quadgram

This is a table of type quadgram and their frequencies. Use it to search & browse the list to learn more about your study carrel.

quadgram	frequency
on the other hand	673
in the case of	581
at the same time	570
on the part of	461
the end of the	346
is one of the	340
the part of the	332
at the end of	309
one of the most	307
in the course of	277
in the same way	259
for the sake of	244
for the purpose of	243
the fact that the	240
the development of the	239
the work of the	227
the use of the	221
it is to be	216
for the first time	214
the education of the	208
in the first place	204
as well as the	200
as a matter of	199
in the midst of	197
in the form of	195
a part of the	187
in the way of	181
the nature of the	179
the life of the	179
it is necessary to	178
at the age of	178
in such a way	177
in regard to the	176
the study of the	175
by means of the	174
to be able to	173
in connection with the	170
it is true that	170
in the presence of	169
from time to time	168
the case of the	166
to be found in	161
in such a case	157
is not to be	153
in so far as	150
five years in an	149
years in an eng	149
a great deal of	148
at the close of	145
that is to say	144
the close of the	143
for the most part	142
it is evident that	142
for a long time	142
the university of cambridge	141
in the history of	141
the rest of the	139
at the university of	139
the mind of the	138
as a means of	133
to the fact that	133
the history of the	133
in the use of	131
a matter of fact	130
there can be no	125
in the light of	124
a knowledge of the	123
the beginning of the	123
as well as in	122
in the united states	122
at the beginning of	121
in the fact that	121
of the fact that	121
on the one hand	121
as a result of	120
the members of the	119
the meaning of the	119
in the hands of	119
the manner in which	118
but it is not	118
the middle of the	114
the way in which	114
the character of the	114
the growth of the	113
it is not the	113
on account of the	112
as far as possible	112
the spirit of the	111
in the university of	111
the story of the	111
in the study of	110
that it is not	110
a large number of	110
as soon as the	108
in addition to the	107
the children of the	107
in the development of	106
it is possible to	106
that it is a	105
per cent of the	105
on the basis of	103
in the education of	103
it is easy to	102
be found in the	101
and at the same	101
as we have seen	100
is to be found	100
in the same manner	100
the attention of the	100
the provision of meals	99
the history of education	99
in spite of the	99
it is impossible to	98
the board of education	98
in the minds of	97
at the expense of	95
in the matter of	95
the name of the	94
i do not know	94
at the present time	93
so far as it	93
of the united states	93
with regard to the	91
a study of the	91
i am going to	91
the top of the	91
the presence of the	90
as much as possible	89
the value of the	89
in which they are	89
that there is no	88
in the life of	88
i should like to	88
to do with the	87
as in the case	87
as soon as he	87
under the influence of	87
in the direction of	87
by the fact that	86
the course of study	86
at the time of	86
the influence of the	86
in accordance with the	85
in respect to the	85
in the middle of	85
that there is a	84
the point of view	84
from the standpoint of	83
such a way that	83
the direction of the	83
i want you to	83
in relation to the	83
what is meant by	83
the training of the	83
in one of the	83
is likely to be	82
a certain amount of	82
it is not necessary	82
it would be a	81
that it is the	81
of one of the	80
as a part of	80
it seems to me	80
not know how to	79
in the art of	79
it is difficult to	79
to the development of	79
it may be said	79
as well as to	78
of the nature of	78
a good deal of	78
a few of the	78
in the mind of	78
the hands of the	78
so far as the	78
such a way as	77
it is not a	77
is a matter of	77
will be able to	77
to the study of	77
the place of the	76
it is well to	76
the form of a	76
the boys and girls	76
by the use of	76
in the english universities	76
of the nineteenth century	76
in the high school	76
one of the best	76
of the university of	75
in the work of	75
as well as of	75
is by no means	74
it is in the	74
the case of a	74
as one of the	73
members of the class	73
a member of the	73
in the field of	73
of the history of	73
in which it is	73
by means of a	73
for its own sake	73
in the habit of	73
of the nervous system	72
in a state of	71
the needs of the	71
the minds of the	71
of the most important	71
a large part of	71
the names of the	71
on the other side	71
take the place of	70
and there is no	70
of some of the	70
the time of the	70
of the rural school	70
is the use of	69
in the teaching of	69
point of view of	69
it was found that	69
the difference between the	69
the form of the	69
to the end of	68
for the education of	68
if we are to	68
of those who are	67
the head of the	67
the greater part of	67
the course of the	67
in the elementary school	66
for the development of	66
he is able to	66
the side of the	66
a way as to	66
i do not mean	66
it is better to	66
in proportion to the	65
in the process of	65
in the sense of	64
the duty of the	64
the edge of the	64
the school medical officer	64
to that of the	64
with a view to	63
the business of the	63
one of the greatest	63
on the subject of	63
there is no doubt	63
of the development of	63
as if they were	63
for the use of	63
is the result of	62
to say that the	62
the words of the	62
are not to be	62
the great majority of	62
that it would be	62
ought not to be	61
the length of the	61
in the formation of	61
the result of the	61
from the fact that	61
of the board of	61
the bottom of the	61
the order in which	60
the power of the	60
as soon as they	60
over and over again	60
in the management of	60
sense of the word	60
mind of the child	60
of the human race	60
so far as they	60
of the value of	60
it will be found	59
it would not be	59
it is one of	59
the powers of the	58
to make use of	58
in the second place	58
into the hands of	58
under the guidance of	58
of those who have	57
work of the school	57
are to be found	57
for the benefit of	57
we do not know	57
he does not know	57
a more or less	57
and it is the	57
the condition of the	57
to the point of	56
the teaching of the	56
to the age of	56
the fact that it	56
it would have been	56
in order that the	56
through the medium of	56
if he does not	56
in order to make	56
to see that the	56
the extent to which	56
in the nature of	56
within the limits of	56
must be able to	55
what is the use	55
under the direction of	55
once upon a time	55
