trigram

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

trigram	frequency
one of the	1944
it is not	1515
part of the	1254
as well as	1252
it is the	1116
is to be	1097
there is no	1092
it is a	1090
of the school	1084
that it is	1029
in order to	1004
there is a	960
the fact that	945
of the child	899
on the other	879
some of the	853
the use of	831
out of the	814
it may be	801
in the same	787
and it is	765
the study of	729
but it is	721
in which the	718
it would be	716
by means of	702
the development of	691
at the same	678
the other hand	676
so far as	668
be able to	650
and in the	647
the case of	645
the end of	643
in the case	628
this is the	619
it will be	617
the work of	603
the same time	600
in the first	599
in such a	595
of the children	594
the number of	592
that of the	560
the part of	551
as soon as	542
as to the	541
of the most	538
to be a	538
i do not	534
of his own	533
of the teacher	531
the history of	530
ought to be	519
it is to	519
are to be	514
in the school	508
according to the	506
as it is	501
of all the	499
more or less	495
development of the	486
the child is	484
so as to	483
and of the	483
the age of	482
the nature of	478
in the world	474
in this way	471
a number of	469
on the part	464
end of the	464
the education of	462
the course of	459
it has been	458
on the contrary	454
a matter of	453
we do not	452
of the world	451
of the mind	450
not to be	449
in regard to	448
the value of	446
that they are	445
knowledge of the	441
the life of	438
study of the	435
is not the	434
the habit of	432
many of the	432
of the same	428
the power of	427
in connection with	426
use of the	426
it must be	426
is one of	425
a part of	425
in other words	424
point of view	416
that there is	410
the university of	407
the purpose of	407
to make the	400
to be the	399
the teaching of	398
there was a	397
the idea of	395
should not be	388
as in the	388
to the child	388
they do not	385
the art of	384
it should be	383
is not a	381
of the first	380
that he is	380
to make a	379
the form of	379
he does not	377
boys and girls	377
so that the	369
the spirit of	369
those who are	368
what is the	365
the influence of	362
the result of	360
at the end	359
the name of	354
it is true	353
the meaning of	352
they are not	352
of the subject	352
of the class	351
in spite of	351
of the body	348
of those who	346
which it is	343
a piece of	339
which they are	339
the presence of	336
this is a	333
for the purpose	333
the story of	333
it is only	331
as far as	331
work of the	329
members of the	329
the method of	327
of the whole	325
life of the	323
education of the	321
the sense of	319
and that the	319
those who have	318
which is the	317
up to the	314
that the child	313
if it is	313
a knowledge of	310
for the first	309
in the course	308
of their own	306
as much as	306
that it was	306
to say that	305
of the college	304
of the great	304
it does not	303
regard to the	302
the same way	301
is in the	299
more and more	299
most of the	296
will not be	293
the most important	293
two or three	292
when it is	292
at the time	291
and to the	291
the child to	289
as we have	289
of the individual	289
one of them	288
a great deal	288
of the human	288
the basis of	287
the first time	286
as they are	285
to be found	285
the united states	283
a series of	283
men and women	283
the subject of	283
seems to be	282
is not to	279
the high school	279
in which they	278
of the other	278
the laws of	278
the process of	276
it was a	274
when they are	273
the beginning of	272
it is in	272
of the pupils	271
the man who	271
which he is	270
be found in	269
the formation of	268
side of the	268
with regard to	268
it is necessary	268
the importance of	267
in addition to	266
that we have	264
the time of	264
is necessary to	263
because it is	263
would have been	262
parts of the	261
the principle of	260
nature of the	260
of the young	260
on account of	259
fact that the	258
found in the	256
in the way	255
of the best	255
which may be	255
that we are	254
the place of	253
know how to	253
a kind of	252
the growth of	251
to do with	251
account of the	251
by the teacher	251
in which he	250
they may be	250
that he had	249
the mind of	248
this is not	248
do not know	248
because of the	247
the minds of	247
in all the	247
for the sake	246
the sake of	246
that he was	245
of such a	245
of the two	245
as a whole	243
history of the	242
to see the	241
the results of	241
the children are	240
so long as	238
but in the	237
the point of	237
of the story	236
to have a	236
of the new	236
of the old	235
which we have	235
the cause of	235
the way of	234
in the mind	234
the close of	233
of the day	233
the hands of	233
that in the	233
likely to be	232
in order that	231
course of study	231
one of these	231
he did not	231
and at the	230
the means of	230
the children of	230
the ability to	229
a sort of	228
if they are	228
the difference between	227
of a child	227
the object of	226
when he is	226
the character of	226
and the other	225
the principles of	225
attention to the	225
is that the	224
connection with the	224
interest in the	224
the direction of	224
in the second	223
the effect of	223
to be done	223
the rest of	223
to the school	222
there are many	222
the teacher is	220
in the form	220
more than a	220
is able to	219
the first place	219
view of the	219
the midst of	218
in his own	218
of the work	217
the law of	217
and all the	216
of what is	216
to give the	216
which he has	215
of the word	215
