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on the above plan , a few chapters in John to learn ; while another youth has to learn the same chapters from the common version , or , if you think it more rational , from the jargon which Mr . Hamilton calls his ' Key . ' The Hamiltonian disciple , on reaching the end of t } ie assigned chapters , will not be able to know one word distinctly , or to account for it correctly . J say this for two reasons : because each noun is not traced to its nominative , nor each verb to
the present tense , and there associated in his mind with its peculiar signification ; and because he views the words under different terminations , amalgamated with the context . Besides , his object is expedition , and wishing to save time and trouble , he learns his lesson superficially ; and if he may be said to know the words , he knows them only so far as he recollects the drift of the whole ; and as the whole cannot be long retained , the meaning of every term is effaced with it . In the mean time , every faculty is dormant , excepting the memory ; no rule of syntax , no idiom or peculiarity of construction , no principle explaining the cause of the difference in the arrangement of the two
languages is suggested , during his progress , though calculated , and highly necessary , to awaken his understanding , nis imagination , and his judgment . " Turn next your attention to him who learns Greek b y the assistance of a lexicon ana an able teacher . On having finished his task ; , he has ascertained the sense of each word singly , and that at the root . The trouble he has been at in acquiring this meaning makes him value it ; and he stores it in his mind as a small piece of silver in his purse ; and being aware that tune , like a thief , may steal it , he will occasionally see if it be still in his possession .
Besides , during his progress through these chapters , he has seen illustrated many rules of syntax ; has acquired many princimes of extensive application ; has learnt in some instances the laws b y which the * Greek words are arranged in a sentence ; in an especial manner he is made to observe the transition in the meaning of a word , and to determine the art of fixing the true sense by the context . In this way , his faculties have all been employed as well as his recot lection . Thus , at the close of a few chapters , he feels himself a little critic , with powers able to master the noblest of all languages . In the prospect of success , his mind shoots forth like the tendrils of the vine in spring , and in the course of a few months it swells and ripens with clusters of delicious fruit ,
like the same vine in autumn . Finally , with a little assistance from an able teacher , he is made to understand the cause of ramification in the import of words ; and thus he forms an early acquaintance with the Association of Ideas , the great law which regulates the intellectual and moral world . By such means the little urchin is preparing , even at this early stage , to climb up the shoulders of Locke , Hartley and Priefstley , and contemplate the human mind reflected in the structure of language as in a mirror . "— -Pp . 18 , 19 .
" A considerable portion of your article consists of vague declamation against the absurdity of making the acquisition of language tedious and disgusting . Your arguments , Sir , nave weight only when they are turned against yourself and Mr . Hamilton . Who renders the acquisition of language tedious and disgusting ? The rational teacher who takes pains to enlighten the understanding of his pupils ; who by the assistance of analogy and general princi p les calls forth all his faculties to the aid of memory ; or the man who exercises his memory at the expense of every other faculty ? The terms of an unknown tongue , however polished , appear barbarous , and are difficult to be remembered by a novice ; and the exertion of the retentive faculty in mastering them is a
painful drudgery . The scholar so occupied is an unwilling slave ; he labours , not because it is his delight , but because as a slave he is obliged to labour ; and when he accomplishes his task , he no more comprehends its rationale , than the menial scribe does th £ legal document given Innitd copy . "~ Pp . 19 ^ 20 . ' * The use of translations is not a new question : it has been discussed and decided a century ago ; and experience since lias justified tfre , decision , given against it , as not * only fruitless , but pernicious . The nature of the case , indeed , as well as the authority of the most competent judges , justify me in asserting-,
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Review . -=- Hamiltonidn System . 11 *
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Feb. 2, 1827, page 115, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1793/page/35/
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