<p><unclear> | <p><unclear>Post</unclear> for other<lb/> | ||
useful sciences<lb/> | useful sciences<lb/> | ||
sciences applicable<lb/> | sciences applicable<lb/> | ||
to use may find<lb/> | to use may find<lb/> | ||
its gratification -<lb/> | its gratification -<lb/> | ||
Chemistry, <unclear> | Chemistry, <unclear>Mechanics</unclear><lb/> | ||
Agriculture<lb/> | Agriculture<lb/> | ||
Mathematical<lb/>knowledge acceptable.<lb/></p> | Mathematical<lb/>knowledge acceptable.<lb/></p> | ||
Line 48: | Line 48: | ||
by the Auditor than <lb/> | by the Auditor than <lb/> | ||
by the Lecturer.<lb/></p> | by the Lecturer.<lb/></p> | ||
<p>Labour is employed | <p>Labour is employed<lb/> | ||
in catching the matter<lb/> | |||
by bits and <lb/> | by bits and <lb/> | ||
scraps instead of having<lb/> | scraps instead of having<lb/> | ||
Line 57: | Line 58: | ||
the liberty of questioning<lb/> | the liberty of questioning<lb/> | ||
the Lecturer<lb/></p> | the Lecturer<lb/></p> | ||
<p>They do not afford any opportunity for the exercise of the <unclear>inventive</unclear> faculty<lb/></p><pb/> | <p>They do not afford <lb/> | ||
any opportunity <lb/> | |||
for the exercise of <lb/> | |||
the <unclear>inventive</unclear> faculty<lb/></p><pb/> | |||
<p>The <hi rend='underline'>Logic</hi> or<lb/> | <p>The <hi rend='underline'>Logic</hi> or<lb/> | ||
what might be<lb/> | what might be<lb/> | ||
Line 64: | Line 68: | ||
if the word Metaphysics<lb/> | if the word Metaphysics<lb/> | ||
<del>had</del><add><gap/></add><lb/> | <del>had</del><add><gap/></add><lb/> | ||
<del>not</del><add>being</add> to<lb/> | <del>not</del><add>being</add> applied to<lb/> | ||
those <unclear>wild conceits</unclear><lb/> | those <unclear>wild conceits</unclear><lb/> | ||
which originate in a want<lb/> | which originate in a want<lb/> | ||
of | of acquaintance<lb/> | ||
with genuine<add>true <gap/></add><lb/> | with genuine<add>true &<gap/></add><lb/> | ||
Metaphysics,<lb/> | Metaphysics,<lb/> | ||
had not received <lb/> | had not received <lb/> | ||
Line 80: | Line 84: | ||
as Power<lb/> | as Power<lb/> | ||
Right, Obligation,<lb/> | Right, Obligation,<lb/> | ||
Privilege and <add><unclear> | Privilege and <add><unclear>Profession</unclear></add><lb/> | ||
the like.<lb/></p> | the like.<lb/></p> | ||
<p>The classification<lb/> | <p>The classification<lb/> | ||
Line 94: | Line 98: | ||
and in some measure<lb/> | and in some measure<lb/> | ||
attention to the subject<lb/> | attention to the subject<lb/> | ||
in the | in the part of every<lb/> | ||
young man who if<lb/> | young man who if<lb/> | ||
simply set to read<lb/> | simply set to read<lb/> | ||
themselves, might <unclear> | themselves, might <unclear>either</unclear><lb/></p><pb/> | ||
<p>To bring any<lb/> | <p>To bring any<lb/> | ||
proposed<add>given</add> point<add>mass</add><lb/> | proposed<add>given</add> point<add>mass</add><lb/> | ||
Line 112: | Line 116: | ||
end<lb/></p> | end<lb/></p> | ||
<p>A fine exercise<lb/> | <p>A fine exercise<lb/> | ||
and <unclear>Bringthinning</unclear><lb/> | <unclear>and</unclear> <unclear>Bringthinning</unclear><lb/> | ||
exercise for the intellectual<lb/> | exercise for the intellectual<lb/> | ||
faculties<lb/> | faculties<lb/> | ||
As good as a <unclear> | As good as a <unclear>Guess</unclear><lb/> | ||
at <gap/><lb/></p> | at <gap/>ss<lb/></p> | ||
