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 The courts of first instance have territorial jurisdiction as designated by their constituent acts.

The Civil Court and the Criminal Court have territorial jurisdiction over all the districts of Bangkok, save the districts which are under the territorial jurisdiction of the Bangkok South Civil Court, the Thon Buri Civil Court, the Bangkok South Criminal Court, the Thon Buri Criminal Court, the Min Buri Provincial Court, and other courts of justice, as designated by their constituent acts.

In the event that a case is instituted before the Civil Court or Criminal Court and such case occurred outside the territorial jurisdiction of the Civil Court or Criminal Court, then the Civil Court or Criminal Court, as the case may be, may exercise discretion as to whether it should accept to try and adjudicate upon the case or should order it to be transferred to another competent court of justice.

In the event that a case is instituted before a provincial court and such case occurred inside the territorial jurisdiction of a municipal court and is under the power of a municipal court, the provincial court shall order the case to be transferred to the competent municipal court.

Municipal courts have the power to try and adjudicate upon cases and have the power to conduct examinations or issue any orders for which a single judge has the power as designated in section 24 and section 25, paragraph 1.

Provincial courts have the power to try and adjudicate upon all the civil and criminal cases which are not under the power of the other courts of justice.

The Civil Court, the Bangkok South Civil Court, and the Thon Buri Civil Court have the power to try and adjudicate upon all civil cases and any of the other cases which are not under the power of the other courts of justice.

The Criminal Court, the Bangkok South Criminal Court, and the Thon Buri Criminal Court have the power to try all the criminal cases which are not under the power of the other courts of justice, as well as any other cases which a law subjects to the power of a court of criminal jurisdiction, as the case may be.

Other courts of justice have the power to try and adjudicate upon cases as designated by their constituent acts or other laws.

The Court of Appeal has territorial jurisdiction over all the districts which are not under the territorial jurisdiction of the Regional Courts of Appeal.

In the event that an appeal against a case is submitted to the Court of Appeal and such case is outside the territorial jurisdiction of the Court of Appeal, the Court of Appeal may exercise discretion as to whether it should accept to try and adjudicate upon the case or should order it to be transferred to the competent Regional Court of Appeal.

The Court of Appeal and the Regional Courts of Appeal have the power to try and adjudicate upon all cases in which judgments or orders of courts of first instance are appealed according to the provisions of the laws dealing with appeals and with jurisdiction of courts, and have the following powers:

to reaffirm, revise, reverse, or rescind judgments of courts of first instance which sentence persons to death or life imprisonment, when the cases have been sent up to the Court of Appeal and the Regional Courts of Appeal as prescribed in the criminal procedure laws;

title: Page:พรบ ให้ใช้ ธศย ๒๕๔๓.pdf/7


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/72

Rh Delhi College.—I really do not know what to propose about this matter. The only thing clear to me is that the Delhi Institution, one of the most important under our care, is going to ruin. We have not, as far as I know, received any answer from Mr. —————— stating whether he is, or is not, willing to accede to the plan proposed by us. And, from many circumstances, I am inclined to despair of any cordial co-operation on his part.

A thought has occurred to me which may possibly be of some service. Our colleague Mr. Colvin, is about to proceed up the country, and will probably pass some time at Delhi in the course of the next spring. He will, to be sure, have much to do. Yet I think that he might be able to find a few hours for the purpose of inquiring into the state of things. I would propose, if he has no objection, to give him visitatorial authority, and to request that he will report to us his opinion as to the arrangements which may be necessary. If I should then be in India, which is not very likely, I should be disposed to place implicit reliance on any opinion which he may form on the spot. At present, in any case, the question must lie over till we have Mr. ——————’s answer.—[Book N. page 146.] 22nd September, 1837.

Delhi College.—The page and book where the information is to be found are not mentioned. What I understood to be resolved was that Mr. —————— was to be principal of the Institution, and that no change whatever was at present to be made in his situation as respects the College: and this I think the best arrangement for the present. Mr. Colvin may be able on the spot to devise a better.—[Book N. page 154.] 1st October, 1837.

Delhi College.—I impute no blame to Mr. Sutherland; but my understanding as to what was determined was the same as Mr. Trevelyan’s. I understand it to be the sense of the Committee that Mr. —————— is, for the present, to give three hours a day to the business of tuition in the English College. I would have this arrangement instantly carried into effect. The rest must wait for Mr. Colvin’s report, which probably will not arrive during the next six months.—[Book N. page 161.] 20th October, 1837.

Dacca College.—I do not dispute Mr. Ridge’s claims. But I fear that we are spending money too fast. If we have stipulated to pay 500 rupees a month, I would make this increase. But if we merely mentioned 500 Rs. a month as a maximum which we did not mean to exceed, I should be inclined to hesitate. Perhaps the best course would be to refer the

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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 "You surely know, wise and mighty animal, that the rich people are merciless to the poor, as tho they were the wildest beasts. That is because there is no more greedy animal than this man. He is never satisfied, he always wants more: food and drink and houses, but above all, gold. That makes him so mean. My little friend is a poor child who must work for a rich man. He was torn away from his parents, and beaten until the blood flowed. I advised him to run away. And now we beg that you help us, for any moment the servants of the rich man may appear and capture my little friend."

The alligator shook his pointed head thoughtfully and said: "People are peculiar creatures. No alligator would torment a little alligator, neither do we know the difference between rich and poor, and still it is said that we are evil animals. It is true that I would like to eat your little friend for breakfast, yet I will be merciful to him. I will also show you a safe hiding place. Do you see that little island? The servants of the rich man will not find you there."

"We thank you, mighty animal; but how can we reach the island? The water is rough and deep, and my little friend can't swim."

"I will carry you over on my back," answered the alligator.

Benjamin and the dog seated themselves on the scaly back of the animal, and it began to swim. What a strange journey that was! The waves played over the back of the alligator and the dog was afraid that the alligator might change his mind and eat both of them for breakfast. For that reason he spoke continuously to the alligator, flattered him, praised his goodness and declared solemnly that the alligators are the noblest animals in the world. This trick did not fail in its purpose. When they landed on the island, the alligator called twelve of the strongest alligators to him, instructing them that they must not harm a hair on the boy or the dog, that they were his guests. He also commanded them to swim along the bank of the riv- 47


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 er and stand guard, keeping the people from coming to the island. This was well done, for when the sun was high in the heavens, five

men appeared, sent by the rich man to look for Benjamin. One pointed to the island, started to go into the water, when an immense 48


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstrait121878roya).pdf/58


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 alligator pushed his head out of the water and the man crept back. "He can't be there," said the man to his companions. "The alligators here must have eaten him."

Benjamin and the dog rested all day on the island. The little boy ate the sweet berries that grew there, drank from a well, and at evening the alligator carried them back again to the bank and bade them a friendly farewell.

Today traveling was more difficult than it had been yesterday, for Benjamin's feet were blistered, he groaned and complained at

49


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 every step. The dog comforted him, encouraged him, let him ride on his back a little while tho the boy was too heavy and after a few minutes the dog's bones would crack and he would have to lie down. Deep sorrow tormented the dog, surely the servants of the rich man were somewhere in the neighborhood, determined not to return home without the boy. And even if they were not found, how far was it to the north? How will we get there if Benjamin is already too tired to go further?

Toward midnight they suddenly saw a fire burning on a meadow. People must be there. The dog dragged the boy into some thick bushes, told him to keep still, crept softly toward the fire. A pot hung over the fire, and a blond man sat before it. Close by stood a wagon with large wheels, to which a brown horse was harnessed. The dog looked at the man very searchingly. He looked different from the people at home, had a very light skin, kind blue eyes; surely he was a northerner. But was he a good man? Then the dog remembered that only very good people understand the language of animals, and the dog decided to tell him the story of little Benjamin. Carefully he came closer to the fire and said softly, "Good evening, man. Are you a northerner?"

The man looked at him in surprise, but, oh joy, he had understood the words and answered, "Good evening, my friend. Yes, I am a northerner. Do you want to eat something? My supper will soon be ready."

"I am not hungry," replied the dog. "But I want some help." And then he told the story of little Benjamin.

The blond man became red with anger and his eyes sparkled. This made the dog happy. "He is really a good man," thot he, "for only good people are angered by the sufferings of other people." When he was thru speaking, the man said, "Bring your little friend here quickly. My horse has rested enough. We will 50


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/98

Rh Principal or not, he must still draw his present salary of 300 rupees a month. If we were to make him Principal allowing him to retain his practice we should obtain his services for 600 Rupees a month, that is to say, for 300 Rupees a month more than we now pay him. If on account of this difficulty about his practice, we take another Principal, we must pay that Principal 600 Rupees a month, and Dr. Wise’s 300 Rupees a month will still be charged to the Institution.

I doubt whether we are likely to find so good a Principal as Dr. Wise. At all events it is certain that we shall find none so cheap. The question then is—Does his medical practice require so much of his time that there is an insurmountable objection to his retaining it with a professorship? I own that I think not. The inconvenience will be slight. The saving will be large. Besides, there must be a medical man to attend the hospital attached to the institution. If we employ Dr. Wise as Principal, his services will of course be given gratuitously to the hospital; and, though, there may be no regular system of medical education, the Mahomedan youths, who all love to pick up a smattering of physic, will learn something which may at least keep them from poisoning, if it does not enable them to cure.

On the whole I would at once propose Dr. Wise to the General Committee as Principal without requiring him to give up his practice.—[Page 20.] 7th May, 1836.

“Mummeries of Heraldry”—I agree with Mr. Sutherland on almost every point. I could wish that means could be found to avert the necessity of closing the College against new applicants.

