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About the Book Teaching methods comprise the principles and methods that are used by teachers to facilitate learning by students. Strategies are determined both by the subject matter to be taught and the characteristics of the student. While today’s schools encourage creativity, this was not always the case. About us Leopold Classic Library has the goal of making available to readers the classic books that have been out of print for decades. While these books may have occasional imperfections, we consider that only hand checking of every page ensures readable content without poor picture quality, blurred or missing text etc. That's why we: • republish only hand checked books; • that are high quality; • enabling readers to see classic books in original formats; that • are unlikely to have missing or blurred pages. You can search "Leopold Classic Library" in categories of your interest to find other books in our extensive collection. Happy reading!
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(Excerpt from The Bible and Science, or the World-Problem ...)
Excerpt from The Bible and Science, or the World-Problem Various Senses of the Word Day - Summary of Princi ples concerned in its Interpretation - Eight Heads of Argument - The Prophetical Day - Analogous to the Creative Day - Numbers as used in Prophecy - Three kinds - Definite N umbers - Round N umbers - Perfect Numbers - The Word Day as applied to the Closing Dispensation of the World - Analogy with the Crea~ tive Account - Kedhem, or the Ante-time State. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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( This work has been selected by scholars as being cultur...)
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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Tayler Lewis was born on March 27, 1802, in the village of Northumberland, New York, United States. His father, Samuel Lewis, had been an officer in the Revolutionary War; his mother, Sarah Van Valkenburg, was of Dutch descent; and he was named after her uncle, John Tayler, former lieutenant-governor of the state.
He went to school in Northumberland and at Fort Miller, where the associations seem to have made a deep impression upon him, for he used to go back to the school and later to the school site year after year. He was prepared for college by Dr. Proudfit at Salem, New York, and entered Union College in 1816, graduating in the class of 1820. He received the honorary degree of LL. D. from Union college in 1844.
Lewis studied in the law office of Judge S. A. Foote at Albany, was admitted to the Saratoga bar in 1825, and began to practise at Fort Miller. Dissatisfied with the law, he began to teach, as principal of the academy at Waterford (1833 - 1835), then at Ogdensburg (1833 - 1837), and in 1838 at Waterford again. A Phi Beta Kappa oration, "Faith, the Life of Science, " which he delivered at Union College in 1838, aroused a good deal of attention, and that year he was appointed professor of Greek in the University of the City of New York. He now wrote and studied much; and his Plato contra Atheos: Plato against the Atheists (1845), may still be read with interest by Grecians.
In 1850 he became professor of Greek at Union College, and later professor of Oriental languages and Biblical literature. He was a hard student and mastered (besides Latin and Greek) Syriac, Koptic, Arabic, and Chaldaic, and read widely in mathematics, music, astronomy, and history. He was also deeply interested in current events at an exciting time in the national history. A strong anti-slavery man, he contributed to the propaganda of the Civil War State Rights: a Photograph from the Ruins of Ancient Greece (1864). The chief interest of his life, however, was the study of religion, and his main purpose was to show that revelation and scientific knowledge are not merely consistent but interdependent.
He was a representative American student and contributed to the American edition of J. P. Lange's Commentary on the Holy Scriptures (1865 - 1880) and was on the American board of the Committee for the Revision of the Old Testament.
(Excerpt from The Bible and Science, or the World-Problem ...)
(This book was originally published prior to 1923, and rep...)
(State rights: a photograph from the ruins of ancient Gree...)
( This work has been selected by scholars as being cultur...)
( This work has been selected by scholars as being cultur...)
( This work has been selected by scholars as being cultur...)
( About the Book Teaching methods comprise the principles...)
(Leopold is delighted to publish this classic book as part...)
He joined the Dutch Reformed Church at Fort Miller.
Lewis was of slight and fragile figure, which contrasted strikingly with the vigor of his controversial energy and the power of his scholarship. His portraits present a severe countenance, but those who remember him think of a very fine and gentle expression and beautiful silver hair. His students had a great affection for him, though in later years they took advantage of his deafness to say dreadful things in his classroom or when they met him on the campus.
In 1833 Lewis married Jane Keziah, daughter of Daniel Payn, by whom he had six children.
