Lectures on Language and Linguistic Method in the School |
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Page 6
... analysis of language , then , you introduce the young intellect to the analysis of its own thinking in its whole range . While engaged in this exercise the abstract powers are so involved in a concrete familiar to all , that the formal ...
... analysis of language , then , you introduce the young intellect to the analysis of its own thinking in its whole range . While engaged in this exercise the abstract powers are so involved in a concrete familiar to all , that the formal ...
Page 8
... analysis , and this in every possible relation of simplicity , complexity , and subtlety . 2. This brings us to the second ground of the claim which language makes for a supreme place in the education of youth . Language presents to us ...
... analysis , and this in every possible relation of simplicity , complexity , and subtlety . 2. This brings us to the second ground of the claim which language makes for a supreme place in the education of youth . Language presents to us ...
Page 9
... analysis of language can possibly be , is the food , the nutrition of thoughts , which language as literature conveys . What was the Renaissance in its influence on the School but the substitution of substance I. ] 9 INSTRUMENT OF ...
... analysis of language can possibly be , is the food , the nutrition of thoughts , which language as literature conveys . What was the Renaissance in its influence on the School but the substitution of substance I. ] 9 INSTRUMENT OF ...
Page 17
... analysis ; secondly , as a real study conveying the substance of thought ; and , thirdly , as literature in which are presented to us the forms of the ideal in Art . These three aspects of language will now be looked at more closely ...
... analysis ; secondly , as a real study conveying the substance of thought ; and , thirdly , as literature in which are presented to us the forms of the ideal in Art . These three aspects of language will now be looked at more closely ...
Page 20
... analysis , is not beyond the reach of the schoolboy , be- cause his mind is supported by the symbols which we call words , and these are presented to his senses . It is by such exercises that we give what is to be distinctively called ...
... analysis , is not beyond the reach of the schoolboy , be- cause his mind is supported by the symbols which we call words , and these are presented to his senses . It is by such exercises that we give what is to be distinctively called ...
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Common terms and phrases
acquired æsthetic Ave Maria Lane beautiful blackboard Cæsar Cambridge Warehouse classical College composition concrete connexion Cornelius Nepos criticism Crown 8vo cursive daily discipline Edition emotion Essay ethical exact exercise expression foreign tongue Gallic War give grammatical teaching Greek human idea ideal instruction intellectual intelligence J. E. SANDYS knowledge language as literature lectures lesson literary living Livy LL.D logical M. T. Ciceronis M.A. Demy 8vo master means merely mind Molière moral nature note-book object P. G. TAIT parsing perception philosophical Plato poetry prose pupil Quintilian R. C. JEBB reasons for teaching relations RENDEL HARRIS revised rule of method Scotus Novanticus sense speak spiritual St John's College stage step syntax taught teacher teaching Latin things tion transitive verb translation true truth University of Cambridge verb vocables whole words writing
Popular passages
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