I think that we might with advantage insert after the 10th paragraph, some such paragraph as this,

“The attention of the Committee has lately been drawn to the extreme inconvenience which in several of the institutions under their care has arisen from the number of holidays. They are desirous to provide against this evil in the Hooghly College at first setting out, as it is one of those evils which it is far easier to prevent than to remedy. They therefore request that you will take this subject into immediate consideration, and submit to them as soon as possible what you have to propose.”

I quite agree with Mr. Sutherland about the arms. Indeed I do not see why the Mummeries of European heraldry should be introduced into any part of our Indian system. Heraldry is not a science which has any eternal rules. It is a system of arbitrary canons, originating in pure caprice. Nothing can be more absurd and grotesque than armorial bearings, considered in themselves. Certain recollections, certain associations make


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Page:Seventh Report - Guns for gold- the Wagner Network exposed.pdf/13

Rh {| class="wikitable" ! Year of first involvement !! Country !! Nature of involvement !! Further information The network has mainly taken a non-combat role, providing a support force for the Bashir regime and guarding its business interests. The network offered military training to intelligence and special forces and to the paramilitary Rapid Support Forces (RSF). The network maintained closes ties to Sudan’s military after the fall of President Omar al-Bashir in 2019. Despite the network’s denials, it appears to remain active in Sudan, supporting rebel paramilitaries (the RSF) in the ongoing conflict which broke out on 15 April 2023. Wagner’s gold-smuggling operations from Sudan are significant, with one calling them “critical to Russia’s ability to withstand the significant sanctions deployed against it for its illegal invasion in Ukraine”.
 * 2017
 * Sudan
 * Sustained involvment
 * Sustained involvment
 * }


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/99

 them interesting in many cases to an Englishman. But in those recollections and associations the natives of India do not participate. A lion rampart with a folio in his paw, with a man standing on each side of him, with a telescope over his head, and with a Persian motto under his feet must seem to them either very mysterious or very absurd.

I should have thought too that rigid Mahomedans would have entertained religious objections to the proposed device. But on this point other gentlemen are better qualified to judge.

I quite approve of the plan of going to Hooghly, though I will not promise to go myself. Will Sir Edward Ryan fix a day?—[Page 33.] 22nd August, 1836.

Holidays.—I see that the question of holidays has already been settled, and, as I think, in a proper manner. What I proposed on that subject is therefore unnecessary.—[Page 36.]

Stipendiary school boys of 30 years old.—If ever there was a place of education in which stipends were evidently useless, that place is the Hooghly College. We have a greater number of pupils thronging thither than we can find buildings to hold or masters to teach, and yet it is proposed that we should offer bounties to bring in others. As to those who are receiving stipends, I feel some doubt. That men of thirty and thirty-five should be supported in this way seems very absurd, and still more when we find that these have large families, which are subsisting on the funds designed for education. As to the plea of poverty, it will never be wanting under such a system. We make these people helpless beggars by our imprudent relief. Look at No. 10 for example. He has been living on a stipend eleven years. He is near thirty, and we are told that he will not have completed his education for four years to come. Moghal Jan, again (No. 1) is near thirty. He has been paid to learn something during twelve years, we are told that he is lazy and stupid. But there are hopes that in four years more he may have completed his course of study.

We have had quite enough of these lazy, stupid, school-boys of thirty. I would tell Dr. Wise that his proposal cannot be listened to. As to the existing students, I would at once strike off all but the four whom Dr. Wise proposes to retain; and those I would allow to remain on the list only as matter of charity. I would let No. 5 who is 30, draw his stipend for two years, and the others who are younger, but all above 20, for three years, and then I would have done with the stipendiary system for ever.—[Page 40.] 9th September, 1836.

Concerning the purchase of ground for building a College.—We are greatly obliged to our Secretary and to Mr. Trevelyan


text: Journal of the Straits Branch of the Royal Asiatic Society/Volume 1/Distribution of Minerals in Sarawak


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Rh their exertions and for their interesting report. I quite approve of what they suggest as to the internal arrangement of the school and the providing of new masters. Masters should be selected with as little delay as possible.

There is little hope that we shall be able to obtain the barracks. We must therefore think of building, and here I would recommend that we should neither build nor clear any land for building, till we have purchased all the ground that we shall want. For if we begin to build before we have bought all the land, we shall find that the price will rise enormously, as the proprietors will know that they have us at their mercy; and I fear that the Hooghly College, being a private endowment, will not be considered by the Government as one of those public works for which individuals may be compelled to give up their land at a valuation.

I approve of what is suggested with respect to the visitation of the College, and I do not object to the proposed name.—[Page 44.] 16th September, 1836.

Persian writing master.—I shall not object if Mr. Shakespear and Mr. Smith think that this master is wanted and that the proposed remuneration is reasonable. I should not have thought that the scientific drawings of a native of this country were likely to be of any value.—[Page 48.]

Lodgings and food for students not to be given by the College.—I am against sanctioning the huts and against building dormitories for poor students. Dr. Wise does not in the least understand our views on these points. I would recommend that he should be distinctly informed that we mean to give instruction gratis, that every rupee laid out in building huts for students or giving food to students is a rupee withdrawn from more useful purposes, and that we desire that he will on no occasion depart from this rule without reference to us.—[Page 50.]

College libraries should be open to the public.—Dr. Wise’s rules seem to have been in the main judiciously framed on the principles laid down by us. With respect to the plan of making our College libraries, circulating libraries, there is much to be said on both sides. If a proper subscription is demanded from those who have access to these libraries, and if all that is raised by this subscription is laid out in adding to the libraries, the students will be no losers by the plan. I should think also that such a system would be beneficial, as it would connect our schools with the best part of the English society at the Mofussil stations. Our libraries, the best of them at least, would be better than any library which would be readily accessible at such a station; and I do not know why


text: Index:The Harveian oration delivered at the Royal College of Physicians June 26, 1889 (IA b22361285).pdf


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Translation:Licensed Prostitutes Regulation Order

Article 1 Persons under 18 years of age may not be a shogi (Japanese legal term: English meaning licensed prostitutes).

Article 2 Persons who are not registered in the list of shogi may not engage in the business of a shogi.

The list of shogi shall be kept at the police station having jurisdiction over the location of the shogi.

Persons registered on the list of shogi shall be subject to supervision by the police station. Article 3 The person who wishes to register the list of shogi shall appear in person at the police station and submit a written application with the following items.

 * 1) Reason to become a shogi

 * 1) Date of birth

 * 1) Consent of lineal ascendant in the same family register. If there is no lineal ascendant, consent of the head of the household, and if there is no one to give consent, the fact that

 * 1) In the case of a minor, in addition to the preceding item, consent of the minor's real father, real mother if the minor has no real father, real grandfather if the minor has no real parents, and real grandmother if the minor has no real grandfather

 * 1) The place where the shogi is to work

 * 1) Residence after registration as the shogi

 * 1) Current occupation, however for the applicant who depends on others for applicant's livelihood, state that fact.

 * 1) Whether or not the applicant has ever been a shogi, and if the applicant has ever been a shogi, the date and place of commencement and discontinuance of the occupation, the residence where the applicant was once a shogi, and the reason for discontinuance of a shogi

 * 1) Matters other than those set forth in the preceding item which shall be stipulated by the prefectural order

The application described in the preceding paragraph shall be accompanied by a copy of the family register prepared by the family register official, a letter of consent as described in No. 3 and No. 4 of the preceding paragraph, and a registered seal certificate of of the person who has given consent to the application made by the mayor of the city, town or village.

Applicants for registration in the list of shogi shall undergo a medical examination in accordance with the provisions of the prefectural order prior to registration.

Article 4 A person who has been prohibited from engaging in the business of a shogi shall be deleted from the list of shogi.

In addition to the preceding paragraph, deletion from the list of shogi shall be filed by the shogi. However, in the case of a minor, the application may be filed by any of those listed in items 3 and 4 of paragraph (1) of the preceding Article.

Article 5 An application for deletion of the list of shogi shall be made in writing or orally.

The application set forth in the preceding paragraph shall not be accepted unless the applicant appears in person at the police station.

If the application for deletion of the list of shogi is received at the police station, the list shall be deleted immediately.

Article 6 No person shall interfere with the application for the deletion of the list of shogi.

Article 7 Shogi may not reside outside the area designated by a prefectural order.

Shogi may not leave the area designated without permission of the police station, except when required by law or by order of a government or when leaving to report to the police station. However, this shall not apply to cases in which shogi is permitted to go out within a certain area as specified by a prefectural order.

Article 8 Shogi is unable to work unless in a kashizasiki (Japanese legal term: licensed brothel) licensed by a government.

Article 9 Shogi shall undergo a medical examination in accordance with the provisions of the prefectural order.

Article 10 Shogi who is diagnosed by a medical doctor or hospital designated by a police station as being ill and unable to engage in business or as having a contagious disease shall not return to work without undergoing a medical examination after being cured.

Article 11 Police stations may refuse to register the list of shogi.

The prefectural governors may suspend or prohibit the business of shogi.

Article 12 No person shall interfere with the freedom of shogi to communicate, conduct interviews, read documents, possess property, make purchases, or engage in any other activity.