education of the senses	55
from day to day	55
in order to be	55
so far as we	55
the children in the	55
the means by which	55
the size of the	55
it is not possible	54
the results of the	54
should be able to	54
the purpose of the	54
the cultivation of the	54
for the teacher to	54
one of the chief	54
the formation of the	54
is found in the	54
the degree in which	54
this is one of	53
at the head of	53
in which he is	53
it ought to be	53
but there is no	53
of the child is	53
the action of the	53
the surface of the	53
the cause of the	52
one and the same	52
the fact that they	52
in such a manner	52
one of the first	52
the heart of the	52
in the order of	52
from the point of	52
is a kind of	52
of the laws of	52
powers of the mind	52
in terms of the	51
it is not easy	51
a matter of course	51
is to be done	51
it is not to	51
any one of the	51
what do you think	51
it is not enough	51
it should not be	51
is due to the	51
in this way the	51
of the child and	51
it is probable that	51
but it is a	51
in the open air	51
in some of the	50
than that of the	50
the application of the	50
may be found in	50
the little fir tree	50
was one of the	50
from year to year	50
the progress of the	50
the centre of the	50
of education is to	50
there is no reason	50
which is to be	50
an account of the	50
it is obvious that	50
to the needs of	50
with respect to the	50
the little red hen	49
of his own accord	49
may be able to	49
x x x x	49
of the members of	49
the art of teaching	49
it must not be	49
of cause and effect	49
the object of the	49
it is safe to	49
and it is not	49
this is not the	48
the success of the	48
it is the same	48
will be found to	48
has to do with	48
part of the teacher	48
the idea of the	48
the basis of the	48
it is interesting to	48
it is not so	48
the sake of the	48
for the study of	48
the midst of the	48
of the high school	48
can be no doubt	48
in the public schools	48
the age of the	47
with that of the	47
not be able to	47
do not know how	47
on the side of	47
as we have already	47
so far as to	47
the movements of the	47
the relation of the	47
may be said to	47
years years years years	47
but this is not	47
in the selection of	47
school medical officer for	47
to a great extent	47
of the human mind	47
and one of the	47
is the business of	47
to the number of	46
so far as i	46
the subject matter of	46
and as soon as	46
is not necessary to	46
by means of which	46
to one of the	46
large part of the	46
and on the other	46
do not wish to	46
the interests of the	46
but there is a	45
in the heart of	45
for the good of	45
at the bottom of	45
it is said that	45
it is only by	45
it will not be	45
as the result of	45
in view of the	45
of the life of	45
the light of the	45
is the duty of	45
in the training of	45
it is clear that	45
but it is the	45
class a lesson in	45
the minds of children	45
the child does not	45
the same kind of	45
the order of the	45
the end of a	45
as well as for	44
the management of the	44
the study of history	44
in reference to the	44
to take care of	44
that they may be	44
we are able to	44
far as it is	44
so as to be	44
in the shape of	44
so that they may	44
of the principles of	44
a great number of	44
the exercise of the	44
that they do not	44
the importance of the	44
as far as the	44
form the habit of	44
that he does not	43
which are to be	43
to the use of	43
the first of these	43
they are to be	43
is that of the	43
side by side with	43
but they are not	43
the welfare of the	43
the same time the	43
what has been said	43
one or the other	43
with the exception of	43
that it should be	43
as well as a	43
the care of the	43
due to the fact	43
the acquisition of knowledge	43
with the help of	43
in front of the	43
the eyes of the	43
is not easy to	43
so far as he	43
when the child is	42
be given to the	42
end of the first	42
of the school is	42
the aim of education	42
is not so much	42
nothing to do with	42
the interest of the	42
i do not think	42
to be in the	42
member of the class	42
and that of the	42
be borne in mind	42
it is hard to	42
with which they are	42
the test is passed	42
and this is the	42
the position of the	42
if it is to	42
in the place of	42
as that of the	42
the child in the	42
the weight of the	42
the other side of	42
there has been a	42
in the sense that	42
at the rate of	42
the whole of the	42
the idea of a	42
so that he may	42
it will be seen	42
that he could not	42
the presence of a	42
the knowledge of the	42
it may not be	42
of what has been	42
there is no need	41
a large proportion of	41
is a part of	41
the school and the	41
the activities of the	41
at the cost of	41
the face of the	41
means to an end	41
the teacher and the	41
i have tried to	41
in a position to	41
the good of the	41
a certain number of	41
way in which the	41
to go to the	41
a course of study	41
some of the most	41
one of the boys	41
of the work of	41
in the world of	41
has a right to	41
meaning of the word	41
to the extent of	41
of the education of	41
to read and write	41
a few years ago	41
may be said that	41
of a number of	41
it may be that	41
part of the child	40
be one of the	40
with reference to the	40
by one of the	40
and that it is	40
in a short time	40
there was once a	40
the hands of a	40
of the teacher is	40
that it may be	40
the best way to	40
do not know what	40
the working of the	40
there is a great	40
that they should be	40
the soul of the	40
the ends of the	40
it is the duty	40
that the child is	39
and the number of	39
to which they are	39
should be taught to	39
there was a little	39
as compared with the	39
there should be a	39
between the ages of	39
the same is true	39
to a certain extent	39
on the th of	39
let us suppose that	39
that they are not	39
the measurement of intelligence	39
is evident that the	39
city of new york	39
there is not a	39
in the face of	39
the problem of the	39
is said to be	39
the teacher is to	39
in the degree in	39
well as in the	39
and it would be	39
one or more of	39
so long as the	39
the foundation of the	39
of men and women	39
see to it that	39
there is no such	39
is the fact that	39
of the city of	38
to know how to	38
are likely to be	38
one end of the	38
the child and the	38
if they are to	38
it is a very	38
have a right to	38
and it will be	38
can be made to	38
is no doubt that	38
as long as the	38
the government of the	38
the little gingerbread boy	38
the fact that he	38
it must be remembered	38
is true that the	38
is supposed to be	38
to the work of	38
the evolution of the	38
is no reason why	38
the people of the	38
if you do not	38
is the same as	38