<p>Instructions much<lb/> | <p>Instructions much<lb/> | ||
more <unclear>effectually</unclear><lb/> | more <unclear>effectually</unclear><lb/> | ||
Line 125: | Line 129: | ||
<head>Debt, Payment</head><lb/> | <head>Debt, Payment</head><lb/> | ||
—<lb/> | —<lb/> | ||
<p> | <p><unclear>answer</unclear> goes out<lb/> | ||
at another. -<lb/> | at another. -<lb/> | ||
much more deeply<lb/> | much more deeply<lb/> | ||
imprinted - | imprinted - The<lb/> | ||
mind in looking<lb/> | mind in looking<lb/> | ||
out for analogies<lb/> | out for analogies<lb/> | ||
Line 136: | Line 140: | ||
expands before it<lb/></p> | expands before it<lb/></p> | ||
<p><gap/> <unclear>evade</unclear> the<lb/> | <p><gap/> <unclear>evade</unclear> the<lb/> | ||
Duty or <unclear> | Duty or <unclear>dues</unclear> under<lb/> | ||
it.<lb/></p><pb/> | it.<lb/></p><pb/> | ||
<p>Digest of Justice<lb/> | <p>Digest of Justice<lb/> | ||
Line 155: | Line 159: | ||
with it and included<lb/> | with it and included<lb/> | ||
under it.<lb/></p> | under it.<lb/></p> | ||
<p>To | <p>To give to every<lb/> | ||
individual in the<lb/> | individual in the<lb/> | ||
community whatever<lb/> | community whatever<lb/> | ||
part of the<lb/> | part of the<lb/> | ||
Law | Law inures him<lb/> | ||
in any capacity,<lb/> | in any capacity,<lb/> | ||
shared from every<lb/> | shared from every<lb/> | ||
Line 175: | Line 179: | ||
that, it would being<lb/> | that, it would being<lb/> | ||
<gap/> them to travel<add>do the</add><lb/> | <gap/> them to travel<add>do the</add><lb/> | ||
in the <add>< | in the <add><unclear>drudging</unclear></add> trammels of<lb/> | ||
in Special | in Special Pleader<lb/> | ||
or manufacturer of<lb/> | or manufacturer of<lb/> | ||
Bills and Answers<lb/> | Bills and Answers<lb/> | ||
Line 184: | Line 188: | ||
steps of the immortal<lb/> | steps of the immortal<lb/> | ||
Bacon, and <unclear>handing</unclear><lb/> | Bacon, and <unclear>handing</unclear><lb/> | ||
<add> | <add>having a part</add> <unclear>hand</unclear> to the more<lb/> | ||
arduous<add>and dignified</add> as well as<lb/> | arduous<add>and dignified</add> as well as<lb/> | ||
useful<add>production</add> work of human<lb/> | useful<add>production</add> work of human<lb/> | ||
Line 190: | Line 194: | ||
<p>Improvement the<lb/> | <p>Improvement the<lb/> | ||
object not Reformation:<lb/> | object not Reformation:<lb/> | ||
- the <gap/><lb/> | - the <del><gap/</del>><lb/> | ||
word which seems to<lb/> | word which seems to<lb/> | ||
involve <del>prejudice</del><lb/><lb/> | involve <del>prejudice</del><lb/><lb/> | ||
Line 196: | Line 200: | ||
a prejudice and <lb/> | a prejudice and <lb/> | ||
that of no indifferent<lb/> | that of no indifferent<lb/> | ||
kind by <unclear> | kind by <unclear>depposing</unclear> <lb/> | ||
<unclear>retrogradtion</unclear><lb/> | <unclear>retrogradtion</unclear><lb/> | ||
instead of inducement<lb/>,<lb/> | |||
and the bringing<lb/> | and the bringing<lb/> | ||
back the the accumulated<lb/> | back the the accumulated<lb/> | ||
wisdom of<lb/> | wisdom of<lb/> | ||
age is some fabled<lb/> | age is some fabled<lb/> | ||
standard of | standard of <unclear>pristine</unclear><add>primeval</add><lb/> | ||
excellence.<lb/></p><pb/> | excellence.<lb/></p><pb/> | ||
<p>In the composition<lb/> | <p>In the composition<lb/> | ||