Article 13 Any person who falls under any of the following items shall be fined not more than 25 yen or imprisoned not more than 25 days

 * 1) Any person who applied for registration in the list of shogi with false information

 * 1) Any person who violated Article 6, Article 7, Article 9, or Article 12

 * 1) Any person who violated Article 8, and any person who has engaged in the business of shogi outside a kashizasiki licensed by a government

 * 1) Any person who violated Article 10, and any person who has forced a person who is unable to work according to Article 10

 * 1) Any person who violated an order to cease working under Article 11, and any person who is forced to work as a shogi while her business is suspended

 * 1) Any person who forcibly applied for registration or deletion of a registration in the list of shogi against her will

Article 14 Necessary matters other than those specified in this order shall be prescribed by the prefectural order.

Article 15 At the time of the enforcement of this order, those who are currently shogi will be registered in the list of shogi without waiting for an application.


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Rh we should grudge a young officer the pleasure of reading our copy of Boswell’s Life of Johnson, or Memoirs, if he is willing to pay a few rupees for the privilege.

I will not object to the principle of this part of Dr. Wise’s plan. But I do object to his proposal that these subscribers shall subscribe according to their circumstances. I would proceed on this principle, that the object for which the library is established is the good of the students, and that no person should be permitted to take any book thence unless the students receive from that person a compensation fully equal to the loss which they sustain by being temporarily deprived of that book. I would certainly not fix the subscription at less than 1 rupee a month for any body: and I think that every thing raised in this way should be expended in adding to the library.—[Page 54.] 29th October, 1836.

Maulvis’ place for prayer.—What are the objections to allowing the Maulvis to meet for prayer within the College? I think that we can hardly refuse both to suffer them to meet there and to supply them with another place where they may meet, the character of the institution considered. Mr. Sutherland’s remarks seem to me generally quite just, except that I do not attach so much importance as he appears to do to the projection of maps, an accomplishment which depends chiefly on manual dexterity, and without which a student may be an excellent geographer.—[Page 62.] 7th November, 1836.

I propose that we should strike off the list of stipendiary students all but the four whom Dr. Wise formerly wished should keep their present stipends for three years and no longer. At the expiration of that period the practice of giving stipends ought to cease altogether.—[Page 74.] 12th November, 1836.

Examiner for the Hooghly College.—Where is a competent person to be found? I shall be heartily glad if any gentleman can suggest one.—[Page 79.] 1st December, 1836.

Purchase of Perron’s House at Chinsurah.—Nay, I think that we never expected to obtain the house for less than 16,000 Rs. and if I am rightly informed we may, with perfect prudence, authorise Dr. Wise to go as far as 20,000.—[Page 83.] 27th December, 1836.

Suggestions by Mr. Walters and Mr. Samuels.—We are much obliged to Mr. Walters and Mr. Samuels for the trouble which they have taken and for the suggestions which they have offered. To the first proposition, the addition of 45 Rupees a month to the salary of the master of the infant school, I do not object. I am also quite for discharging the useless Pundits. The founder. of the college cannot be supposed to have had


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Translation talk:Licensed Prostitutes Regulation Order

Request for correction
This document is an English translation of the Japanese law,「娼妓取締規則」. If there are any inappropriate translations such as mistranslations or unclear descriptions, please correct them. Eyagi (talk) 05:50, 21 January 2023 (UTC)


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 any particular bias in favour of Brahminical learning. We are therefore perfectly at liberty to deal with that part of the establishment in the manner which may appear to us most useful.

The second proposition (to buy Perron’s house) has already been adopted by the Committee.

I have great doubts about the third proposition, (to establish branch schools in the villages). The advantages of adopting it on a small scale are not very obvious: and we have not money sufficient to defray the expense of adopting it on the large scale recommended by Mr. Walters.

The fourth proposition (to establish stipends) has been repeatedly under our consideration. My opinion about it remains unchanged. I altogether dissent from Mr Walters’s proposition about religious books, I would not of course keep from the pupils a book which, on other grounds, they ought to read, merely because it contained information respecting the Christian religion. I would not keep Paradise Lost or, or Robinson CrosoeCrusoe [sic]’s Dialogues with his man Friday out of their hands. But I would not in any school give them books with the object of making converts of the students, and least of all would I do so in a school founded by a zealous Mahomedan, who assuredly would have taken good care to prevent any such use of his money being made, if he could have foreseen it.

As to the last suggestion of Mr. Walters, (to invite tenders for the supply of school books) if it ought to be adopted with respect to the Hooghly College, it ought also to be adopted with respect to all our institutions. Perhaps the whole question had better be referred to the Sub-Committee of school-books or the Sub-Committeo of Finance. The latter Sub-Committee, I think, is that to which it seems naturally to belong.—[Page 86.] 10th January, 1837.

What knowledge of the Vernacular is “absolutely requisite”—Mr. Sutherland seems to me to have a little misunderstood Dr. Wise. The Doctor does not say that a mere colloquial smattering of Bengali is all that is required. He says it is all that isabsolutely requisite: and goes on to add that instruction is given, composition practised, and prizes held out in order to induce the higher classes to acquire a critical knowledge of the Vernacular tongue. By “absolutely requisite” he seems evidently to mean requisite for purposes of common life, for the purpose of giving orders to the servants, of inquiring the way, of buying and selling in the bazaar, and so forth.

As to the library, I think that we may expect to receive the books which we ordered from England in the course of a very few months.


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Rh The disbursements recommended may be sanctioned.—[Page 90.] 20th January, 1837.

Professors’ Duties.—I should think that in a very few months both Dr. Wise and Mr. Sutherland would find the number of advanced pupils quite sufficient to employ them during at least 4 hours in the day. I would rather wait a little, than propose at present the arrangement which our Secretary suggests. If it should be found that, at the end of another half year, Mr. Sutherland has no more to do than at present, I shall be dis¬ posed to make some addition to his duties.—[Page 99.] 20th January, 1837.

''Offer of Rs. 30,000 for Perron’s house''.—I cannot agree with Mr. Sutherland. I would give the 30,000 rupees at once, and obtain the house. If we should find that the house will do for our college, we shall save ten times 30,000 rupees, for we shall not build a new one for less than three lacs. If on the other hand, we should determine to build, we shall always be able to part with the house for a price not much smaller than that which is now asked for it; and we shall have the use of it rent-free while we are building.

This arrangement cannot be productive of loss to us. It may be productive of very great gain. I would therefore authorise Dr. Wise to offer the 30,000 rupees, and to declare that it is our last word, and that we will not give an anna more.—[Page 100.] 25th January, 1837.

The Library.—I quite approve of what Dr. Wise proposes. I do not think that we need be anxious about the cost. The funds of the Hooghly College will bear a much greater outlay than will be necessary for the procuring of these books. And the sooner the students have a tolerable library the better.—[Page 105.] 1st March, 1837.

Purchase of Perron’s House for Rupees 20,000.— I quite agree with Mr. Sutherland. I would close instantly with the offer.— [Page 108.] 21st March, 1837.

Sanction for Punkahs and Pankah Pullers.—I approve. I would make them physically as comfortable as possible while they are studying.—[Page 112.] 6th April, 1837.

Morning school during the hot months.—I agree with Mr. Sutherland in disliking the shifting of hours generally. But in this climate, the health and comfort of the students may render such a course necessary. Even in England school hours are generally earlier in summer than in winter. I am inclined to agree to Dr. Wise’s proposition.—[Page 113.] 6th April, 1837.

Good salaries for Teachers essential.—I would give the Rs. 120. It is desirable not merely to keep good masters, but to prevent


text: Index:The Harveian oration - delivered at the Royal College of Physicians, London, June 24, 1870 (IA b22307643).pdf


text:
Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/104

 them from being always on the look out for better situations. I would try to give them such salaries that they may settle down to their employment as one which is to be the business of their lives. Otherwise we shall have nothing but change. We shall lose every master as soon as he has acquired experience and established a character; and shall have a constant succession of teachers who will themselves be learners. At some of our institutions want of means prevents us from doing all that could be wished. But at Hooghly we are quite able to do all that is necessary to make the system of instruction efficient.—[Page 116.] 24th April, 1837.

Proposal that pupils should purchase their school-books.—The subject is full of difficulties. Nothing can be proposed which is not open to objection; and there seems to be as little objection to Mr. Sutherland’s proposal as to any other.—[Page 118.] 29th. April, 1837.

Purchase of Philosophical Apparatus.—I approve. I wish that some of our scientific members would look at the models before we buy them.—[Page 120.] 2nd May, 1837.

Periodicals in the College Library.—I do not see Dr. Wise’s letter. I am rather inclined to vote against the proposition as far as I at present understand it. How many boys at the Hooghly College will for a long time to come read the Edinburgh and Quarterly Reviews with any interest? The Principal and the Professor are probably the only persons in the Institution who would ever cut such works open. And we must never forget that we are forming libraries not for the English professors, but for the native students.—[Page 121.] 4th May, 1837.

A Pundit for the Judge’s Court at Hooghly.—I have no objection. But the office of recommending people who are to bear a part in the administration of justice is an important one. I think that some testimonials ought to be laid before us; and that we ought not to let the matter pass as one of mere form.—[Book M. page 119.] 19th May, 1837.

''Proposal to grant a pension of Rs. 25 monthly to the family of Mahomud Soluman, late Principal of the Madrussa''.—I really feel great doubts about this matter. The salary of the Maulvie would surely have enabled him to make some provision for his family; and I am certain that, if we provide for his wife and children, no other Maulvie in the College will think of laying by anything. And I should fear that the evil would spread to other institutions. I own that I cannot satisfy myself as to the propriety of acceding to this request.—[Page 131.] 26th May, 1837.

Family Pensions.—I would certainly rather give a donation


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Page:Fairy Tales for Worker's Children.djvu/57

 ride off immediately so that no one can capture Benjamin."

