Lectures on Language and Linguistic Method in the School |
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... . Transcription . 3. Elementary written Compo- sition . 4. Abridgments and narrations . 5. Translation . 6. Imi- tation . 7. Original Essays or Theses and Reproduction LECTURE IV . LANGUAGE AS A FORMAL DISCIPLINE . GRAMMAR 35-51.
... . Transcription . 3. Elementary written Compo- sition . 4. Abridgments and narrations . 5. Translation . 6. Imi- tation . 7. Original Essays or Theses and Reproduction LECTURE IV . LANGUAGE AS A FORMAL DISCIPLINE . GRAMMAR 35-51.
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... Grammar a system of Abstractions . Method . 1. The When : should not be begun till the 12th year . 2. The How Much . 3. The Method to be the Real Method LECTURE V. · 52-63 GRAMMAR OF THE VERNACULAR TONGUE . PURPOSE . Method continued ...
... Grammar a system of Abstractions . Method . 1. The When : should not be begun till the 12th year . 2. The How Much . 3. The Method to be the Real Method LECTURE V. · 52-63 GRAMMAR OF THE VERNACULAR TONGUE . PURPOSE . Method continued ...
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... grammar , to the exclusion of the sub- stance of the language , the real as opposed to the formal . Far more effectual in moving and raising the mind than any logical analysis of language can possibly be , is the food , the nutrition of ...
... grammar , to the exclusion of the sub- stance of the language , the real as opposed to the formal . Far more effectual in moving and raising the mind than any logical analysis of language can possibly be , is the food , the nutrition of ...
Page 18
... Grammar . It stands , as we have seen , midway between language as a real subject , conveying substance of thought , and Logic . It is thus logic in its concrete form , and it is language in its abstract form . As such it disciplines ...
... Grammar . It stands , as we have seen , midway between language as a real subject , conveying substance of thought , and Logic . It is thus logic in its concrete form , and it is language in its abstract form . As such it disciplines ...
Page 20
... grammar and grammatical 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 ...
... grammar and grammatical 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 ...
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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
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