Lecture Delivered Before the Georgia Historical Society, February 29th and March 4th, 1844, on the Subject of EducationPress of Locke and Davis, 1844 - 24 ページ |
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... institutions were all the result of private munificence . Nor was this subject overlooked in Georgia . Though WHITEFIELD's early efforts in behalf of his fondly cherished BETHESDA at first only contemplated , by a noble charity , the ...
... institutions were all the result of private munificence . Nor was this subject overlooked in Georgia . Though WHITEFIELD's early efforts in behalf of his fondly cherished BETHESDA at first only contemplated , by a noble charity , the ...
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... institution , be more largely concentrated . The advantage of a wholesome emulation , ( for the mind acts more power ... institutions are unfortunately now organised . And where a large collection of young men are congregated , during an ...
... institution , be more largely concentrated . The advantage of a wholesome emulation , ( for the mind acts more power ... institutions are unfortunately now organised . And where a large collection of young men are congregated , during an ...
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... institutions of learning ; the practical error of which arises from want of accurate observation of the facts and circumstances of the case . If we were driven to the alternative of choosing between having the many well educated , or a ...
... institutions of learning ; the practical error of which arises from want of accurate observation of the facts and circumstances of the case . If we were driven to the alternative of choosing between having the many well educated , or a ...
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... institutions advance with the progress of the nation , without attempting to press forward a hot bed growth . Supply and demand should go together . I would not be understood , far from it , as an advocate for lowering the standard of ...
... institutions advance with the progress of the nation , without attempting to press forward a hot bed growth . Supply and demand should go together . I would not be understood , far from it , as an advocate for lowering the standard of ...
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... institutions founded on this prin- ciple , in various parts of the country , some of them under circum- stances ... institution , it deserves the consideration of benevolent men , who might in this way rescue many a poor and promising ...
... institutions founded on this prin- ciple , in various parts of the country , some of them under circum- stances ... institution , it deserves the consideration of benevolent men , who might in this way rescue many a poor and promising ...
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ANACREON ancient languages Architecture-the stately Doric authority of Heaven's boy—in every motion child classical College confessed the model Corinthian orders criticise a foot crowded with philosophers DIODORUS SICULUS DION CASSIUS DIONYSIUS Of Halicarnassus dissatisfied spectator doubtless ever stand early embody ideal perfection enquiry EURIPIDES fame is engraven forty books genius Georgia Historical Society Grecian Greece Greek and Latin HERODOTUS historians human humble cobbler ventured institutions instruction intoxicated to madness invited general criticism Italy knowledge learning letters of adamant LIVY maidens from Crotona mental modern artists moral motion hideously nature nearest to PHIDIAS painter was mortified pass by HOMER Philological Science PINDAR PLUTARCH POLYBIUS poor youth powers profound refined language register of immortality Roman Rome SAMUEL K SOPHOCLES spirit stranger revisits Athens style surprising that CATO sweetness of THEOCRITUS TALMAGE tenderness of MENANDER THEOCRITUS THUCYDIDES tion unwilling to unveil Whilst wonder world of wonders XENOPHON
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11 ページ - Yet must I think less wildly:— I have thought Too long and darkly; till my brain became, In its own eddy boiling and o'erwrought, A whirling gulf of phantasy and flame: And thus, untaught in youth my heart to tame, My springs of life were poisoned.
10 ページ - ... prevented his allowing such an opportunity to pass unimproved. "The object of education," says he, "is to make man intelligent, wise, useful, happy. In its enlarged sense, it is to prepare him for action and felicity in two worlds," — p. 8. What, then, is the natural order of imparting this education? "In childhood, the first object is to exercise the senses, and learn the qualities of those things on which life and health and freedom from pain depend,
12 ページ - ... best mode of college organization." In which last he decides, that it is better to have many well educated than a few profoundly instructed, — and, of consequence, that many colleges, scattered through the country, are to be preferred to one or two great central ones. "Eaton and Harrow, of England, are far more efficient sources of discipline and enlightenment than Oxford and Cambridge.