the man who is	38
men and women who	37
the place where the	37
the standpoint of the	37
in the name of	37
that we ought to	37
a place in the	37
if we wish to	37
a high degree of	37
a list of the	37
seems to me that	37
it is not always	37
in the eyes of	37
those who have been	37
the experience of the	37
when we come to	37
a great variety of	37
it will be a	37
the same way as	37
the number of failures	37
the fact that a	37
face to face with	37
the solution of the	37
in a great measure	37
to a large extent	37
what do you mean	37
of the children of	37
to those who have	37
in the nervous system	37
and some of the	37
that one of the	37
of the child in	37
the aim of the	37
said the little jackal	36
it is only the	36
that it was the	36
may be made to	36
that some of the	36
no such thing as	36
one of the great	36
they ought to be	36
the development of a	36
is a sort of	36
and it is a	36
the university of oxford	36
which ought to be	36
the mind of a	36
the language of the	36
is nothing more than	36
we have seen that	36
at the same moment	36
to the conclusion that	36
two or three years	36
education of the child	36
i will tell you	36
as soon as it	36
he came to the	36
the most important of	36
to think of the	36
the use of a	36
the city of new	36
as a basis for	36
in the power of	36
to say nothing of	36
the effect of the	36
that many of the	36
the shape of the	36
the cost of the	36
at a time when	36
for the child to	36
a result of the	36
it is in this	36
if he is to	36
the limits of the	36
it is for this	36
in spite of all	36
at the mercy of	36
of which he is	36
business of the school	36
should be encouraged to	36
two and a half	35
the attitude of the	35
of the elementary school	35
he did not know	35
it is not only	35
the child who is	35
is seen in the	35
the center of the	35
it is plain that	35
of the state of	35
the expense of the	35
of the same age	35
are more or less	35
the exercises of the	35
at the top of	35
the child should be	35
there would be no	35
medical officer of the	35
at the time when	35
to the education of	35
for the purposes of	35
at the sight of	35
of the children in	35
of the study of	35
part of the school	35
upon the part of	35
it is of the	35
and a half years	35
that this is the	35
the local education authority	35
and it is only	35
there must be a	35
the establishment of a	35
out of the window	35
to the extent that	35
is not possible to	35
the sight of the	35
it is well known	35
to the laws of	35
a certain degree of	35
to find out what	35
the strength of the	34
chief medical officer of	34
of the children who	34
of the first year	34
if the child is	34
in the pursuit of	34
that it does not	34
it is a great	34
of the school to	34
the first time in	34
for this reason that	34
is made up of	34
should be given to	34
if it were not	34
in each of the	34
but it does not	34
of the meaning of	34
the beauty of the	34
of which they are	34
if there is a	34
that there was no	34
go back to the	34
it is the business	34
the science of education	34
the pupils should be	34
is to be a	34
have been able to	34
within the reach of	34
there will be no	34
officer of the board	34
or it may be	34
the nature of things	34
in which the child	34
the only way to	34
by the name of	34
the time when the	34
the significance of the	34
we do not mean	34
the operation of the	34
we have already seen	34
as i have said	34
to the top of	33
what is to be	33
that we do not	33
what shall i do	33
other side of the	33
the man who has	33
is not likely to	33
the facts of the	33
the subject of the	33
the relation between the	33
that the study of	33
the fact that in	33
of view of the	33
in the number of	33
all the rest of	33
is well known that	33
for boys and girls	33
they do not know	33
does not mean that	33
in the long run	33
and that is the	33
to those who are	33
the first year of	33
if we do not	33
the result of a	33
is for this reason	33
is not in the	33
it is a question	33
be able to do	33
we are in the	33
by which it is	33
in which the children	33
in any other way	32
the teacher should be	32
if it is not	32
the question of the	32
not only in the	32
up to the age	32
but we do not	32
this point of view	32
that part of the	32
it would be better	32
in place of the	32
of the principle of	32
you may be sure	32
the sound of the	32
under the name of	32
the opening of the	32
of a series of	32
in the schools of	32
test is passed if	32
the parts of the	32
the introduction of the	32
the remainder of the	32
of the teacher in	32
in addition to these	32
to the degree of	32
in the exercise of	32
the appearance of the	32
it is possible for	32
at the foot of	32
the sight of a	32
of the class of	32
the midst of a	32
to do is to	32
to the cause of	32
is true of the	32
a greater or less	32
of the sense of	32
from that of the	32
of two or three	32
board of education for	32
to the influence of	32
which he is to	32
as soon as possible	32
the function of the	32
be found to be	32
a little girl of	32
the life of a	32
on the ground that	32
in order to get	32
it is a good	32
in its relation to	32
the studies of the	32
the authority of the	32
in addition to this	31
should be allowed to	31
thing in the world	31
it has been found	31
the second and third	31
but as soon as	31
in the acquisition of	31
the chief medical officer	31
as it is called	31
that the child should	31
in the middle ages	31
the same time that	31
at such a time	31
as if he were	31
the early years of	31
i have no doubt	31
there is always a	31
an idea of the	31
in the chapter on	31
to the exclusion of	31
for the same reason	31
its relation to the	31
it would seem that	31
this does not mean	31
development of the child	31
that he had been	31
lies in the fact	31
at the present day	31
seems to have been	31
as the case may	31
is not at all	31
with the idea of	31
in many of the	31
make use of the	31
greater part of the	31
to such an extent	31
in the choice of	31
same is true of	31
be regarded as a	31
of the body and	31
as soon as we	31
in the spirit of	31
the sense of touch	31
that he should be	31
things as they are	31
two or three times	31
of which we are	31
the same time to	31
where there is no	31
the fact that we	30
it is a matter	30
history of the race	30
letters of the alphabet	30
of the department of	30
what may be called	30
there is such a	30
the child is to	30
an example of the	30
of the teacher to	30
some of the children	30
the report of the	30
he is a man	30
what it is to	30
the foot of the	30
have to do with	30
fact that it is	30
the circumstances of the	30
of the learning process	30
that it was not	30
