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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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€ tfe iift ) j ^ 'hir iis ^ F /^ tid to < Mtfc » e Beverelr tile # rstffiee 6 f Wt brethren . Is such a man to be endured ? Is our cdxiatltiiltett J ^ a £ frg feal t # be < fcfetroyed t > y allowin g—ay ^ , and ei % eouragSilg , ydtirrgaters to exert their faculties—a luxury wfeciV tifefe * im * tra < stbrs So nbt pertnit themselves to enjoy ? Is the brreh i& lot ojferily irrijpugfted , the cane to be secretly sneered at ? DbctVS pi ^ more levelling , more subversive of some portions of society , are not te be conceived . ' Time was when schoolmasters durst not swerve froin the even and orthodox tenor of their way ; they were content , like the trunkmaker , to produce their slender result by an infinity of no ?^ and blows : and now two or three restless spirits dare to disturb
the peace and pockets of this large and respectable fraternity , ' artef yfet whinfected by the seductions of novelty , and determined advocfcfes of the prostration of the understanding . , * Mf . Bligh is not ashamed to fly in the face of our oldest 1 prfc ~ cep \ M : he Mil not even allow a boy to mind his book * ^
' Not onl " y are children introduced to names through thin g * to a much lessextent than might be done , but , just as they are beginning i $ manifest aa intelligent curiosity , this plan is reversed : the school-book is almost substituted for the book of nature ; things are thenceforward
Viewed through the cloudy medium of words , and , in many ipstancea , never seen at all : so that , as Dr . Aikin observes , it is only their name * , and not the things themselves , with which we are acquainted . '—p , * 4 , 5 > . ' , The boy i » not teaching himself who merely accumulates ibis thoughts of others ^ though he receive no aid from a tutor , and however assiduous .
b $ be ; nor can he be said to have formed a habit of attention who can . foj hours , pore over lessons without looking off from the book , if" triose \ essons call into exercise only one of his powers ; if his attention . t > e passive , not active , and the powers of comparing , combining , and classifying , take Jittle or no part . Such was not the attention to which Newton ascribed his discoveries , and is not worth the name ; and yet better attention than this can only be secured by a deviation , on the part
of the student , from the beaten and prescribed path . Knowledge is generally presented in so artificial an order , so enveloped in technicalities , and so trammelled by rules , that the pupil is forced into habits of Pythagorean docility and mechanical assent most unfavourable to the development of his mind /—p . 2 . Not satisfied with this , he brings Burke to his aid , taking as his ttidtto the following passage , of which Burke ought , in the
opinion of many ,, to be heartily ashamed : 1 ; M # m convinced that the method of teaching which approaches mo ££ BWiy % Q f )» e method of investigation is incomparably the best ; JU ? jpe * n /? & coptsiU wj jto scrying up a few barren and lifeless truths / it ) e W ^ to | ikg « fcttlfl w ^ H& Jtjiey grew ; it tends to set . the * reader himsdf jn 9 -fyKfc of iwwton ^ aj ^ U ? iljtec t turn iaW those patfia m which the author \ a * TOJ ^ b ^ o ^ n ^ di ^ ovwes . r ? / That fef % i ^* ¦ acbfmer > < jP ^ staloxzi , » next htfy up fco rpublig tokttw ^ Lti < m ; -y « uM 4 P . Btt ^ h wili not enc ourage our itt » u produo
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§ 99 M& * m i 9 Mto * k * my 9 te ft ^ dto ^ 7 ' i ...
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Oct. 2, 1835, page 672, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2650/page/44/
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