By drawing an object the children will also learn a fundamental doctrine of philosophy; but I don't recommend letting them know what the doctrine is.… - George Long

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By drawing an object the children will also learn a fundamental doctrine of philosophy; but I don't recommend letting them know what the doctrine is. They will discover it some time. We do not draw objects as they are: we draw them as they seem to be. To the eye things are what they seem to be, but they are in reality, if you know what that means, something else.

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About George Long

George Long (November 4, 1800 – August 10, 1879) was an English classical scholar, historian and translator. Among other works, he translated of the Meditations of Marcus Aurelius (1862), the Discourses of Epictetus (1877), Plutarch's Lives (1844–1848) and was the author of the Decline of the Roman Republic (1864–1874), the Civil Wars of Rome, and the Summary of Herodotus (1829).

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Alternative Names: Long, George, 1800-1879 Long, George, 1800–1879
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Additional quotes by George Long

The Stoics made three divisions of philosophy, Physic, Ethic, and Logic. ...It appears, however, that this division was made before Zeno's time and acknowledged by Plato. ...Logic is not synonymous with our term Logic in the narrower sense of that word.

A man who leads a life of tranquillity and reflection, who is not disturbed at home and meddles not with the affairs of the world, may keep his mind at ease and his thoughts in one even course. But such a man has not been tried. All his Ethical philosophy and his passive virtue might turn out to be idle words, if he were once exposed to the rude realities of human existence.

I have said nothing about religious teaching as one of the means of forming a good character. ...I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing.

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