there seems to be	30
the use of words	30
of boys and girls	30
there is no one	30
to be the most	30
in order that he	30
it is the only	30
the method of the	30
which the child is	30
the difference between a	30
the result is that	30
the back of the	30
is not enough to	30
it may be well	30
in a general way	30
is to be noted	30
the methods by which	30
the sum total of	30
once there was a	30
in the interests of	30
it would be well	30
of right and wrong	30
the eye of the	30
is the cause of	30
in the absence of	30
the other end of	30
answer to this question	30
of the course of	30
of the child to	30
in a few minutes	30
as if it were	30
boys and girls to	30
and the development of	30
on account of its	30
life of the child	30
in order to secure	30
we may say that	30
the coming of the	29
with the aid of	29
the content of the	29
the organization of the	29
knowledge of the subject	29
would seem to be	29
there is no other	29
there was a great	29
you are going to	29
it would be impossible	29
in the act of	29
is no such thing	29
the sides of the	29
for the instruction of	29
the benefit of the	29
in the hearts of	29
in dealing with the	29
the path of self	29
in mind that the	29
so long as he	29
and there is a	29
in the last chapter	29
of the school medical	29
it is not in	29
the majority of the	29
in the making of	29
it was in the	29
of the middle ages	29
the child of the	29
parts of the body	29
the preparation of the	29
that he is not	29
do not mean to	29
at an early age	29
will have to be	29
that is to be	29
be done in the	29
college of the city	29
the teacher in the	29
but i do not	29
that it will be	29
in the hope that	29
all parts of the	29
borne in mind that	29
of many of the	29
if there is any	29
of their own accord	29
as long as he	29
there is only one	29
in the house of	29
on the top of	29
the case may be	29
the course of his	29
and i do not	29
the door of the	29
that it was a	29
the conduct of the	29
the principle of the	29
it seems to be	29
know what it is	29
the quality of the	29
safe to say that	29
in order to give	29
of the art of	28
an end in itself	28
it is not surprising	28
the close of school	28
are some of the	28
a consideration of the	28
as soon as i	28
it is for the	28
order in which they	28
of the process of	28
mind of a child	28
they will not be	28
organic sensations and emotions	28
they should not be	28
of the number of	28
the use of this	28
in most of the	28
a little boy of	28
for the reason that	28
to look at the	28
will be seen that	28
of the world and	28
with the development of	28
the course of a	28
solution of the problem	28
out of the question	28
to be done in	28
but they do not	28
the society of jesus	28
those who do not	28
there should be no	28
as fast as you	28
various parts of the	28
the will of the	28
the aid of the	28
do you know what	28
a considerable number of	28
the teacher must be	28
the arrangement of the	28
that there was a	28
he said to the	28
the first years of	28
so long as we	28
i will give you	28
a way that the	28
is the work of	28
the world in which	28
to enable him to	28
does not know what	28
to the nature of	28
is shown by the	28
as has already been	28
out of the way	28
in the one case	28
the state of the	28
a quarter of a	28
as much as the	28
each member of the	28
an integral part of	27
young men and women	27
into the habit of	27
to do the work	27
of which it is	27
the teaching of history	27
it is worth while	27
the child is not	27
in the words of	27
under the head of	27
of the mind and	27
for which they are	27
be said to be	27
that the number of	27
the establishment of the	27
be the result of	27
to be one of	27
in the first instance	27
and in this way	27
the activity of the	27
education of the young	27
there is nothing in	27
the selection of the	27
in response to the	27
it follows that the	27
to deal with the	27
have nothing to do	27
shall be able to	27
by the side of	27
is that it is	27
the force of the	27
nature of the child	27
of the way in	27
where there is a	27
what he is doing	27
is to be hoped	27
as a kind of	27
as a member of	27
the latter part of	27
a large amount of	27
is given to the	27
the association of ideas	27
i am aware that	27
but it must be	27
little more than a	27
if they do not	27
report of the chief	27
for which he is	27
nothing more than the	27
is necessary for the	27
it is only in	27
if you wish to	27
so as to make	27
the laws of the	27
which it may be	27
a child who is	27
the teacher of the	27
of the power of	27
should like to have	27
the total number of	27
life of the spirit	27
committee on underfed children	27
the value of this	27
the discovery of the	27
but it is also	27
are by no means	27
in the treatment of	27
become more and more	27
not in the least	27
which he has been	27
there are very few	27
we ought not to	27
the same way that	27
but it may be	27
may be regarded as	27
the reason for this	27
what part of the	26
if they are not	26
i do not believe	26
to the teaching of	26
as it is in	26
as well as by	26
to the formation of	26
of the chief medical	26
the height of the	26
that he did not	26
the formation of habits	26
do not mean that	26
the very nature of	26
in the majority of	26
do you mean by	26
a portion of the	26
what is called the	26
the business of life	26
from what has been	26
in the school and	26
per cent of all	26
a man who has	26
to find out the	26
the great mass of	26
members of the family	26
this part of the	26
by the power of	26
every part of the	26
there are a great	26
the formation of a	26
be made in the	26
it must be admitted	26
if there is no	26
as we shall see	26
there is no more	26
may or may not	26
the thought of the	26
every one of them	26
is safe to say	26
to some of the	26
it is the most	26
a day or two	26
the laws of nature	26
feeding of school children	26
to show that the	26
would be a great	26
provision of meals act	26
the control of the	26
it is best to	26
the end of his	26
be used in the	26
when he was a	26
in comparison with the	26
it is not difficult	26
to which he is	26
when the child has	26
the validity of the	26
the age of twenty	26
bear in mind that	26
that is not the	26
which he does not	26
we are going to	26
to the child in	26
fast as you can	26
is no longer a	26
of the spirit of	26
is apt to be	26
there has been no	26
whatever may be the	26
the principle of individuation	26
without the aid of	26
say that it is	26
should be made to	26
i do not wish	26
it is certain that	26
on account of their	26
is the source of	26
the king and queen	26
in which we are	26
to be regarded as	25
the number of children	25