of a | of a law or<add>authoritative</add> body<lb/> | ||
of | of law two<add>component</add> originate,<lb/> | ||
must concern<lb/> | must concern<lb/> | ||
intellectual labour,<lb/> | intellectual labour,<lb/> | ||
and political authority.<lb/> | and political authority.<lb/> | ||
Both are<lb/> | Both are<lb/> | ||
equally <unclear> | equally <unclear>indispensable</unclear><lb/> | ||
The latter is confined<add><gap/></add> <lb/> | |||
to a privileged source.<lb/> | to a privileged source.<lb/> | ||
The former is the<lb/> | The former is the<lb/> | ||
work of any body thus<lb/> | |||
<unclear>plans</unclear>. It is not<lb/> | |||
necessary that they<lb/> | necessary that they<lb/> | ||
should be the work of<lb/> | should be the work of<lb/> | ||
Line 227: | Line 231: | ||
<add>in a manner unavoidably</add> engrossed by the<lb/> | <add>in a manner unavoidably</add> engrossed by the<lb/> | ||
business of the day.<lb/> | business of the day.<lb/> | ||
He has little or no hi<gap/>um for that <unclear> | He has little or no hi<gap/>um<lb/> | ||
<unclear> | for that <unclear>dup</unclear><lb/> | ||
and <unclear>parlimaisons</unclear> <unclear>source</unclear><lb/> | |||
of reflection which is<lb/> | of reflection which is<lb/> | ||
<unclear>necessary</unclear> to the execution<lb/> | <unclear>necessary</unclear> to the execution<lb/> | ||
of the work of legislation<lb/> | of the work of legislation<lb/> | ||
upon a | upon a <unclear>giant</unclear><lb/> | ||
and comprehensive<lb/> | and comprehensive<lb/> | ||
scale.<lb/></p> | scale.<lb/></p> | ||
Line 257: | Line 262: | ||
work<lb/></p> | work<lb/></p> | ||
<p>The intercourse<lb/> | <p>The intercourse<lb/> | ||
not the common | not the common <unclear>dealt</unclear><lb/> | ||
intercourse between<lb/> | intercourse between<lb/> | ||
Tutor and Pupil<lb/> | Tutor and Pupil<lb/> | ||
Line 270: | Line 275: | ||
which no introduction<lb/> | which no introduction<lb/> | ||
could be <unclear>induced</unclear><lb/> | could be <unclear>induced</unclear><lb/> | ||
<gap/> even serious | <gap/> even serious question<lb/> | ||
willingly <unclear>received</unclear><lb/> | willingly <unclear>received</unclear><lb/> | ||
in which | in which <unclear>diversity</unclear> of<lb/> | ||
< | <unclear>sentiment</unclear> would be <lb/> | ||
rebellion, and | rebellion, and <unclear>curiosity</unclear><lb/> | ||
<unclear>sedition.</unclear> <lb/></p> | <unclear>sedition.</unclear> <lb/></p> | ||
<p>It will prepare <unclear>anything</unclear><lb/> | <p>It will prepare <unclear>anything</unclear><lb/> | ||
which he will<lb/> | which he will<lb/> | ||
not submit to their<lb/> | not submit to their<lb/> | ||
< | <unclear>cohesion</unclear> without reserve:<lb/> | ||
and the more <lb/> | and the more <lb/> | ||
official and independent<lb/> | official and independent<lb/> | ||
Line 285: | Line 290: | ||
which the Pupil has<lb/> | which the Pupil has<lb/> | ||
<unclear>learnt</unclear> to act, the more<lb/> | <unclear>learnt</unclear> to act, the more<lb/> | ||
the <add> | the <add>houses</add> <unclear>prouder</unclear> and sympathetic<lb/> | ||
<unclear>feelings</unclear> if the<lb/> | <unclear>feelings</unclear> if the<lb/> | ||
<unclear> | <unclear>Principles</unclear> will be gratified. <lb/></p><pb/> | ||
—<lb/> | —<lb/> | ||
<p>called upon to do his <lb/> | <p>called upon to do his <lb/> | ||
