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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
Hamiltonian Experiment . 7 ^ 1
VOL . II . 3 H
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/