Pennsylvania School Journal, כרך 14

כריכה קדמית
Pennsylvania State Education Association, 1865

מתוך הספר

מה אומרים אנשים - כתיבת ביקורת

לא מצאנו ביקורות במקומות הרגילים

עמודים נבחרים

מהדורות אחרות - הצג הכל

מונחים וביטויים נפוצים

קטעים בולטים

עמוד 138 - Thou canst not toil in vain — Cold, heat, and moist, and dry Shall foster and mature the grain For garners in the sky. Thence, when the glorious end, The day of God is come, The angel-reapers shall descend, And heaven cry " Harvest home ! " James Montgomery, I77i,-1854, HOME.
עמוד 79 - Whither, midst falling dew, While glow the heavens with the last steps of day, Far, through their rosy depths, dost thou pursue Thy solitary way? Vainly the fowler's eye Might mark thy distant flight to do thee wrong, As, darkly painted on the crimson sky, Thy figure floats along.
עמוד 234 - Delightful task ! to rear the tender thought, To teach the young idea how to shoot, . To pour the fresh instruction o'er the mind, To breathe th' enlivening spirit and to fix The generous purpose in the glowing breast.
עמוד 296 - Education, for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country...
עמוד 115 - When I look abroad, I foresee on every side, dispute, contradiction, anger, calumny and detraction. When I turn my eye inward. I find nothing but doubt and ignorance. All the world conspires to oppose and contradict me; tho...
עמוד 115 - Where am I, or what? From what causes do I derive my existence, and to what condition shall I return? Whose favour shall I court, and whose anger must I dread? What beings surround me? and on whom have I any influence, or who have any influence on me? I am confounded with all these questions, and begin to fancy myself in the most deplorable condition imaginable, environed with the deepest darkness...
עמוד 109 - Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.
עמוד 23 - ... the ambassadors, and the Executive of the nation — for some part of all these things, some agency in approving or disapproving of them, falls to every freeman. If, then, the permanency of our Government depends upon such knowledge, it is the duty of government to see that the means of information be diffused to every citizen. This is a sufficient answer to those who deem education a private and not a public duty — who argue that they are willing to educate their own children, but not their...
עמוד 139 - Shakespeare), may with all right be called a world-language ; and like the English people appears destined hereafter to prevail with a sway more extensive even than its present over all the portions of the globe. For in wealth, good sense, and closeness of structure no other of the languages at this day spoken deserves to be compared with it...
עמוד 26 - Richard was the keen scimitar of the Saracen. He who would oppose it, either through inability to comprehend the advantages of general education, or from unwillingness to bestow them on all his fellow-citizens, even to the lowest and the poorest, or from dread of popular vengeance, seems to me to want either the head of the philosopher, the heart of the philanthropist, or the nerve of the hero.

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