How happy the little grey dog was! In spite of his weariness, he danced with joy, wagging his tail, and started toward the bushes where Benjamin was hidden. Then he saw something dreadful. A man came over the meadow with a dog, which ran straight towards the bushes. The grey dog howled with fright. The blond man looked up, jumped forward and called to the dog, "Keep the man back just a moment, and all will yet be well." At that the dog ran toward the man. The man had reached the bush, with one bound the dog leaped at his throat, bit it hard, did not loosen his hold in spite of cuts and blows.

In the meantime the northerner had taken little Benjamin in his arms, ran hastily toward the wagon, jumped in, and called to the dog, "Follow us, we will wait for you in a safe place." Then he 51


text:
Page:Seventh Report - Guns for gold- the Wagner Network exposed.pdf/71

Rh {| class="wikitable" ! Name of entit, with supporting information deom the time of desgination!! Designated by US !! Designated by EU? !! Designated by UK?
 * + Caption text
 * M FINANS (a.k.a. M-FINANCE LLC; a.k.a. M-FINANS OOO).
 * M FINANS (a.k.a. M-FINANCE LLC; a.k.a. M-FINANS OOO).

A mining company under sanction linked to Wagner’s operations in CAR. (U.S. designation)
 * Yes
 * No
 * No
 * M INVEST.
 * M INVEST.

Involved in furthering Prigozhin’s operations in Sudan and owned or controlled by Prigozhin. Serves as a cover for PMC Wagner forces operating in Sudan (U.S. designation)
 * Yes
 * Yes
 * No
 * MERCURY LLC.
 * MERCURY LLC.

An oil and gas company in Syria, involved in supporting or benefiting from the Syrian regime and associated with Prigozhin (UK designation)
 * No
 * Yes
 * Yes
 * MEROE GOLD CO. LTD.
 * MEROE GOLD CO. LTD.

A subsidiary of M Invest in Sudan (U.S. designation). (a.k.a. MIDAS RESSOURCES LIMITED LIABILITY; a.k.a. MIDAS RESSOURCES MINING COMPANY; a.k.a. MIDAS RESSOURCES SARLU; a.k.a. MIDAS RESSOURCES SURL; a.k.a. MIDAS SURL; a.k.a. “MIDAS RESOURCES”)
 * Yes
 * Yes
 * No
 * MIDAS RESSOURCES
 * MIDAS RESSOURCES

Owned or controlled by, or for having acted or purported to act for or on behalf of, directly or indirectly, Prigozhin (U.S. designation).
 * Yes
 * No
 * No
 * OFFICER’S UNION FOR INTERNATIONAL SECURITY (a.k.a. SODRUZHESTVO OFITSEROV ZA MEZHDUNARODNUYU BEZOPASNOST; a.k.a. “OUIS”)
 * OFFICER’S UNION FOR INTERNATIONAL SECURITY (a.k.a. SODRUZHESTVO OFITSEROV ZA MEZHDUNARODNUYU BEZOPASNOST; a.k.a. “OUIS”)

Involved in Wagner’s CAR operations. It is a front company that claims to represent Russian “instructors” in CAR. Starting in 2021, Wagner used OUIS to obscure an increase of Wagner Group personnel operating in CAR. (U.S. designation)
 * Yes
 * No
 * No
 * PATRIOT MEDIA GROUP
 * No
 * Yes
 * No
 * }
 * }


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/105

Rh than a pension. But, though it is exceedingly unpleasant to me to take the harsh side on such occasions, I really cannot see sufficient ground for what is proposed. Where are we to stop if once we begin? And what assurance have we that the greater part of our funds may not, if once the principle be recognized, be diverted from purposes of education and expended on the wives and children of our school masters.—[Page 134.] 5th June, 1837.

Proposal to establish ten pupil teacherships.—I am against what is proposed. The effect of adopting the proposition would be either to stop the progress of the best students, or to provide the lower classes with bad masters. If any but the very best are selected to teach, the business of teaching will be ill-performed. If the best are selected, their education is at an end. Just imagine what would be the effect in England of selecting all the best scholars of a public school, and at the time when they would be leaving school for the university making them ushers, and condemning them to pass their time in teaching “musa, musæ,” and “amo, amas, amat” to the boys of the lowest form. No system could be devised more certain to stunt the minds of boys at the very time of life at which their minds might be expected to develope themselves most rapidly.

If we were absolutely in want of funds, there might be some excuse for such a measure. But there will not be the smallest difficulty in providing additional teachers, if additional teachers are wanted. And surely it is much better to appoint such teachers, than to divert the attention of the most intelligent young men in the college from their own studies, and to employ them in the uninteresting drudgery of teaching the first elements to children.

I am a little inclined to think that this is an attempt to introduce into the college, under a disguise, that stipendiary system which the Government and the Committee have condemned, but to which Dr. Wise, like many other highly respectable persons, seems to cling with extraordinary fondness. Be this as it may, I vote against the proposition.—[Page 138.] 28th June, 1837.

The establishment of a Branch School at Hooghly supported by Mahomed Moshin’s endowment is desired by the people of Hooghly.—Then I would have such a school. We have ample funds; and as far as I properly can, I wish to comply with the inclinations of the people of Hooghly.—[Book N. page 106.] 18th July, 1837.

Commencement of the long discussions about the purchase of General Perron’s house at Chinsurah for the college of Mahomed


text: Index:The Harveian oration, delivered before the Royal College of Physicians, Wednesday, June 27th, 1877 (IA b22314623).pdf


text:
Page:พรบ ให้ใช้ ธศย ๒๕๔๓.pdf/8

 to give decisive rulings upon motions and applications submitted to the Court of Appeal or Regional Court of Appeal in accordance with the law;

to give decisive rulings upon cases which the Court of Appeal and the Regional Courts of Appeal have the power to rule upon in accordance with other laws.

The Supreme Court of Justice has the power to try and adjudicate upon all cases in which appeals are made against judgments or orders of the Court of Appeal and Regional Courts of Appeal and cases in which appeals against judgments or orders of courts of first instance are directly made to the Supreme Court of Justice according to the legal provisions dealing with appeals or final appeals, as well as cases which any other law subjects to the power of trial and adjudication of the Supreme Court of Justice. In addition, it has the power to give decisive rulings or orders upon motions and applications submitted to it in accordance with the law.

As regards the cases for which the Supreme Court of Justice has already conducted trials and passed judgments or orders, no party has the right to further file a petition against them with the Crown.

A single judge shall have the following powers:

to issue summonses, criminal warrants, or writs requiring persons to be sent from or to other provinces;

to issue any order which does not constitute a decisive ruling upon a dispute in a case.

In a court of first instance, a single judge constitutes a panel with the following powers in relation to the cases subject to the competency of such court:

to conduct examinations and issue decisive rulings upon motions or applications submitted to the court for all cases;

to conduct examinations and issue orders relating to safety measures;

to conduct preliminary examinations and issue orders in criminal cases;

to try and adjudicate upon civil cases in which the value of the property in dispute or the amount of the money claimed does not exceed three hundred thousand baht; the said property value or money amount may be increased by enactment of a royal decree;

to try and adjudicate upon criminal cases for which the maximum rate of punishment designated by the law is imprisonment of not over three years, or a fine of not over sixty thousand baht, or both the imprisonment and fine; however, he cannot impose imprisonment in excess of six months, or a fine in excess of ten thousand baht, or both imprisonment and fine of which either or both exceed the said rate.

No junior judge has the power under (3), (4), or (5).

Subject to section 25, as for the trial and adjudication of cases before a court of first instance other than a municipal court or other court of justice for which its constituent act designates otherwise, there must be at least two judges,

title: Page:พรบ ให้ใช้ ธศย ๒๕๔๓.pdf/8


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/74

Rh The importance of Geography as compared with a knowledge of the Stars.—I agree with Mr. Trevelyan that we should procure Globes from England. But I cannot agree with him in thinking that we should indent for an equal number of terrestrial and celestial Globes. The importance of Geography is very great indeed. I am not sure that it is not of all studies that which is most likely to open the mind of a native of India. But a knowledge of the precise positions of the fixed stars is by no means indispensable even to a very liberal European education. I know many most enlightened English gentlemen who do not know from  or. I would order only one or two celestial Globes and twenty terrestrial.—[Book G. page 17.] 25th March, 1835. Proposal to purchase 100 copies of Wollaston’s Geography.—I will not object. But I think that we ought seriously to consider whether we are not taking a very expensive course in subscribing to new publications on the elements of science. In England works of great merit may be procured at a very small price, and sent hither to us at a very small additional charge. The price of one of the tracts published by the Society for the Diffusion of Useful Knowledge is 6d. The same quantity of matter printed in this country, would probably cost two Rupees. It deserves to be considered whether we ought not to import more and to subscribe less.—[Book G. page 22.] 28th March, 1835.

Stoppage of the printing of Oriental books.—I should be most reluctant to affront a gentleman for whom I feel so much respect, as I most unfeignedly entertain for Dr. Mill. But we have positive orders from Government, and we surely offer no slight to Dr. Mill by obeying those orders.

I should be sorry to say any thing disrespectfully of that liberal and generous enthusiasm for Oriental literature which appears in Mr. Sutherland’s minute. But I own that I cannot think that we ought to be guided in the distribution of the small sum, which the Government has allotted for the purpose of education, by considerations which seem a little romantic. That the Saracens a thousand years ago cultivated Mathematical science is hardly, I think, a reason for our spending any money in translating English treatises on mathematics into Arabic. If our proceedings are to be influenced by historical association, it would be easy to refer to topics of a different kind. Mr. Sutherland would probably think it very strange, if we were to urge the destruction of the Alexandrian Library as a reason against patronizing Arabic Literature in the nineteenth century. We have, I think, a very plain duty to perform, which the instructions of the Government have, as we have


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/73

Rh point to the Sub-Committee of Finance.—[Book M. page 26.] 19th May, 1836.

