Which definition of asymptotic growth-rate should we teach?
I prefer teaching the original definition with quantifiers.

IMO, humans generally have trouble in understanding formulas and definitions with more than two alternation of quantifiers directly. Introducing new quantifiers can clarify what the definition means. Here, the last two quantifiers just mean "for all sufficiently large n", introducing this kind of quantification can help. 

The pictures I draw for explaining these concepts match better with the quantifier versions.

I think the limit simplification is useful for engineering student who are only interested in computing the growth rate, but won't be as useful for computer science students. In fact, using this simplification can cause more harm than good.

This idea is similar to suggestion that we use the rules for computing derivatives (of polynomials, exponentiation, ..., chain rule, ...) in place of the epsilon-delta definition of it, which IMHO is not a good idea.