this is the way	25
the fact is that	25
as fast as he	25
the order of their	25
the period january to	25
and most of the	25
the child who has	25
of which we have	25
with which it is	25
a part of his	25
it for granted that	25
the ways in which	25
to think that the	25
to the present time	25
report of the school	25
as a means to	25
does not seem to	25
with more or less	25
of the importance of	25
because they do not	25
all that is necessary	25
are the result of	25
they came to the	25
a part of our	25
this is to be	25
of the method of	25
means by which the	25
from the study of	25
of the human body	25
the university of chicago	25
the reading of the	25
seems to be a	25
is not the same	25
but it was not	25
of the school and	25
the same as that	25
it is quite possible	25
take an interest in	25
the origin of the	25
which they are to	25
like that of the	25
of each of the	25
in the latter case	25
see that it is	25
i do not say	25
but he did not	25
it is of no	25
with which he is	25
that it is only	25
if it does not	25
it is also true	25
to go to school	25
know what to do	25
is a question of	25
it is not sufficient	25
must not be forgotten	25
of education in the	25
the home and the	25
to the level of	25
did not know what	25
for a short time	25
in the days of	25
days of the week	25
may be considered as	25
so that it may	25
may be sure that	25
in the centre of	25
get out of the	25
in the opposite direction	25
as it has been	25
of the moral sense	25
the name of a	25
do you think it	25
to the care of	25
is known as the	25
to be a man	25
in regard to this	25
one of the children	25
to point out the	25
does not know how	25
as a sort of	25
in a number of	25
not be allowed to	25
the letters of the	25
each one of us	25
any one of them	25
to take charge of	25
and in the same	25
if the teacher is	25
the pupils in the	25
other parts of the	25
we find that the	25
when i was a	25
did not know how	24
the ease with which	24
the study of a	24
the existence of a	24
the heart of man	24
because it is the	24
the hand of the	24
it is important to	24
the first letter in	24
as an example of	24
part of the time	24
it would be very	24
a small number of	24
six years of age	24
and ought to be	24
with the growth of	24
under the control of	24
be remembered that the	24
for the time being	24
take it for granted	24
for the training of	24
for the exercise of	24
of the mind is	24
to the value of	24
the characters of the	24
may be called the	24
the education of children	24
and out of the	24
is at the same	24
what is going on	24
have been accustomed to	24
in the mean time	24
in the world to	24
problems in observation and	24
the parent or teacher	24
to get out of	24
to believe that the	24
the sound of a	24
as it is to	24
to attend to the	24
an examination of the	24
the lives of the	24
the front of the	24
in a way which	24
the teacher who is	24
the curriculum of the	24
other end of the	24
or more of the	24
the beginning of a	24
other things being equal	24
in harmony with the	24
of the manner in	24
be no doubt that	24
as soon as you	24
the difference in the	24
i am sure that	24
is the most important	24
the top of a	24
only so far as	24
the cause of education	24
out into the world	24
of the second year	24
as part of the	24
in the language of	24
the question as to	24
way in which they	24
not know what to	24
there is a very	24
that he is a	24
part of the work	24
during the first year	24
the order of nature	24
of course it is	24
a means to an	24
such a case as	24
in the lives of	24
it should be remembered	24
that are to be	24
be presented to the	24
the inside of the	24
upon a time there	24
the duties of the	24
of the present day	24
the muscles of the	24
it is important that	24
it is useless to	24
period january to august	24
as it should be	24
of the eighteenth century	24
we come to the	24
the art of reading	24
i think it is	24
in which there is	24
brought to bear upon	24
as nearly as possible	24
the point of the	24
there are so many	24
the first and second	24
he will not be	24
to be given to	24
so far as possible	24
and if they are	24
he went to the	23
in the first case	23
a vast amount of	23
there is no question	23
end of the second	23
of the man who	23
some of the more	23
a great deal more	23
about the middle of	23
one of the two	23
is of great importance	23
so it is with	23
of which i have	23
the king of the	23
would it not be	23
the child to the	23
did not know that	23
more likely to be	23
of the same kind	23
the method by which	23
in the college curriculum	23
by the end of	23
any one who has	23
be called upon to	23
do not know the	23
in the nineteenth century	23
three and a half	23
we have to do	23
but he does not	23
it would be an	23
we have come to	23
the level of the	23
he is to be	23
the sense of the	23
out of the water	23
it is impossible for	23
not only to the	23
the rights of others	23
the truth of this	23
and many of the	23
in each of these	23
the college of the	23
to which it is	23
the one who is	23
by means of this	23
and at the end	23
the improvement of the	23
or in other words	23
for the promotion of	23
with a piece of	23
in the elementary schools	23
is the basis of	23
you will find that	23
in the business of	23
a sufficient number of	23
it is very easy	23
is said to have	23
to the effect that	23
for the support of	23
the memory of the	23
the university of vermont	23
know how to use	23
it should be the	23
the process of learning	23
which we do not	23
to the place where	23
of interest in the	23
as if they had	23
that we are not	23
the movement of the	23
is easy to see	23
it will be necessary	23
in a way that	23
the truth of the	23
the end of that	23
for my own part	23
has not yet been	23
is the difference between	23
of the existence of	23
are interested in the	23
boys and girls are	23
only in so far	23
is that of a	23
it is desirable that	23
for the formation of	23
to speak of the	23
in observation and introspection	23
as to make it	23
you will see that	23
during the period of	23
the day of the	23
such a thing as	23
the making of a	23
it is necessary that	23
think it would be	23
the making of the	23
the men and women	23
it is only when	23
and it may be	23
seems to be the	23
at the commencement of	23
be looked upon as	23
in the conduct of	23
it is only a	23
in which they were	23
knowledge of human nature	23
of the influence of	23
that there are many	23
in the story of	23
the efficiency of the	23
nine cases out of	23
to the children of	23
the part of a	23
the days of the	23
but that is not	23
to do a thing	23
those who wish to	23