Increase of the Instructive staff at Dacca.—I would certainly refer this letter to the Local Committee. I think that it would be proper for us to direct all the Local Committees to let us know whenever the demand for instruction at any place exceeds the supply. But for this letter of Ramlochun Ghose, I should not have had the least notion that such was the case at Dacca.—[Book O. page 58.] 12th November, 1836.

Dacca Local Committee.—This seems to me an idle punctilio. If Ramlochun Ghose were in the employ of the Local Committee, there might be some ground for the objection. But he is under no obligation to tell us any thing and we may surely let him chusechoose [sic] his own way of serving us. Perhaps, as the Local Committee seem disposed to be captious, we had better drop the subject.—[Book O. page 71.] 9th January, 1837.

Dacca Local Committee.—An exceedingly satisfactory report. I approve of what Mr. Sutherland proposes. We may consult the Local Committee about the expediency of adding any natives to their body. I am not sanguine as to contributions.—[Book O. page 81.] 14th February, 1837.

The Secretary reports that there is no money available to establish a School at Dinagepore.—Is this so? I would send to the Sub-Committee of Finance to know whether all our funds are appropriated.—[Book N. page 164.] 9th November, 1837.

Funds not available for Dinagepore School.—I do not understand the decision of Government as Mr. Sutherland understands it. In substance our receipts all belong to a common fund. But in form we draw separately for different parts of our income. As to the rest I agree with the Secretary.—[Book N. page 170.] 8th December, 1837.

Proposal to purchase 150 copies of Playfair’s Euclid, Calcutta Edition.—I do not object. But it is a great pity that the diagrams are separated from the propositions. They are also most deplorably ill drawn. The squares are most whimsical trapeziums.—[Book G. page 4.] 10th February, 1835.

Oriental books for the Juanpore School.— I think that we should send such of the Persian and Arabic works applied for as we have in our depository. But I would not make any purchases of such works for the Juanpore School.—[Book G. page 5.] 21st February, 1835.

Oriental books for Benares.—As we have the books, we cannot do any thing better with them than to give them to these applicants.—[Book G. page 9.] 6th March, 1835.


text:
Author:George Washington Ogden

Novels

 * Tennessee Todd (1903)
 * Home Place (1912)
 * The Long Fight (1915)
 * The Rustler of Wind River (1917)
 * The Land of Last Chance (1919)
 * The Duke of Chimney Butte (1920)
 * The Flockmaster of Poison Creek (1921)
 * Trail's End (1921)
 * Claim Number One (1922)
 * The Bondboy (1922)
 * The Baron of Diamond Tail (1923)
 * The Trail Rider (1924)
 * The Cow Jerry (1925)
 * The Road to Monterey (1925)
 * The Valley of Adventure (1926)
 * West of Dodge (1926)
 * Short Grass (1927)
 * Cherokee Trails (1928)
 * Sheep Limit (1928)
 * Steamboat Gold (1931)
 * Stockyards Cowboy (1937)
 * Stockyards Cowboy (1937)
 * Stockyards Cowboy (1937)

title: Author:George Washington Ogden


text: Index:The Harveian oration (electronic resource) - delivered at the Royal College of Physicians, October 18th, 1886 (IA b2041190x).pdf


text:
Page:Books on Egypt and Chaldaea, Vol. 32--Legends of the Gods.pdf/149

$1$ I.e., "the fair and gracious goddess."

$2$ Literally, "My heart hath stopped greatly."


text: Index:The Harveian oration on Harvey in ancient and modern medicine (electronic resource) (IA b20420080).pdf


text:
Page:Comenius and the beginnings of educational reform (IA cu31924014272656).pdf/22

 “The Romans had two advantages over us; the one consisted in learning Latin without going to school, and the other in frequently seeing Latin comedies and tragedies acted, and in hearing Latin orators speak. Could we recall these advantages in our schools, why could we not, by persevering diligence, gain what they possessed by accident and habit—namely, the power of speaking Latin to perfection? I hope to see the men of the present age, in their writing and speaking, not merely followers of the old masters, but equal to those who flourished in the noblest age of Athens and Rome.” But how misguided and mistaken!

Not only did Latin monopolize the curriculum of the sixteenth-century school, but the study was primarily philological, for grammatical structure, and only secondarily for the content of the literature, for a correct understanding of the author. As a matter of fact, the method of study was such as to make intelligent comprehension of the author’s thought next to impossible, since the humanists simply culled out phrases which might be imitated and used in the exercises of style. Raumer says of this kind of teaching: “The author was not an end, but only a means to an end—the cultivation of deified Roman eloquence in boys. And why? Precisely as the peacock was used by the jackdaw. They borrowed the author’s words and phrases, grouped them together, and learned them by heart, in order subsequently to apply them in speech writing. Borrow is too feeble an expression; for the jackdaw designed not merely to borrow the peacock’s feathers, but to represent them as his own. The doctrine of imitation, as set forth by Sturm and the others, was, after all, a mere jackdaw theory.


text: Index:The Harveian oration 1896.djvu

title: Index:The Harveian oration 1896.djvu


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Page:Comenius and the beginnings of educational reform (IA cu31924014272656).pdf/23

 The pupil was taught how, by a slight alteration, to disguise phrases from Cicero, and then to use them in writing or speech, exactly as if they were his own productions, so adroitly smuggling them in that the readers or hearers might not suspect from whence they were taken. Says Sturm: ‘When the teacher gives out themes for composition, he should draw attention to those points where imitation is desirable, and show how similarity may be concealed by a superadded variation.’ Again: ‘We must, in the first place, take care that the similarity shall not be manifest. Its concealment may be accomplished in three ways—by adding, by taking away, and by alteration.’”

In this mad race for Latin eloquence, the sixteenth-century humanists became more and more circumscribed in the choice of authors. Sturm, for example, placed Cicero at the head of the list, because of the faultless models of his eloquence. The Jesuits likewise held Cicero in high esteem. Said one of their writers, “Style should be drawn almost exclusively from Cicero, although the most approved of the historians need not on that account be overlooked.” Again: “The pattern we should follow in style is comprehended in the words of the rule, ‘imitate Cicero.’ As in the study of theology we follow the divine Thomas Aquinas, and in philosophy Aristotle, so in the humanities Cicero must be regarded as our peculiar and preëminent leader. For he has been crowned by the palm of superior praise by the common consent of the world. But some, misguided by a wilful and self-formed taste, have gone astray, preferring a style totally different from that of Cicero; such an erratic course is quite at variance with the genius of our


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Page:Macaula yʼs minutes on education in India, written in the years 1835, 1836 and 1837 (IA dli.csl.7615).pdf/75

Rh resolved, marked out to us explicitly. The undertaking of Dr. Mill may be, as Mr. Sutherland conceives, a great national work. So is the breakwater at Madras. But under the orders which we have received from the Government, we have just as little to do with the one as with the other. The contracts which we have already made, must be fulfilled and the work of Dr. Mill must, like other works in hand, be stopped.—[Book G. page 27.] 9th April, 1835.

The demand for damages made by the Rev. W. H. Pearce on the stoppage of the printing of Oriental works.—With all respect for Mr. Pearce, I do not conceive that his opinion as to what is due to our national character, or as to the effect which the stopping of the printing may produce in either Europe or America is entitled to much weight in opposition to the positive orders of the Government which we serve. If the Committee have really given to Mr. Pearce such a pledge as he speaks of, they have, in my opinion, been guilty of a very great breach of their duty. But of this I fully acquit them. If there be any such express contract, let it be produced. I shall not easily be satisfied that there was any implied contract, for I never heard of such an implied contract in any similar transaction. If a man begins an expensive publication in many volumes, an Encyclopædia for example, and, finding that he has no encouragement from the public, determines to stop after the first two or three volumes, is he to be forced to pay his printer for the twenty volumes which were originally projected? A contract so grossly absurd ought surely to be proved by the strongest evidence. It is not the rule, but a rare and almost incredible exception; and never can be implied from such circumstances as those on which Mr. Pearce grounds his claim.

My opinion is that, since Mr. Pearce insists on his right, and gives us plainly to understand that he thinks that he has it in his power to obtain his demand in the shape of a forfeiture for non-performance of contract, we ought to enter into no compromise, and allow him no indulgence whatever. I do not think that he need entertain the smallest scruple about recovering this forfeiture “from the comparatively small sums now available for the education of the people of India.” For it is my firm conviction that what we pay Mr. Pearce for printing is as dead a loss to the cause of education, as what we may have to pay him for damages. But it is idle to talk about damages in such a case. I propose that Mr. Pearce be informed that the Committee altogether deny his claim both in law and in equity, and that they are not disposed to enter upon any of the other matters to which he refers till that claim is distinctly withdrawn.—[Book G. page 35.] 22nd April, 1835.


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Page:พรบ ให้ใช้ ธศย ๒๕๔๓.pdf/9

 amongst whom there must be no more than one junior judge, to constitute a panel having the power to try and adjudicate upon all civil or criminal cases.

In the trial and adjudication of cases before the Court of Appeal, a Regional Court of Appeal, or the Supreme Court of Justice, there must be at least three judges to constitute a panel with the power to try and adjudicate upon cases.