Line 306: | Line 311: | ||
time that they are <lb/> | time that they are <lb/> | ||
learning how to do <lb/> | learning how to do <lb/> | ||
it: | it: <unclear>preaching</unclear> the <unclear>art</unclear><lb/> | ||
at the same time that<lb/> | at the same time that<lb/> | ||
they are <del>learning</del><add><unclear>instructing</unclear></add> themselves<lb/> | they are <del>learning</del><add><unclear>instructing</unclear></add> themselves<lb/> | ||
Line 336: | Line 341: | ||
service to draw <lb/> | service to draw <lb/> | ||
but - improvements<lb/><lb/> | but - improvements<lb/><lb/> | ||
from, it is the only<add>in a <unclear>manner</unclear></add><lb/> | |||
source from whence<lb/> | source from whence<lb/> | ||
such improvement <unclear>would</unclear><lb/><pb/> | such improvement <unclear>would</unclear><lb/><pb/> |
For engagement
to chalk out a
regular course of
study for all or
for each one -
But a constant
readiness and
alacrity to answer
all sorts of questions
Therewhich he
more or less preferred
by sketches
more or less compliant
under every kind
of legislation.
For engagement
to go with the
plan: but the instant
it is relinquished
the money when
any has been taken
to be returned.
More to be supplied
for his own uses first
to be applied to the purposes
of the institution.
---page break---
Intimation of
other library work to
be taken undertaken
in concert.
Post for other
useful sciences
sciences applicable
to use may find
its gratification -
Chemistry, Mechanics
Agriculture
Mathematical
knowledge acceptable.
Superiority of this
mode of instruction to
Lectures.
Lectures (where there
is nothing to exhibit)
had better be read
by the Auditor than
by the Lecturer.
Labour is employed
in catching the matter
by bits and
scraps instead of having
the whole as
command
Lecturers do not
afford the Pupil
the liberty of questioning
the Lecturer
They do not afford
any opportunity
for the exercise of
the inventive faculty
---page break---
The Logic or
what might be
called the Metaphysics
of Law
if the word Metaphysics
had
notbeing applied to
those wild conceits
which originate in a want
of acquaintance
with genuinetrue &
Metaphysics,
had not received
so odious an
application
The originationconvention<add>The true import
and mutual
connection of
such words if
very general import
as Power
Right, Obligation,
Privilege and Profession
the like.
The classification
of the subjects of
Law such as
offences, is rather
less proper thus
require to be constituted
Offences,
The only use of
such Labours is to
ensure attendance
and in some measure
attention to the subject
in the part of every
young man who if
simply set to read
themselves, might either
---page break---
To bring any
proposedgiven pointmass
of Lawdivision to the
test of reason and
utility.
To state the particular ends
which the law
relative to that branch
of the subject ought
to have a view insofar
to the dictates
of utility, the universal
end
A fine exercise
and Bringthinning
exercise for the intellectual
faculties
As good as a Guess
at ss
Instructions much
more effectually
gained in this active
a given way. which
what goes in at
—
Debt, Payment
—
answer goes out
at another. -
much more deeply
imprinted - The
mind in looking
out for analogies
expands itself as
the subject matter
it has to work upon
expands before it
evade the
Duty or dues under
it.
