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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... learning in the States was laid during the Colonial period , and those 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 ...
... learning in the States was laid during the Colonial period , and those 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 ...
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... learning , and their works destined to live , the rich and common inheritance of all coming ages . In childhood , the first object is , to exercise the senses and learn the qualities of those things on which life , and health , and ...
... learning , and their works destined to live , the rich and common inheritance of all coming ages . In childhood , the first object is , to exercise the senses and learn the qualities of those things on which life , and health , and ...
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... learning can be infused at a very early period , and all that is then gained is clear gain , and brings its tribute of compound interest in after life . The comparative advantages of a public and a private education , was formerly a ...
... learning can be infused at a very early period , and all that is then gained is clear gain , and brings its tribute of compound interest in after life . The comparative advantages of a public and a private education , was formerly a ...
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... 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 few profoundly ...
... 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 few profoundly ...
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... learning and of art in ancient Athens . The human mind must have been cast in a finer mould , and then all its powers kept on a stretch to have attained to their unapproachable superiority . Or they would seem to have been like a race ...
... learning and of art in ancient Athens . The human mind must have been cast in a finer mould , and then all its powers kept on a stretch to have attained to their unapproachable superiority . Or they would seem to have been like a race ...
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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.