Judges of the Court of Appeal, judges of a Regional Court of Appeal, and judges of the Supreme Court of Justice who attend a general meeting of such court or of a division of the court have the power to, after inspecting the file of a case at the general meeting of the court or at a meeting of the division, participate in the adoption of a judgment or order for the case and, only for the Court of Appeal or Regional Court of Appeal, have the power to express dissenting opinions also.

In the course of the trial of any case, if there arises force majeure or other unavoidable necessity which causes any of the judges that constitute the panel for the trial of such case to be unable to sit at the trial any further, the following judge shall be able to sit in his stead:

for the Supreme Court of Justice, the President of the Supreme Court of Justice or a judge of the Supreme Court of Justice who has been authorised by the President of the Supreme Court of Justice;

for the Court of Appeal or a Regional Court of Appeal, the President of the Court of Appeal, the President of the Regional Court of Appeal, or a Vice President of the Court of Appeal, Vice President of the Regional Court of Appeal, or judge of the Court of Appeal or Regional Court of Appeal who has been authorised by the President of the Court of Appeal or President of the Regional Court of Appeal, as the case may be;

for a court of first instance, the chief judge of the court of first instance, a regional chief judge, the presiding judge of the court, or a deputy chief judge of the court of first instance or a court of first instance judge of such court who has been authorised by the chief judge of the court of first instance, regional chief judge, or presiding judge of the court, as the case may be.

The persons acting in the positions under section 8, section 9, and section 13 shall have the power according to (1), (2), and (3) also.

In the course of the adoption of a judgment for any case, if there arises force majeure or other unavoidable necessity which causes any of the judges that constitute the panel for the trial of such case to be unable to participate in the adoption of the judgment for such case any further, the following judge shall have the power to give signature for the adoption of the judgment and, only for the Court of Appeal, Regional Courts of Appeal, and courts of first instance, shall also have the power to express dissenting opinions, after having inspected the file of that case:

for the Supreme Court of Justice, the President of the Supreme Court of Justice or Vice President of the Supreme Court of Justice;

title: Page:พรบ ให้ใช้ ธศย ๒๕๔๓.pdf/9


text:
Page:Comenius and the beginnings of educational reform (IA cu31924014272656).pdf/24

 institutions and hostile to the spirit of prompt obedience.”

This servile devotion to Cicero, it should be recalled, was a marked departure from the more varied and richer curricula of the fifteenth-century humanists, when men of the stamp of Vittorino da Feltre, Leonardo Bruni, Vergarius, Sylvius, and Guarino were the standard-bearers of humanism. Many causes bad conspired to bring about this decadence; and perhaps the most fundamental cause was the senseless worship of forms of expression. The later humanists worshipped the forms of thought. “Beauty of expression,” says Professor Laurie, “was regarded as inseparable from truth and elevation of thought. The movement soon shared the fate of all enthusiasms. The new form was worshipped, and to it the spirit and substance were subordinated. Style became the supreme object of the educated classes, and successful imitation, and thereafter laborious criticism, became marks of the highest culture.”

This use of the classics as instruments in grammatical drill and vehicles of communication had become well-nigh universal by the middle of the sixteenth century, Erasmus, himself one of the most ardent advocates of classical learning, perceived apparently the narrowing tendencies of humanistic training, and urged that students be taught to know many things besides Latin and Greek in order that they might the


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Page:Seventh Report - Guns for gold- the Wagner Network exposed.pdf/58

Rh :(d) the possible regional implications of the country’s ‘capture’ by a Russian or other malign proxy; and

 * (e) the level of willingness on both sides to uphold transparency and standards of good governance as part of any future partnership.

27. ''The Government should revive its previous commitment to channel 50% of Official Development Assistance to fragile and conflict-affected countries and regions. The Government should also revive its 2019 manifesto commitment to spending 0.7% of the UK’s Gross National Income on Official Development Assistance at the earliest opportunity, in light of refugee and asylum pressure in multiple countries.'' (Paragraph 72)

28. As a ‘stick’, the Government should proscribe the Wagner Network as a terrorist organisation, recognising that—while there are risks of doing so—there are also risks of failing to do so, when the Network appears to meet the legal criteria. (Paragraph 73)

29. The last decade has shown that the Wagner Network is highly effective at reconfiguring itself. We expect its activities to continue in some form, as they are too valuable, especially financially, to the Russian state to be lost. The question is not just what happens to the Wagner Network but what happens to a wider set of PMCs in Russia which continue to have close and intimate relationships with Russian officials (Paragraph 74)

30. ''We recommend that the UK Government takes advantage of the current uncertainty and seeks to disrupt the Wagner Network. In particular, at a moment when its usual supply channels from the Russian Ministry of Defence are in doubt, the Government should do all within its power to restrict the flow of arms and other military equipment to the Wagner Network, to reduce the viability of future combat operations. The UK Government should also share intelligence with host Governments to demonstrate the ineffectiveness of the Wagner Network and to demonstrate how it is a tool of enrichment for the Russian state.'' (Paragraph 74)

31. For nearly 10 years, the Government has under-played and under-estimated the Wagner Network’s activities, as well as the security implications of its significant expansion. The Government has not told us anything specific that it is doing to challenge the network’s influence and impunity in countries other than Ukraine, beyond sanctions coordination (which itself appears limited). The Government has also failed to adequately structure its response to the Wagner Network. When asked to give evidence to this inquiry, six weeks were spent on internal discussions to try to identify which was the lead Government department, demonstrating a lack of leadership across Government to tackle the Wagner Network. In oral evidence, the Minister was unable to demonstrate joined-up working within the department, lessons-sharing, strategic thinking, or a clear definition of what the Wagner Network is. It is evident that a taskforce should have been established at least by 2016. (Paragraph 82)


text:
Index:Adapting and Writing Language Lessons.pdf/styles.css

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Rh 18. We recommend that the Government establishes a specific and regular mechanism for coordinating with the United States and the European Union over Wagner- linked sanctions; it should report back to us on what these mechanisms are, and how frequently and effectively they are being used. (Paragraph 59)

19. We further recommend that the Government prioritises introducing and enforcing travel bans for Wagner-linked individuals as a likely deterrent to involvement in the network, in particular working with Turkey, a popular holiday destination for Russians. (Paragraph 60)

20. In the public interest, we have compiled Wagner-linked names that are already a matter of public record, as identified via our commissioned open-source research (see Appendix 2). In doing so, we hope to challenge the mystique that the Wagner Network cultivated in many countries, make it as difficult as possible for it to operate, create a deterrent effect, and enable the Government to improve its apparently limited understanding of the network. (Paragraph 61)

21. We implore the Government to urgently assess these names and impose sanctions on these individuals and entities if the necessary threshold is met. (Paragraph 61)

22. There is an opportunity to disrupt the Wagner Network at a time when its future is uncertain. (Paragraph 68)

23. We recommend that the Government seizes this opportunity and works with international partners to deter countries from engaging with the Wagner Network, using a carrot and stick approach. (Paragraph 68)

24. As the Government improves its intelligence on the network, it should declassify it strategically and share it with countries that are considering engaging with the Wagner Network, to demonstrate the organisation’s destabilising effects, following the lead of the United States administration. (Paragraph 69)

25. ''The Government should offer a genuinely compelling alternative to priority countries in need of investment and security partnership, in collaboration with partners. Priority countries are especially likely to be neighbouring countries to those where the Wagner Network is engaged. A compelling alternative may involve customising packages of military, aid and trade support to specific countries, particularly in the Sahel region.'' (Paragraph 70)

26. ''In its response to this report, the Government should set out the factors it will assess in determining whether countries are priorities for UK security partnerships. These factors should include (but not be limited to):'' (Paragraph 71)

 * (a) the UK’s capacity for influence in a specific country;

 * (b) the level of security challenge faced by a country (in the short, medium and long term);

 * (c) the level of demand for a bilateral/multilateral security partnership within a country;


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 better comprehend the classics. He recommended the addition of geography, arithmetic, and natural science to the school course.

And Melanchthon, with all his enthusiasm for classical learning, thought the humanities insufficient to satisfy all the needs of culture. He advised the incorporation of physics, mathematics, and astronomy into the curriculum. “Although the nature of things cannot be absolutely known, nor the marvellous works of God traced to their original, until, in the future life, we shall listen to the eternal counsel of the Father,” he writes, “nevertheless, even amid this our present darkness, every gleam and every hint of harmony of this fair creation forms a step toward the knowledge of God and toward virtue, whereby we ourselves shall also learn to love and maintain order and moderation in all our acts. Since it is evident that men are endowed by their Creator with faculties fitted for the contemplation of nature, they must, of necessity, take delight in investigating the elements, the laws, the qualities, and the forces of the various bodies by which they are surrounded.”

As has already been shown, however, the humanists took little interest in the study of subjects not discussed by classical authors. Absorbed in a world of books, as Mr. Quick suggests, they overlooked the world of nature. Galileo had in vain tried to persuade them to look through his telescope, but they held that truth could not be discovered by any such contrivances—that it could be arrived at only by the comparison of manuscripts. “No wonder,” remarks Mr. Quick,


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 “that they had so little sympathy with children, and did not know how to teach them.”