---page break---
Digest of Justice
Law one of the first works.
The
extracting from
the Statute.
Books a compliant
system of Personal
Codes would
be another distinct
from the former in its
denomination
and design, but
with regard in the
insmaller great measure
coinciding
with it and included
under it.
To give to every
individual in the
community whatever
part of the
Law inures him
in any capacity,
shared from every
thing which does
not concern him.
---page break---
They will have
the comfort of thinking
that their
labours will at
any rate not have
been bestowed upon
an unworthy subject:
that with the same expense
time and labour
that, it would being
them to traveldo the
in the drudging trammels of
in Special Pleader
or manufacturer of
Bills and Answers
they will have him
fulfilling their wishes
and ding in the
steps of the immortal
Bacon, and handing
having a part hand to the more
arduousand dignified as well as
usefulproduction work of human
wisdom.
Improvement the
object not Reformation:
- the <gap/>
word which seems to
involve prejudice
in its very import
a prejudice and
that of no indifferent
kind by depposing
retrogradtion
instead of inducement
,
and the bringing
back the the accumulated
wisdom of
age is some fabled
standard of pristineprimeval
excellence.
---page break---
In the composition
of a law orauthoritative body
of law twocomponent originate,
must concern
intellectual labour,
and political authority.
Both are
equally indispensable
The latter is confined
to a privileged source.
The former is the
work of any body thus
plans. It is not
necessary that they
should be the work of
the same person: it
is almost impossible
that they should be.
The men of the official legislator
in office is always
in a manner unavoidably engrossed by the
business of the day.
He has little or no hium
for that dup
and parlimaisons source
of reflection which is
necessary to the execution
of the work of legislation
upon a giant
and comprehensive
scale.
Of these two worksla
this work of the individual
must come
first. must provide
the work of the legislator.
We are not
intitled to unsumtion
---page break---
—
---page break---
as if wisdom instead
of the offspring
were the parent
of experience
---page break---
—
---page break---
for not having
the order of things
It is for us to do our
part before he is called
---page break---
To go to school
and all the time
to be doing Master's
work
The intercourse
not the common dealt
intercourse between
Tutor and Pupil
in which omniscience
is approved on
one part, and blind
acquiescence ignored
on the other, in which
as in an Pupils the
Doctor has every thing
his own way. In
which no introduction
could be induced
even serious question
willingly received
in which diversity of
sentiment would be
rebellion, and curiosity
sedition.
It will prepare anything
which he will
not submit to their
cohesion without reserve:
and the more
official and independent
the part
which the Pupil has
learnt to act, the more
the houses prouder and sympathetic
feelings if the
Principles will be gratified.
---page break---
—
called upon to do his
disposition must
come before ap rejection
or approval.
---page break---
Send it to Oxford &
Cambridge - Such is
up in the Colleges
---page break---
—
Reference for further
particulars to J.B.
of Linc. Inn Esq.r
To Edinburgh?
To Dublin?
They will be doing
work at the same
time that they are
learning how to do
it: preaching the art
at the same time that
they are learninginstructing themselves
in the Service.
Primary mechanical
operations and
will afford
amusement by difying
the service, and
affording a sort of
It is the great praise
of a Minister that
he studies to follow
further opinion: it is
too much to expect of
almost any Minister
that he should attempt
to lead it. But the
law of public opinion
is a law made by
private individuals.
and lets some
such individual will
step forward and propose
it no such law
can be made.
So them from
this being an improper
service to draw
but - improvements
from, it is the onlyin a manner
source from whence
such improvement would
---page break---
Identifier: | JB/107/033/001"JB/" can not be assigned to a declared number type with value 107. |
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107 |
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033 |
pupil advertisement |
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001 |
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plan |
2 |
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recto |
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jeremy bentham |
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35024 |
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