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activities Ages arts aspect authority basis became become boys cation century character characteristic chief child Christian Church classical complete conception conduct Consequently culture definite direct discipline dominant early educa element elementary especially established existed experience expression fact followed formal German give given grammar Greek held hence higher human humanistic ideal ideas importance included individual influence institutions instruction intellectual interest Italy knowledge language largely later Latin learning liberal literary literature master means ment method Middle mind moral movement nature organization original period philosophical physical political possessed practical preparation present principles reading reason reform relation religious Renaissance represented respect result rhetorical Roman schools sciences scientific sense similar social society spirit subjects teachers teaching term thought tion universities virtue writings
Page 205 - It being one chief project of that old deluder, Satan, to keep men from the knowledge of the Scriptures, as in former times, keeping them in an unknown tongue, so in these latter times, by persuading from the use of tongues...
Page 346 - How to live? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those...
Page 365 - A popular government without popular information or the means of acquiring it is but a prologue to a farce or a tragedy, or, perhaps, both. Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.
Page 162 - We call those studies liberal which are worthy of a free man; those studies by which we attain and practice virtue and wisdom,- that education which calls forth, trains, and develops those highest gifts of body and mind which ennoble men and which are rightly judged to rank next in dignity to virtue only...
Page 257 - ... of shifting. All other considerations and accomplishments should give way and be postponed to this. This is the solid and substantial good, which tutors should not only read lectures, and talk of; but the labour and art of education should furnish the mind with, and fasten there, and never cease till the young man had a true relish of it, and placed his strength, his glory, and his pleasure in it.
Page 350 - ... whose mind is stored with a knowledge of the great and fundamental truths of Nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of Nature or of art, to hate all vileness, and to respect others as himself.
Page 350 - I am quite prepared to allow, that education entirely devoted to these omitted subjects might not be a completely liberal education. But is an education which ignores them all a liberal education ? Nay, is it too much to say that the education which should embrace these subjects and no others would be a real education, though an incomplete one; while an education which omits them is really not an education at all, but a more or less useful course of intellectual gymnastics ? For what does the middle-class...
Page 259 - ... are improved and made useful to us, just after the same manner as our bodies are.
Page 364 - Whether this desirable object will be best promoted by affording aids to seminaries of learning already established ; by the institution of a national university; or by any other expedients, will be well worthy of a place in the deliberations of the legislature.