Fortunately for the history of education, there were critics in the sixteenth century who did not conform to the dogma of linguistic discipline, and who called attention to the need of educational reform. Whatever the merits of the classical languages, protested these critics, they must derive their value ultimately from the rank they take as literature. The protest of Rabelais early in the century was not only one of the first but one of the most effective charges against contemporary practices. In his famous satire he intrusted the young giant Gargantua to the care and training of the humanist educator Tubal Holofernes, who spent five years and a quarter in teaching him to say his A B C’s backward; thirteen years on Donatus’ Latin grammar and the composition of Latin verses and sentences; thirty-four years more in the study of Latin eloquence, after which the schoolmaster dies, when, as Rabelais concluded, Gargantua had grown more ignorant, heavy, and loutish. “In this confused and ribald allegory,” says Mr. James P. Munroe, “Rabelais led the way out of ancient superstition into modern science. More than this, he taught in it that the study of Nature, observation of her laws, imitation of her methods, must be at the root of every true system of education. He showed that the Nature spirit is the true spirit of good teaching. Ever since his day civilized mankind has been trying to learn this lesson of his and to apply it in the schools. For three centuries


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Rh Further minute on the same subject.—As the book has come back to me, I cannot help saying two or three words now about Mr. Pearce’s claim. I proceeded on the supposition, that there was no express contract, no bond, no papers; for this simple reason, that if there had been any such contract on paper, it is as certain as any thing in human nature can be, that Mr. Pearce would have referred to that contract. He has not referred to it. None of the gentlemen who have been longest in the Committee, who must have known of the existence of such a contract if it existed, who are most zealous for the printing of the Oriental works now in hand, has ventured to say that there is such a contract. I am entitled to take it for granted that there is none. The idea of an implied contract in such a case seems to me, as I have said, absurd. We pay for the work done, and for nothing more. As for the addition to the buildings which is stated to have been made on our account, it is certain that it was not made by our authority or with our privity. And it can therefore constitute no claim against us. I have not the smallest objection to the proposition to call for papers. I am quite sure that none will come.—[Book G. page 45.]

Macaulay’s opinion on Histories of Greece and Rome, and on Grammars of Rhetoric and Logic.—I must frankly own that I do not like the list of books. Grammars of Rhetoric and Grammars of Logic are among the most useless furniture of a shelf. Give a boy. That is worth all the grammars of rhetoric and logic in the world. Goldsmith’s histories of Greece and Rome are miserable performances, and I do not at all like to lay out £50 on them, even after they have received all Mr. improvements. The history of Greece published by the Society for the Diffusion of Useful Knowledge is immeasurably superior in every respect to Goldsmith’s.

I think that we need not spend £25 on fifty of Priestly’s Charts of Biography. Ten would be amply sufficient. They are not articles of which many are required. We only want to hang one up in each of our principal schools.

I must own too that I think the order for globes and other instruments unnecessarily large. To lay out £324 at once in globes alone, useful as I acknowledge those articles to be, seems exceedingly profuse, when we have only about £3000 a year for all purposes of English education. One 12-inch or 18-inch globe for each school is quite enough; and we ought not, I think, to order 16 such globes when we are about to establish only seven schools. Useful as the telescopes, the theodolites, and the other scientific instruments mentioned in the indent undoubtedly are, we must consider that four or five such in-


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Rh struments run away with a year’s salary of a school master and that, if we purchase them, it will be necessary for us to defer the establishment of schools.

I would order nothing at present that is not absolutely necessary. When our means become larger, we may indulge in the purchase of beautiful and accurate instruments. But for a year or two, I would resolutely abstain. A twelve-inch globe for each schoolroom, and a few small globes for prizes ought to suffice at present. As to books, we ought to procure such as are likely to attract and delight children, such as are likely to give them a taste for the literature of the West; not books filled with idle distinctions and definitions, which every man who has learned them, makes haste to forget. Who ever reasoned better for having been taught the difference between a syllogism and an enthymeme? Who ever composed, with greater spirit and elegance because he could define an oxymoron or an aposiopesis? I am not joking, but writing quite seriously when I say that I would much rather order a hundred copies of for our schools than a hundred copies of any grammar of Rhetoric or Logic that ever was written. I therefore think that the indent requires to be re-cast: that part which relates to the books on account of the real worthlessness of many of the books which it is proposed to order; and that part which relates to instruments on account of the very heavy expense which it would lay upon us.—[Book G. page 53.] 6th May, 1835.

First books in English for native youths.—I do not object to the indent in its present form. But I think that we should early take into serious consideration the question. What books are most likely to be attractive to young native students of English? My own opinion is, that they ought to be taught our language by means of the most popular and agreeable narratives which it contains. From little fairy tales they may be led on to Robinson Crusoe and, and thence to and .—[Book G. page 70.] 3rd June, 1835..

Further minute on Mr. Pearce’s claims.—I am of opinion that as the additions made by Mr. Pearce to his premises are not alleged to have been made by our direction, he has no claim whatever on that account. Nor do I think that he has any claim on account of the stock which he purchased unless it can be shewn that he paid more for it than it was fairly worth, as a bonus to induce the Committee to engage with him. If this can be shewn, I would consent to pay him back the excess. But I do not find that this is even pretended.

I shall continue to think that he has no claim whatever in law, justice or generosity, until it is made out by arguments


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 for the Court of Appeal or a Regional Court of Appeal, the President of the Court of Appeal, President of the Regional Court of Appeal, Vice President of the Court of Appeal, or Vice President of the Regional Court of Appeal, as the case may be;

for a court of first instance, the chief judge of the court of first instance, regional chief judge, deputy chief judge of the court of first instance, or presiding judge of the court, as the case may be.

The persons acting in the positions under section 8, section 9, and section 13 shall have the power according to (1), (2), and (3) also.

Other unavoidable necessity according to section 28 and section 29 denotes the event in which any of the judges that constitute the panel trying the case vacates the position he is holding, or is recused and withdraws himself, or is unable to perform the public service to the point of being unable to further participate in the sitting for trying and adjudicating upon such case.

Apart from that which is designated in section 30, other unavoidable necessity according to section 28 and section 29 shall also include the following events:

the event in which a single judge preliminarily examines a criminal case and finds that a judgment should be issued to dismiss the charge, but the rate of punishment designated by the law for that case exceeds the rate of punishment under section 25(5);

the event in which a single judge tries a criminal case under section 25(5) and finds that a judgment should be issued to impose imprisonment in excess of six months, or a fine in excess of ten thousand baht, or both imprisonment and a fine of which either or both exceed the said rate;

the event in which a judgment or order for any civil case of a court needs to be adopted by a panel of several judges and the judges constituting such panel are of conflicting opinions to the point that no majority can be found;

the event in which a single judge tries a civil case under section 25(4) and later finds that the value of the property in dispute or the amount of money claimed is beyond the trial and adjudication power of a single judge.

The President of the Supreme Court of Justice, the President of the Court of Appeal, the Presidents of the Regional Courts of Appeal, the chief judges of the courts of first instance, the presiding judges of courts, or the presiding judges of the divisions of each court, as the case may be, shall be responsible for the assignment of case files to the judicial panels in their courts or divisions, for which they shall observe the criteria and procedure designated by the rules for the judicial service of the courts of justice.

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 the leaders in education, under his direct inspiration, have been slowly and painfully transforming the false pedagogy of the cloister into the true pedagogy of out-of-doors. Writers and teachers, schools and universities, have been engaged in a halting and irregular struggle to transfer education from a metaphysical to a physical basis, to lead it away from the habit of deductive speculation into one of inductive research. This transfer Rabelais made boldly and at once. He did not, of course, elaborate the educational ideal of to-day, but he plainly marked out the lines upon which that ideal is framed. He taught truth and simplicity, be ridiculed hypocrisy and formalismn, he denounced the worship of words, he demanded the study of things, he showed the beauty of intellectual health, of moral discipline, of real piety. Best of all, he enunciated the supreme principle of Nature, which is ordered freedom.”

Montaigne, also, in France, was equally severe in his criticisms on the humanists. He denounced in no uncertain terms the methods of introducing Latin to beginners and the harsh and severe discipline so common in the schools of Europe during the sixteenth century. “Education ought to be carried on with a severe sweetness,” he wrote, “quite contrary to the practice of our pedants, who, instead of tempting and alluring children to a study of language by apt and gentle ways, do, in truth, present nothing before them but rods and ferules, horror and eruelty. Away with this violence Away with this compulsion! There is nothing which more completely dulls and degenerates


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Rh and evidence of a very different kind from any that I have yet seen.—[Book G. page 63.] 22nd May, 1835.

The Bishop’s College bill for printing part of Dr. Mill’s Arabic translation of Algebra.—I see that, when the question respecting Dr. Mill’s work was last before us, I confined my observations to the question, whether we should go on with the printing or stop it. Indeed the fact that the estimate had been so enormously exceeded, was not distinctly brought under our notice in the Secretary’s minute, or, as far I can now remember, in any of the papers then circulated.

I should be sorry to act in a manner disagreeable to so distinguished a scholar and so highly respectable a gentleman as Dr. Mill. But I really cannot see that I have any choice. An estimate is sent in amounting to 828 rupees. This estimate is sanctioned. The bill comes in, only part of the work has been done; and we are called on to pay 3000 Rupees. This is not the way in which public money is to be squandered, even when the object in view is one of real utility. The object in this case is to have an Arabic version of an exceedingly bad English book. A translation which, nobody will read, of an original which nobody was ever the wiser for reading. Those gentlemen who, when the question was last before us, conceived that we were bound not merely to pay this bill, but to go on with the work, will now, I think, allow that, if there be any breach of contract in the matter, that breach has not been committed by us. I propose that we should acquaint Mr. Holmes, that the Government object to his bill as greatly exceeding the estimate, and that we should call upon him to explain, in the first place, why it so much exceeds the estimate, and, in the second place, why, when it was found impossible to finish the work for the sum originally contracted for, no communication to that effect was made to the Committee. I take it for granted that no such communication was made. Had there been any such document, it would of course have been circulated.—[Book G. page 76.] 29th June, 1835.