in consequence of the	23
at the disposal of	23
and it is to	23
we have only to	23
is also true that	23
by which they are	23
provision of school meals	23
care must be taken	23
in order that they	23
the student should be	23
of development of the	23
the london county council	23
the best means of	23
use of the word	23
in the affairs of	22
is not difficult to	22
a piece of paper	22
but he could not	22
for the teaching of	22
in a similar way	22
be left to the	22
that it is possible	22
the constitution of the	22
from this point of	22
this is a very	22
of the last century	22
he came to a	22
year and a half	22
boys and girls of	22
in such cases the	22
he will be able	22
and the formation of	22
the volume of the	22
will be found in	22
just as in the	22
and the result is	22
of the mind to	22
those who have the	22
by the aid of	22
of the work in	22
the whole range of	22
it is no longer	22
by a number of	22
it will be the	22
a year and a	22
that he has been	22
within the range of	22
the child must be	22
management of the school	22
in order to have	22
the line of the	22
the leaves of the	22
and the method of	22
the understanding of the	22
are not able to	22
in proportion as the	22
of the children and	22
the provision of school	22
rated at rated at	22
the direction in which	22
find it difficult to	22
the rest of his	22
it should be noted	22
annual report of the	22
of the teaching of	22
they do not understand	22
the personality of the	22
is the man who	22
they are able to	22
he does not understand	22
the purpose of this	22
the expression of the	22
in his history of	22
a time when the	22
of the senior class	22
the business of teaching	22
to give them a	22
as a factor in	22
from the time of	22
in the order in	22
a greater number of	22
a description of the	22
may be used to	22
of the utmost importance	22
with the result that	22
to the bottom of	22
with the object of	22
to the acquisition of	22
how is it that	22
to the making of	22
in a different way	22
would be able to	22
at one end of	22
it is not true	22
is not the only	22
that the teacher should	22
report of the committee	22
the first part of	22
in the german universities	22
the whole field of	22
in this way he	22
do not think that	22
a quarter of an	22
and the use of	22
as the basis of	22
a boy or girl	22
is the spirit of	22
the description of the	22
seem to have been	22
the best and most	22
the body of the	22
who are interested in	22
be said that the	22
before the age of	22
which the children are	22
a member of a	22
and they do not	22
the voice of the	22
the conditions of the	22
the educational value of	22
men and women of	22
the conditions under which	22
credit for home work	22
so long as it	22
is more or less	22
attention of the child	22
which they may be	22
is called upon to	22
it is easier to	22
the function of education	22
if there are any	22
this can be done	22
of a system of	22
in the possession of	22
in the service of	22
in contact with the	22
not likely to be	22
looked upon as a	22
to the amount of	22
duty of the teacher	22
what we call the	22
is it possible to	22
are apt to be	22
one to the other	22
on the surface of	22
one or two of	22
of the results of	22
the child may be	22
we are apt to	22
in an atmosphere of	22
the principles of the	22
he knows how to	22
he was able to	22
were it not for	22
the same as the	22
is to be made	22
aim of education is	22
of a child of	22
that it is in	22
till he came to	22
be said to have	22
the root of the	22
a sense of humor	22
a large portion of	22
an interest in the	22
and in some cases	22
order that he may	22
an essential part of	21
the number of the	21
a college or university	21
is the case with	21
at the command of	21
is the method of	21
as an illustration of	21
that there may be	21
have a tendency to	21
be careful not to	21
in the effort to	21
the use of language	21
would have to be	21
the help of the	21
beyond the reach of	21
is found to be	21
so long as they	21
that they will be	21
if he is a	21
the heads of the	21
at the other end	21
and you will find	21
of life and the	21
greater or less degree	21
it is hoped that	21
is a source of	21
the contents of the	21
cases out of ten	21
important part of the	21
they ought not to	21
to get at the	21
children of the poor	21
the seventh and eighth	21
the first step in	21
is not the case	21
as i have already	21
to the neglect of	21
the use of his	21
the basis of a	21
and when he was	21
the higher education of	21
it is that the	21
and by means of	21
the glory of the	21
children should not be	21
to the plane of	21
must be remembered that	21
of children in the	21
in the former case	21
that this is not	21
ought to be done	21
to make sure that	21
is more likely to	21
we have endeavoured to	21
it can be made	21
in a similar manner	21
it is desirable to	21
the base of the	21
in the early years	21
the characteristics of the	21
the judgment of the	21
is the object of	21
of the idea of	21
no doubt that the	21
of the subject matter	21
that it can be	21
for a few minutes	21
in favor of the	21
in the secondary schools	21
the university of paris	21
and the fact that	21
and yet it is	21
for the provision of	21
to go into the	21
of the subject in	21
the great public schools	21
when the children are	21
have been in the	21
the range of the	21
be made by the	21
it seemed to me	21
the idea that the	21
worthy of the name	21
to be a good	21
will be necessary to	21
be seen in the	21
in this case the	21
rather than to the	21
more than any other	21
the process by which	21
latter part of the	21
the service of the	21
that there is something	21
of the organs of	21
of the powers of	21
the work of a	21
has been accustomed to	21
the end of each	21
by no means the	21
is interesting to note	21
has been made to	21
so as to give	21
in connection with this	21
such an extent that	21
the form in which	21
it is assumed that	21
that those who are	21
in nine cases out	21
attempt is made to	21
well as of the	21
at the right time	21
which i have been	21
meet the needs of	21
are a great many	21
there must be some	21
the same amount of	21
in the second year	21
with the spirit of	21
be used as a	21
by the principle of	21
to enable them to	21
those who have had	21
of the elective system	21
the schools of the	21
this may be done	21
the right kind of	21
the business of education	21
quite as much as	21
the freedom of the	21
is the law of	21
in order to understand	21
quarter of an hour	21
to the law of	21
it will be well	21
two of the three	21
at once to the	21
lose sight of the	21
the children who are	21
and even in the	21
