Colloquies on Religion and Religious Education: Originally Pub. as a Supplement to "Hampden in the Nineteenth Century."C. Gilpin, 1849 - 217 pages |
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Common terms and phrases
admiration APPENDIX Archbishop attention ATTICUS beauty benevolence Bertrand Bertrand.-But Bertrand.-The better Bishop Bishop of London boys character CHARLES BERTRAND Christ Christian Church circumstances classes Colston's School conduct contemplation creed David Stow deemed Deity Divine duties ELGIN MARBLES emulation enjoyments eternal faculties faith favourable feelings Fitzosborne Fitzosborne.-I Fitzosborne.-There genius give Hampden Hampden.-But happiness heart heavenly holy hope imitate impart improvement individual Infant Schools inquiry institutions instruction intellectual justice knowledge labour learning live London University Lord Lord Brougham mankind means ment mind moral Mystics nature neglected objects observed opinions party passions perfect philosophy phrenologists piety Plato Plutarch political economists poor prejudice principle profess reason reform regard religion religious scarcely scene sects society soul spirit sublime superior things Thomas à Kempis THOMAS WYSE thought tion trained truth University views virtue wealth youth
Popular passages
Page 64 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother dialect only.
Page 64 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year.
Page 66 - ... now on the sudden transported under another climate, to be tossed and turmoiled with their unballasted wits in fathomless and unquiet deeps of controversy, do for the most part grow into hatred and contempt of learning, mocked and deluded all this while with ragged notions and babblements, while they expected worthy and delightful knowledge...
Page 67 - ... and tyrannous aphorisms, appear to them the highest points of wisdom; instilling their barren hearts with a conscientious slavery, if, as I rather think, it be not feigned. Others, lastly, of a more delicious and airy spirit, retire themselves, knowing no better, to the enjoyments of ease and luxury, living out their days in feast and jollity; which, indeed, is the wisest and the safest course of all these, unless they were with more integrity undertaken.
Page 134 - O'ER wayward childhood wouldst thou hold firm rule, And sun thee in the light of happy faces, Love, Hope, and Patience, these must be thy graces, And in thine own heart let them first keep school.
Page 66 - ... poverty or youthful years call them importunately their several ways, and hasten them with the sway of friends either to an ambitious and mercenary, or ignorantly zealous divinity ; some allured to the trade of law, grounding their purposes not on the prudent and heavenly contemplation of justice and equity, which was never taught them, but on the promising and pleasing thoughts of litigious terms, fat contentions, and flowing fees...
Page 81 - Cromwell, Cromwell, Had I but served my God with half the zeal I served my king, he would not in mine age Have left me naked to mine enemies.
Page 161 - ... that over the face of the watch there is placed a glass, a material employed in no other part of the work, but in the room of which, if there had been any other than a transparent substance, the hour could not be seen without opening the case.
Page 63 - ... hand, and also used of him as a dictionary for every present use. This is a lively and perfect way of teaching of rules ; where the common way used in common schools, to read the grammar alone by itself, is tedious for the master, hard for the scholar, cold and uncomfortable for them both.
Page 66 - And, for the usual method of teaching Arts, I deem it to be an old error of Universities, not yet well recovered from the scholastic grossness of barbarous ages, that, instead of beginning with Arts most easy (and these be such as are most obvious to the sense), they present their young unmatriculated novices at first coming with the most intellective abstractions of Logic and Metaphysics...