Further minute on the same subject.—At last we have an explanation which turns out to be no explanation at all. Both the Government and Dr. Mill have, I think, great reason to complain of the conduct of Mr. Holmes. That gentleman, by his own confession, never brought to Dr. Mill’s notice the fact that, while Dr. Mill was in England, an estimate was presented to the Government on the part of the College and was approved. He says, with a most extraordinary coolness, that the estimate was obsolete, and he assigns no other reason for pronouncing it obsolete except that be had himself forgotten it.


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Rh I must say that my notions of public business and above all of public business where public money is concerned, differ very widely from the Rev. Bursar’s. Every man who contracts with the public ought to remember the terms of his contract; and, if he forgets those terms, he must suffer for his negligence. I may be sorry that any portion of the loss should fall on the college or on the Principal. But I am not their agent. I am an agent for the public. And as such I am to determine whether the public shall pay four times as much as it is bound to pay merely because a gentleman tells me that he forgot the terms of the contract. If we accept so ridiculous an excuse, I feel convinced that the Governor General in Council will not accept it. We shall only injure our own character with the Government by our laxity, we shall not serve Dr. Mill in the least.

I have a great respect for Dr. Mill’s character, both moral and intellectual; and I should gladly see the patronage of Government extended, in a proper manner, to so distinguished a scholar. But I cannot agree with Mr. Sutherland in thinking that all the rules established for the purpose of preventing jobbing and profusion are to be dispensed with in compliment to Dr. Mill’s learning and talents. What is the use of requiring estimates? Why should we go through so tedious a form, if, as Mr. Holmes says, we are, in spite of the terms of the estimate, bound in good faith to allow those whom we employ to dip as deep into the public purse as they chuse.choose [sic] (Sic.). If the estimate had been exceeded by a few hundred rupees, we might have shewn indulgence. But we are called on to pay for a part of the work nearly four times as much as we engaged to pay for the whole. I cannot conscientiously recommend the claim to the Government.—[Book G. page 89.] 6th August, 1835.

Decision concerning the Bishop’s College Press Bill.— Mr. Bushby takes a middle course, and votes for paying part of the excess, and not the whole. The votes therefore stand thus. On the question of paying for the second delivery there are 8 for paying, and 6 against it. On the question of paying for the third delivery we are 7 to 7.

The Government ought, I think, in a case in which such a difference of opinion exists to see all the papers.—[Book G. page 101.] 21st August, 1835.

[This question occasioned much discussion in the Committee, as the work was allowed to have been cheaply executed at the price demanded. In favor of payment for the second and third parts were,—The Hon’ble H. Shakespear, J. R. Colvin,


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Rh C. Smith, R. J. H. Birch, Dr. Grant, S. Sutherland and Col. Young. Mr. Bushby voted for the payment of the second part and against the payment for the third part. H. W.]

Excess over estimates in printing Oriental books.—I would pay no more than we contracted for. Though it may be impossible to predetermine the exact number of pages which Oriental manuscripts will occupy, a mistake of very nearly a third is quite unpardonable.—[Book G. page 84.] 20th July, 1835.

The Committee’s system of making contracts.—This is the Bishop’s College case in miniature. We agree to an estimate. The estimate is exceeded, we object to paying the excess. The answer is, that we have been in the habit of doing business so carelessly that no body ever troubled himself about the terms of his contracts with us. Our facility has been carried so far that it would be dishonest in us to stand upon our rights. We have made a kind of implied contract with all the world that they are to cheat us and that we are to submit to be cheated. I am quite unable to comprehend this doctrine. As to the particular plea of the Moulvi that it is impossible accurately to calculate the number of pages which Oriental printing will occupy, I am quite ready to allow all that can be fairly claimed on this ground. The estimate was for 600 pages, the work occupies 774 pages. If Mr. Sutherland or any other eminent orientalist will assure us that it is impossible to calculate within one-fourth the number of pages which the printing of Oriental manuscript will occupy, I will withdraw my objections. But I cannot admit that, because we have never held people strictly to their engagements before, we commit a breach of faith if we begin to do so now.—[Book G. page 109.] 13th September, 1835.

Expensiveness of European Shops.—We must take care not to fall into such an error again. The difference in the prices of European and Native shops is so well known even to new comers like myself, that I can hardly understand how persons so well acquainted with India as Mr. Clift and Mr. Ridge can have made such a mistake.—[Book G. page 82.] 18th July, 1835.

Transfer of the Committee’s Oriental Publications to the Asiatic Society.—I am truly glad to find from Sir E. Ryan’s minute that the course proposed is likely to be gratifying to the Asiatic Society. In the hope that it may be so, I readily assent to what is proposed.—[Book G. page 104.] 27th August, 1835.

I think that Government meant that all the stock and all the good will, so to speak, of the Committee, in its publishing capacity are to be transferred to the Asiatic Society.—[Book G. page 105.] 3rd September, 1835.


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 the nature of a bright child.” Again: “Our schools are houses of correction for imprisoned youths; and children are made incorrigible by punishment. Visit them when the children are getting their lessons, and you will hear nothing but the outcries of boys under execution and the thundering noises of their teachers, drunk with fury. It is a pernicious way to tempt young and timorous souls to love their books while wearing a ferocious countenance and with a rod in hand.”

Montaigne was equally convinced of the pedagogic error of the humanists in regarding classical knowledge as synonymous with wisdom. “We may become learned from the learning of others,” he said, “but we never become wise except by our own wisdom We are truly learned from knowing the present, not from knowing the past any more than the future Yet we toil only to stuff the memory and leave the conscience and understanding void. And like birds abroad to forage for grain, bring it home in their beak, without tasting it themselves, to feed their young, so our pedants go picking knowledge here and there out of several authors, and hold it at their tongue’s end, only to spit it out and distribute it among their pupils.”

Roger Ascham, in the quaint preface of his Scholemaster, also bears testimony against the harsh discipline of the sixteenth century. During the great plague in London, in 1563, Ascham and some friends were dining at Windsor with Sir William Cecil. While there he learned that many of the students at Eton had run away because of the severe punishments


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Rh On the Selection of a series of class books.—I quite approve of Sir Edward’s proposition. Mr. will, I am sure, be kind enough to write early to the Archbishop of Dublin, who is better qualified than any other person to afford us information.—[Book G. page 119.] 21st September, 1835.

Delhi College indent for books.— It seems absolutely necessary to have the books. But I agree with Mr. Sutherland thinking that they might be procured cheaper than from Mr. ——————. The only objection to buying them at auction is, that we shall probably have to wait some months before we make up the collection required; and the wants of the school seem to be pressing. Perhaps our best course will be to authorize Mr. Sutherland to procure the books wherever he can procure them at the lowest price, during Mr. Taylor's stay,—[Book G. page 121.] 28th September, 1835.

Moulavi Abdul Majid’s application for English books.—I am heartily glad to find that so distinguished a native scholar is asking for English books for the use of his own children. I have no objection to grant what he requests.—[Book G. page 124.] 9th October, 1835.

Refusal to printing Moulavi Gholam Hossein’s works.—I agree with Mr. Sutherland that we can do nothing for Gholam Hossein here. When the question of the Hooghly College comes before us, I shall be glad to give every fair consideration to his claims.—[Book G. page 127.] 12th October, 1835.

New Criminal Code.—I do not distinctly recollect what passed respecting the work in question. But it appears to me that the orders of Government distinctly apply to it, and I cannot see any good reason for excepting it from the operation of the general rule.

If I understand Captain letter rightly, the portion of the work which remains relates to the criminal Courts and the Police. Now it is known to the Committee that the Law Commission are actually engaged under the orders of Government in framing a new Criminal Code, which, when framed, will supersede all the regulations in question. How soon the Commissioners will finish this task, I will not venture to say. When I am sanguine, I think that it may be completed in a year. But I think that two years or two years and half is the very utmost. Now it seems to me that it would be very absurd to pay 1,000 Rupees or thereabout for an abstract of regulations which will he rescinded within a few months after the publication of the abstract.

I have other objections, but I will not advert to them, because that which I have mentioned seems to be decisive.—[Book G. page 128.] 16th October, 1835.


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 administered at this famous public school. “Whereupon,” says Ascham, “Sir William took occasion to wish that some discretion were in many schoolmasters in using correction than commonly there is, who many times punish rather the weakness of nature than the fault of the scholar, whereby many scholars that might else prove well, be driven to hate learning before they know what learning meaneth; and so are made willing to forsake their book, and to be willing to put to any other kind of living.” This incident led to the composition of the Scholemaster, which was a guide for “the bringing up of youth,” in which gentleness rather than severity is recommended, and “a ready way to the Latin tongue,” in which an honest effort is made to simplify language teaching and adapt it to the tastes and interests of young learners.

Richard Mulcaster, another Englishman and humanist of the sixteenth century, questioned seriously the wisdom of his associates and contemporaries in their exclusion of the mother-tongue from the course of study. In his Elementarie he asked: “Is it not a marvellous bondage to become servants to one tongue, for learning’s sake, the most part of our time, with loss of most time, whereas we may have the very same treasure in our own tongue with the gain of most time? our own bearing the joyful title of our liberty and freedom, the Latin tongue remembering us of our thraldom and bondage. I love Rome, but London better; I favor Italy, but England more: I honor the Latin, but I worship the English.” Mr. Quick is right in maintaining that “it would have been a vast