the nature of a	21
are not likely to	21
a number of the	21
is not only the	21
will be found that	21
if he is not	21
the importance of this	21
the advantage of the	21
of the society of	21
becomes more and more	21
for more than a	21
to return to the	21
the best of all	21
a sheet of paper	21
of the character of	21
may be used in	21
to the mind of	20
the commencement of the	20
what letter is this	20
at the present moment	20
without the use of	20
to the business of	20
the principles of education	20
by the study of	20
make a study of	20
that it is impossible	20
to say that it	20
as well as those	20
as a preparation for	20
there are a few	20
make a list of	20
we must remember that	20
the intelligence of the	20
the individual and the	20
for half an hour	20
to be used in	20
of the necessity of	20
would not have been	20
there is but one	20
because it is a	20
the education of their	20
for a few days	20
and the power of	20
the elements of the	20
by the exercise of	20
are supposed to be	20
as in the other	20
the mind and its	20
in the modern time	20
of the greatest importance	20
a wide range of	20
that he was not	20
a hole in the	20
boys and girls who	20
i would not have	20
of a man who	20
of the brain and	20
which the child has	20
if we were to	20
on one side of	20
it does not follow	20
in the government of	20
the command of the	20
you would like to	20
in the construction of	20
that there has been	20
of such a nature	20
that the mind is	20
selection of the children	20
send their children to	20
it is by no	20
for the attainment of	20
the more or less	20
the mouth of the	20
one thing at a	20
as soon as a	20
which he has to	20
for the period january	20
of being able to	20
must be admitted that	20
of the use of	20
the teachers of the	20
a part of a	20
the result of this	20
there was a time	20
we must not forget	20
home and the school	20
he ought to be	20
any one of these	20
for a child to	20
with an introduction by	20
the process of education	20
it seems as if	20
for the children of	20
three hours a week	20
become a part of	20
and i have no	20
in this way we	20
of mind and body	20
long as it is	20
up to the present	20
far as they are	20
the efforts of the	20
there is in the	20
to get rid of	20
one after the other	20
takes the place of	20
that the school is	20
thing at a time	20
that he is to	20
there must have been	20
large proportion of the	20
a vast number of	20
the history of medicine	20
of the facts of	20
the head of a	20
but it would be	20
in a given time	20
the discipline of the	20
know the meaning of	20
to meet the needs	20
in which he lives	20
the course of their	20
to the cultivation of	20
one half of the	20
the faces of the	20
the causes of the	20
is a process of	20
in which we live	20
the fact that there	20
do you think that	20
training of the young	20
this is the only	20
i do not like	20
it is enough to	20
do not need to	20
that they could not	20
to bear upon the	20
in the progress of	20
it would be to	20
a person who is	20
what is known as	20
to the growth of	20
no matter what the	20
by the age of	20
the interpretation of the	20
i wish you to	20
we shall find that	20
and what do you	20
one hundred and twenty	20
as possible to the	20
and it is in	20
more or less of	20
the age of twelve	20
children of the same	20
to learn how to	20
to the happiness of	20
see the measurement of	20
for the establishment of	20
the fox and the	20
the shape of a	20
development of the individual	20
the school should be	20
in no other way	20
this is not a	20
the teaching of english	20
the width of the	20
in the right way	20
up and down the	20
to which it belongs	20
and more or less	20
order in which the	20
i was able to	20
is not able to	20
that there is nothing	20
at rated at rated	20
four or five years	20
of the highest importance	20
a time there was	20
to teach him to	20
to the time when	20
at a later period	20
is the same with	20
the circumference of the	20
but at the same	20
to enable us to	19
the affairs of the	19
can be done in	19
the recognition of the	19
as a sign of	19
not one of them	19
what i mean by	19
that we have been	19
minds of the pupils	19
part of the world	19
in some cases the	19
with the rest of	19
in which they have	19
or two of the	19
in the practice of	19
the philosophy of the	19
the age of reason	19
this is especially true	19
it is not an	19
the repetition of the	19
in the performance of	19
in a few years	19
if it were a	19
in the first year	19
is of the utmost	19
we have not yet	19
it is only as	19
that he may be	19
to it that the	19
is used in the	19
it could not be	19
most important of all	19
the local education authorities	19
those who are not	19
the school as a	19
at an age when	19
to the state of	19
in a former chapter	19
of the school in	19
be considered as a	19
as fast as they	19
or at any rate	19
their relation to the	19
circulation of the blood	19
there is nothing to	19
there is not the	19
in the preparation of	19
the amount of the	19
this is the case	19
so that the children	19
to bear in mind	19
to be on the	19
the case with the	19
in the accomplishment of	19
would be impossible to	19
a very short time	19
one of them is	19
on a level with	19
this is true of	19
to me to be	19
to the life of	19
the older american colleges	19
after the manner of	19
would be better to	19
what ought to be	19
to the man who	19
in the solution of	19
we were told that	19
in any of the	19
to be derived from	19
in the interest of	19
and that they are	19
at the basis of	19
which it is the	19
that i do not	19
for this reason the	19
to give the child	19
the effects of the	19
for it is the	19
so much for the	19
so that it is	19
the third and fourth	19
the development of his	19
be given in the	19
of the school curriculum	19
is a form of	19
to have been the	19
as the child is	19
the second year of	19
those who are to	19
minds of the children	19
to take part in	19
the theory of the	19
as a general rule	19
in order that we	19
story of the little	19
are given in the	19
in colleges and universities	19
as well as its	19
drawing and manual training	19
work of the teacher	19
of the failing pupils	19
be a source of	19
the administration of the	19
of three or four	19
the child in his	19
the duke of meiningen	19
or at least to	19
from the very beginning	19
by the application of	19
they are likely to	19
interest in the subject	19
to provide for the	19
the parents of the	19
can do is to	19
such a manner that	19
the same with the	19
the value of a	19
to solve the problem	19
the atmosphere of the	19
do not seem to	19
that he will be	19
