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serve that the degree in which this latter gentleman exercises a beneficial influence , is the point which the public wish to see decided . This , moreover , is what Mr . Stevens is evidently striving to demonstrate .
In proof that he is so , read the paragraph to which the note is appended , and observe how egregiously he commits himself , and how unfairly he deals with Dr . Jones , in endeavouring to prove the erroneousness of a statement made by that learned man respecting Hamiltonians , by a reference to the proficiency of Stevensicms . Amidst his boldest hypotheses
and predictions , Dr . Jones certainly never dreamed of suffering such injustice from the pen of a sensible , though , I fear , not unprejudiced man . In the next paragraph , the guide of my critical perambulations acknowledges " a slight departure from Mr . Hamilton ' s method , " hereby implying that he thinks he has hitherto trodden pretty steadily in that gentleman ' s steps , and that he trusts
your readers believe him to have done so . In this confession and the accompauying remark , he shews that a large ' * something" began to be found wanting . " The Hamiltonian system is , as Mr . Stevens here tells us , unquestionably ill-adapted for children . Now we are arriving at a very different conclusion from that to which he wished us to be
brought . I do not forget that he is the professed advocate of a combined method ; nor do I forget that he designs to convince the world that the Hamiltonian plan has a claim to general adoption . Accompanying Mr . Stevens to the next division of his history , we find him making more than s < a slight departure " froin Hamilton ' s directions . Yet , with marvellous inconsistency , he , in the same paragraph , shews forth the feats of a scholar in whose instruction he has thus
deviated , as a means of removing " the general fear that a Hamiltonian pupil ' s knowledge will be superficial . " It is really curious to observe how Mr . S . labours under the delusion that his are Hamiltonian pupils . Happily for them ,
they are not so ! Had they been so , they would never have afforded him that " indescribable pleasure which he has felt in the display of their attainments . To me , at least , it is very hard to perceive how one particle of Hamutonianism entered into the cause of the skill
displayed by these boys . Let us always bear in mind that it is the efficacy of this principle which is to be demonstrated . The next , brought into view , are the readers of Sallust , Livy , and Ovid . Mr .
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Hamilton directs that a literal translation be used , and that his pupils depend on the frequent repetition of this translation . These Stevensians used not a literal translation , and were soon made to assist themselves by neither translation nor note . These , then , do not exemplify the practicability of the Hamiltonian system . Let it not be said that the power of the Hamiltouian engine was seen in their advancement previously to taking these authors in hand As some of these pupils were in early years versed in the inflexion of nouns , &c , on the usual plan , and as all of them were well exercised in parsing , while under Mr .
Stevens * care , such an assertion would be miserably defective in proof . Proceed we now to the rules by the observance of which the proficiency of the pupils is believed to have been acquired . The first rule is unquestionably very excellent . The second is very good , if the spirit of the first be plentifully
infused into it . Mere rapid translation will never make a learner comprehend the meaning of his author , nor ever enable him to gain •* a knowledge of words " To the third many will join me in demurring . When the teacher becomes habitual prompter to his pupils , those will be extraordinary boys indeed , who are not rendered careless in their own
translation , and especially listless during the time that a class-fellow is engaged . It would surely be better to accustom the other member 8 of the class " promptly to furnish the signification" of a word , and to correct a mistranslation . By the phrase , " if others of the class shew a greater readiness , " I conclude Mr . Stevens means a superior shrewdness in the translation of their own portions , and not the method just proposed . If he would imply this latter , there is something like contradiction in bis
expressions . The honest pride to which he alludes would be much more strongly and usefully excited by the promptness of an equal or inferior . Ought not an instructor to be prompt to assist and invigorate the memory of his pupil , but very backward to substitute his own for it ? Under the fourth rule , it is remarked , that " in the Hamiltonian lesson , the
pupil's chief object is to acquire a knowledge of words . " I beg to remind Mr , Stevens that , according to his own shewing , his mode of tuition is in no part of it pure HarnUtonianism . He will perhaps exclaim , that he plainly informs us of distinct classes for parsing . I by no means overlook this ; but must broach a suggestion that , as in most of the au-
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60 Miscellaneous Correspondence ,
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Jan. 2, 1829, page 60, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2568/page/60/
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