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interior of the house . Metaphors afe not always sound arguments , and they sometimes delude by fancied analogies . The one in question mil not , perhaps , be deemed conclusive by the disciples of the shdrt-cut system , for a question still arises as to the object which the aspirant has in view . For some purposes it Is obvious that jthe shortest way of getting into the house de facto
whether by the window or up the staircase , is the best ; and for others it may be of more importance to take into view the collateral advantages attending particular steps of the progress , such as what the passenger may see , admire Or learn on his way , and what sort of a figure he is to cut when he has made good his admission . In this way it seems to us ^ that the question stands for preliminary discussion as to education . It is obvious , that there may be two distinct classes of scholars : first , those who want to learn thoroughly ,
and who , in so learning , regard not so much the mere matter to be acquired as the mental discipline involved in the process ; and , secondly , another class , whose only object it may be to acquire by rote , for a given purpose , with the least possible expense of time and mental labour , the greatest number of words , ( as , in fact , a child does in a foreign land , ) without caring in the least for any collateral objects . The establishment , therefore , of any system , as an expeditious mode of teaching either lazy men , idle boys , or parrots , a
given number of words , would be very far , even if effected , from settling the question , whether the present system of education , judiciously applied , is bad , or the Hamiltonian scheme , as adapted to the exigencies of a school-boy , any thing better than a mischievous quackery . The basis of the argument for subverting the old system of induction and investigation , rests on the assumption , that in education ( without distinction as to the subjects of it ) the object in view is the acquirement of the Latin and Greek , or whatever else is to be learnt , in the quickest manner and with
the least labour . We humbly conceive this to be a gross fallacy . In the education of a boy , ( whom , of course , we assume to have the proper time and means before him , ) habits of attention and industry are to be acquired " , and a long course of mental discipline patiently cultivated . For this purpose some species of severe study must be assumed . Experience and common consent have pointed out the learned languages , not only as being useful as means for the purposes of culture and discipline , but as being in themselves
worthy of attainment as ends . Whether , however , the . latter part of the proposition were true or not , and if these languages were not per se objects worthy of the pains to be taken in their acquirement , it would be difficult to divine a branch of study in which the gymnastics of the mind could have better scope : it is fortunate that the two objects coalesce so well as they do ; and that we should have the consolation of reflecting , that , in going through a laborious process , a valuable store of great and excellent materials is acquired , and indelibly fixed in the mind . If this be so , the question ia not
J ) QW Greek and Latin are to be packed into the memory fastest , but how that Greek or Latin , or whatever elae we take for the basis qf oujr training process , is to be acquired in the manner most conducive to the primary object of discipline and invigoration . The Hamiltonians assume labour , analysis and induction to be in themselves bad—we call them the good of the process . We look to th § labour of the first ascent as bracing the sinews for further exertions . Beautifull y has Milton said , I shall strai g ht conduct you to a hinVside , where I will point you the right path of a virtuous and noble education ; laborious , indeed , at first ascent , but else so smooth , so green , so full of gopdjy prospects , and melodious sounds on every side , tjiat the harp of Orpheus was not more charming . " - ^ ' The chief object , " Dr . Jones
Untitled Article
tlO Review :- *~ HamtttQnmn System .
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Feb. 2, 1827, page 110, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1793/page/30/
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