Bible Atlas. Access Foundation by Ridling Z.

By Ridling Z.

Nearly each reader of the Bible will detect that the Scriptures, from Genesis to Revelation, include vast historic fabrics and innumerable allusions to the geographical historical past of that historical past. The geographical references diversity eastward to the Tigris and Euphrates and past to Media, Elam, and Parthia - from which got here a few of these current at Pentecost - or even to India. together with Asia Minor, Egypt, Ethiopia, and Arabia, they succeed in westward past Greece and Rome so far as Spain, which Paul visited or was hoping to go to, and the place we're most likely to discover Tarshish, in the direction of which Jonah began his fateful voyage. among those limits, the Holy Land itself, lower than its a number of names - Canaan, the land of Israel, or Palestine - with its quick pals, is on the middle of the image all through.

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1998, April 24). Chronicle of Higher Education, p. A8. L. (1994). The magnificent twelve: Florida’s black junior colleges. Winter Park, FL: Four-G Publishers, Inc. M. (1985). In the company of educated women. New Haven, CT: Yale University Press. Tremonti, Rev. B. (1951). The status of Catholic junior colleges. Washington, DC: The Catholic Education Press. A. (1991). Institutional history and ideology: The evolution of two women’s colleges. History of Higher Education Annual, 21– 44. H. (1960, January).

By 1898 over 61,000 women, including almost 1,800 black women, attended college (O’Malley, 1898/1987, p. 1), primarily at coeducational institutions. Almost 72 percent of colleges and universities were coeducational in 1900 (Brubacher & Rudy, 1968, p. 70). However, women’s colleges were still the norm for educating women in the Northeast and in the South. In 1901 there were 119 women’s colleges (Brubacher & Rudy, 1968, p. 69), of which some may have been two-year schools. By the early 1920s there were about 60 women’s two-year schools (Koos, 1925/1970).

114). Women were to have one role in society—service as wives and mothers, and this service did not necessitate much education. As the new country began to develop, so too did a belief that women (that is, white women) needed more education so they could educate their sons as good citizens. Consequently, female academies were formed in the late 1700s and female seminaries in the early 1800s (Palmieri, 1987/1997). Building upon the elementary-level education offered women in the dames’ schools and grammar schools, the academies and seminaries offered a secondary-level education.

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