that they did not	19
it is customary to	19
of the relation of	19
of the growth of	19
in the school of	19
by the number of	19
in the preceding chapter	19
of all that is	19
on the ground of	19
each side of the	19
on the history of	19
it is here that	19
are in danger of	19
with a sense of	19
care should be taken	19
the story of a	19
to the one who	19
it may well be	19
the distribution of the	19
the treatment of the	19
a thorough knowledge of	19
the local government board	19
whatever it may be	19
system of public instruction	19
of the golden river	19
the law of the	19
at the proper time	19
be taught in the	19
of the mind in	19
as if he had	19
from the use of	19
on the first day	19
understand the meaning of	19
for the rest of	19
the education of a	19
time there was a	19
into the presence of	19
of the sixteenth century	19
as well as their	19
be placed in the	19
to take advantage of	19
a sense of duty	19
do not like to	19
as well as from	19
that the teacher is	19
to the establishment of	19
one side of the	19
the measure of the	19
of youth and manhood	19
may be necessary to	19
the result is a	19
the consideration of the	19
it is necessary for	19
the culture of the	19
but this is a	19
as far as it	19
the extent of the	19
of more or less	19
in his own way	19
of a little girl	19
by far the most	19
he is interested in	19
at a very early	19
with the problem of	18
and put it in	18
a number of other	18
if he had been	18
a case as this	18
as far as he	18
which it is to	18
he looked at the	18
the structure of the	18
in which the teacher	18
that there will be	18
it is easy for	18
just as it is	18
the teacher does not	18
a clear idea of	18
the case of children	18
the cause of this	18
that there should be	18
difference between the two	18
out of his own	18
it is needless to	18
in order to obtain	18
was the first to	18
cannot be expected to	18
a child may be	18
is none the less	18
is to make the	18
the truth is that	18
if there were no	18
from those of the	18
white and rose red	18
to a greater or	18
they did not know	18
is it true that	18
to the duke of	18
are associated with the	18
it is also the	18
which they have been	18
have been made in	18
a group of children	18
different parts of the	18
for granted that the	18
the right use of	18
take the form of	18
this word is used	18
that the power of	18
which is one of	18
who does not know	18
the facts in the	18
be more or less	18
and they will be	18
in contrast with the	18
the close of each	18
to be a very	18
as is the case	18
the song of the	18
on a large scale	18
it is with the	18
it has been said	18
is not one of	18
taken for granted that	18
in a series of	18
are to be taught	18
the music of the	18
one of the many	18
to be attended to	18
some of the best	18
parts of the country	18
in the company of	18
they seem to be	18
is shown in the	18
the best of the	18
the children may be	18
gave the d class	18
for the children to	18
what is the matter	18
in regard to their	18
the pupils of the	18
of the public school	18
well as to the	18
the methods of teaching	18
the same time a	18
the sense in which	18
the end of life	18
and those who are	18
the same sort of	18
in the line of	18
as it is possible	18
not a matter of	18
there is to be	18
he must be able	18
up to a certain	18
of the olden time	18
it can be done	18
the care of a	18
the state of his	18
each one of the	18
d class a lesson	18
can be done by	18
that he should not	18
may be made of	18
the guidance of the	18
to find out how	18
men and women are	18
i am inclined to	18
in a great degree	18
on the edge of	18
as a process of	18
the same may be	18
at the english universities	18
the fact that this	18
the education of man	18
the time for the	18
and not in the	18
on the one side	18
know that it is	18
with those of the	18
snow white and rose	18
is it to be	18
how to do it	18
are more likely to	18
the beginning of this	18
that i have been	18
to the reading of	18
must be made to	18
the old woman and	18
that ought to be	18
is the only one	18
that the teacher must	18
of the new testament	18
we are trying to	18
the same manner as	18
been made in the	18
than in any other	18
it was not until	18
arrangements of the school	18
much to do with	18
when it comes to	18
the character of a	18
that this is a	18
it has already been	18
in this part of	18
should be required to	18
memories of youth and	18
only a few of	18
in the depths of	18
a year or two	18
the functions of the	18
in the right direction	18
when there is no	18
when we folded it	18
the history of philosophy	18
should be in the	18
in all these cases	18
at the price of	18
in the first grade	18
one of the little	18
in the center of	18
to give him a	18
twelve years of age	18
not so much the	18
our knowledge of the	18
be regarded as the	18
for the welfare of	18
hours of the day	18
the direction of a	18
some idea of the	18
does not know the	18
the secret of the	18
the mind is able	18
he would like to	18
when we speak of	18
a hundred years ago	18
by a series of	18
the children should be	18
the importance of a	18
the things that are	18
i wish i could	18
the first is the	18
manner in which the	18
far as he is	18
which it would be	18
with some of the	18
the d class a	18
in the first two	18
development of the mind	18
the greater number of	18
it is of course	18
not so much to	18
if it is a	18
some of them are	18
such a manner as	18
from place to place	18
the call of the	18
that he was a	18
carried on in the	18
the health of the	18
could not have been	18
to the kind of	18
in which it was	18
that he had not	18
the first two years	18
they are not to	18
that the child has	18
it would be difficult	18
close of the school	18
which the teacher is	18
of the pupils in	18
a small piece of	18
seem to me to	18
of reading and writing	18
different from that of	18
for a day or	18
the boys in the	18
to give to the	18
as long as they	18
may be divided into	18
to me that the	18
the experiences of the	18
is given in the	18
so much of the	18
the age of six	18
and it must be	18
as i have described	18
to be made of	18
has been made in	18
the expression of his	18
not been able to	18
at the opening of	18
in the administration of	17
we shall see that	17
that as soon as	17
may be well to	17
in the department of	17
the age at which	17
to which he belongs	17
and i will give	17
of the presence of	17
where are you going	17
his knowledge of the	17
it is not that	17
from a sense of	17
and the means of	17
be devoted to the	17
in that of the	17
one third of the	17
for permission to use	17
had to do with	17
a picture of a	17