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Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
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sufficient acquaintance with die language to pillow of their attention to this wkiout injury ); and if at any time their taste led thetn . ^|^^ IP& ary signification in prefesrenqe , they were jys ; t ^ fijtiy \ q ^^ ilr ^ M It ^^^ i ^ the primary , that it might be ascertained that they haaTipt 4 ep 6 n 4 e 4 xlptjn die aid of the translation more than vfould have been prpfitable ; and td be assured of this with still more certainty , they were required to read to their
teacher from an edition without either translation or j * ote . The Jugurthtne and Catiline Wars of Sallust , in addition to their parsing and other lesson ? engaged them exactly six weeks . To conduct the pupil through so many authors in so short a time , without encroaching too much upon the hours that should be devote ^ to other studies , and without tiring his patience by a too long-continued application to one pursuit , it was found necessary that the teacher should avail
himself of every facility , and be most economical of the time devoted to this part of learning . The results that were brought out in both these experiments I consider to have depended very much on the striqt observance of the following rules : — -1 . To require the fixed attention of the pupil while the class is engaged with their teacher . His progress is incomparably greater than wjien he is listless , and much more agreeable to himself : but the time should not exceed half an hour . 2 . On no account to suffer an indolent and hesitating habit of translating in the pupil , but to urge him
on with the greatest rapidity consistent with a distinct pronunciation . It infuses animation into t ^ e exercise , and is a constant excitement ; to attention . 3 . If he cannot readily bring to his recollection the corresponding English of ; any word , . rather than be allowed to guess at its signification , the teacher sh # J * Wpromptly lhr ? is ) i him w ith it ; and in the same manner with the o ^ der , if he should t > e mistaking it , rather tha ^ n consume the time by leading h \ m to discover it himself , by asking him to pointput the nominative c ^ 8 e , 4 \ ie verb with which it agws , &c . TJie advantage to hitnself , if any , is overbalanced by the interruption of the ; , attention of the rest pf the
c ) ass . He yn \\ have too , much pride to allow himself frequently to be assisted in ^ his . ma ^ p ^ er , and especially if others of the class shew a greater readiness . It will therefore be an inducement to industry and attention on his part , and , is ? i great spying pf tiine . 4 . The teaqher should on no account , except > jvliena , ny thing very remarkable occurs , suffer himself to be led into any conversation while the class is before him . In t ^ e Hamilr Ionian lesson , tr ^ e pup . il ' s chief object is tp acquire the knowledge of words ; and ^ t fixe ^ d attention W ; hich is necessary to gain his end should not be suffered to be ;^ terrupte ^ fpr a moment . ^\ m ^ is sufficient exercise of
his / her facvlfepin \\ i $ parsing lesson . Explanations even of peculiarities of gra , ( praar are better deferred till the . conclusion , as ntpre is Jost by . the inte ^^ ption of ^ attention , ih ^ n is gained ? by the immediate explanation . 5 . As jsuurly £ s X \ ie EpitQme mat . , §^ 6 ., but especially in Caesar and Sallust , the telpher may find ni ^ ny passages in which the construction is so simple , swit . qnjli ithe ^ wprds pf which the iftipil i ^^ sp fii ^ liarp th ^ it he c ^ n trfuwtete as rapidly a ^ he c ^ n utte r words . In these the te&cber should require ; pnly an B « glji )? b , v # r 8 i ^ n pf . them , to t ) e sis ejc |> editipiR 5 ly giVen as possible , without
taking-tip the p ^ igin ^ iijn . theuj §^ 1 , manner . It imparts interest to the pupil , ap the pftpgress \ &fo . fQfi $ mg is mjEmif ^ st tp himself ; he acquires the habi t of trancing in sp . e ^ y and agreeable imanner ; the > teacher . has tbe ^ best evidence possible that his pupil understands his author ; and it is a saving of half Retime . But it is essentially requisite that the pupil should be capable of reading
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Hamiltonian Experiment . 7 ^ 1
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VOL . II . 3 H
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Nov. 2, 1828, page 761, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2566/page/33/
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