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Academy advancement ages amount Arab arts beneficent influence benefit blessings Chemistry cherish China cian cities corner stone cotton factory cultivation destined to hold diffuse dignified distinguished duties effectually England enjoyment enlightened erected Europe example exertions extension facilities fairest portions favour of Education feeling fostering genius and talent globe gun stocks honourable hope human ignorance immense important improvement increase the happiness India induce industry infant ings institutions intellectual character intelligence and instruction JOHN GRISCOM JonAs HUMBERT judgment justice knowl labour lathe learning and knowledge liberal light and knowledge machine machinery manu manufacturers millions mind ministration nations Natural Philosophy NEW-YoRK MECHANIC noble number of children operate period political population principles promote ranks of society respect ruthless hand sion skill soil Spirit of Education Springfield station Steam Engine suffi superstition tablished taught tial tion United universal vast Waltham wanting whole number wisdom wise
Page 26 - Who lives to fancy, never can be rich. Poor is the man in debt ; the man of gold, In debt to fortune, trembles at her power.
Page 25 - New faculties, or learns at least to employ More worthily the powers she owned before, Discerns in all things what, with stupid gaze Of ignorance, till then she overlooked, A ray of heavenly light gilding all forms Terrestrial, in the vast and the minute, The unambiguous footsteps of the God Who gives its lustre to an insect's wing, And wheels His throne upon the rolling worlds.
Page 17 - Train up a child in the Way be should go, and when he is old he will not depart from it.
Page 24 - March 12, 1851, at which date it again convened and permanently organized by the election of officers and the adoption of a constitution and by-laws.
Page 13 - If then Americans are wise, will they not cherish with peculiar affection, and with surpassing liberality, their seminaries of learning, and every institution which renders useful knowledge accessible to all.19 In the same protective vein, in his "Report on the Subject of Pauperism," prepared in 1818, he said: project, New York School of Social Work, Columbia University, February, 1958), p.
Page 13 - Where learning is only a thing of patrician acquirement ... is it surprising that these [chosen few] should be crushed by the tumultuous passions which impel the vulgar breast? Not only does the safety of our form of government depend upon . . . universality of instruction, but the wisdom of its measures and the whole concatination of its policy.