idea of the	215
it is very	214
would not be	214
to have the	214
much of the	214
in respect to	214
that there are	214
of this kind	214
the teacher should	214
in terms of	213
for it is	212
as long as	212
that he has	211
by which the	211
to those who	211
to do so	211
in the country	211
at the beginning	211
must not be	210
it is evident	209
will be found	209
that they have	208
it was the	208
a long time	208
years of age	207
may not be	207
by no means	207
he is to	206
as a rule	206
if he is	206
the kind of	206
they have been	206
he is not	206
in the following	206
it can be	205
a sense of	205
the necessity of	205
per cent of	204
to the teacher	204
a means of	204
that the teacher	204
we have seen	204
and there is	203
to the children	203
the child has	203
well as the	203
in relation to	203
it is an	202
the training of	202
of the present	202
in the midst	202
at a time	201
as a matter	200
place in the	200
the state of	199
that is to	199
it in the	199
of the country	199
and so on	199
it is possible	199
connected with the	199
children in the	198
they should be	198
would be a	198
the business of	198
it was not	197
to the other	197
seem to be	197
even in the	196
the members of	196
the light of	195
of the state	195
there was no	194
the amount of	194
of the spirit	194
on the subject	194
character of the	194
it is well	194
at the university	194
those of the	193
that is the	193
in this respect	193
is that of	193
of the people	192
be made to	192
in the schools	192
he could not	192
in the morning	191
at the age	191
relation to the	191
which the child	190
and this is	190
to which the	190
children of the	189
a study of	189
the nervous system	189
given to the	188
when the child	188
but there is	187
any of the	187
he will be	187
to have been	187
the love of	186
which have been	186
such as the	186
and a half	186
and for the	186
may be made	186
to be able	185
of the various	185
the exercise of	185
to see that	185
that they may	185
the provision of	184
of the time	184
is a very	184
and when the	184
to go to	184
of the pupil	184
of the brain	183
or at least	183
he is a	183
of which the	183
for this reason	183
each of the	183
the world of	183
up in the	183
the attention of	183
a state of	182
the power to	181
is not so	181
one or two	181
and they are	180
case of the	180
report of the	180
is the most	180
the problem of	180
in accordance with	180
do you think	179
to the same	179
is likely to	179
which i have	179
but they are	179
the application of	179
sense of the	179
that i have	179
the rural school	179
means of the	179
have to be	178
the progress of	178
to make it	178
such a way	178
there must be	177
provision of meals	177
they will be	177
the field of	177
member of the	177
to do it	176
all of the	176
the order of	176
that they should	175
can be made	175
as a means	175
in the middle	175
the needs of	175
all that is	174
which has been	173
which we are	173
with all the	173
to be made	173
back to the	173
that he may	173
is the only	173
on the whole	172
of the past	172
in so far	172
a little girl	172
that the children	172
the science of	171
the child in	171
because they are	171
in the presence	171
them in the	171
such a case	171
the names of	171
and on the	171
is true that	171
of education is	170
in the last	170
in which it	170
when he was	169
in a few	169
reference to the	169
the teacher must	169
we are not	169
what has been	169
is to say	169
so that they	168
there will be	168
time to time	168
as i have	168
from time to	168
it is also	168
for a long	168
is the same	168
in some cases	168
if it were	168
for the child	168
the same thing	167
at any rate	167
may be said	167
for the most	167
he has been	166
value of the	166
there is nothing	166
with which the	166
the mind is	166
it is impossible	166
will be the	166
way in which	166
the whole of	165
story of the	165
the children to	165
what it is	165
of the university	165
of the community	165
was to be	164
the school is	164
he was a	164
the question of	164
of the greatest	163
as a result	163
what do you	162
in this case	162
there is an	162
there should be	162
and with the	162
he will not	162
the need of	161
due to the	161
in the other	161
growth of the	161
which is not	161
if we are	161
the middle of	161
which they have	160
there can be	159
and it was	159
it is of	159
to take the	159
and when he	158
the knowledge of	158
to his own	158
more than the	158
mind of the	158
in this country	158
meaning of the	158
all the time	158
the teacher to	158
the child who	158
in the work	157
or in the	157
has not been	157
ought not to	157
could not be	157
used in the	157
which can be	157
a man of	157
at the present	157
to that of	157
that can be	156
it seems to	156
that he should	156
they are to	156
to find out	156
i have been	156
the degree of	156
of the lesson	155
should be the	154
in the history	154
in the college	154
it is that	154
not so much	154
of the little	154
they are the	154
the elementary school	154
if there is	153
is a great	153
no matter how	153
five years in	153
work in the	153
of his life	152
he may be	152
to be in	152
in the university	152
for him to	152
to make them	151
and then the	151
a system of	151
that this is	151
it to the	151
the top of	151
the duty of	151
a great many	151
years in an	151
in one of	151
of the senses	151
the matter of	150
a variety of	150
in an eng	150
in the class	150
as it were	150
than in the	150
should be made	150
at the close	150
but this is	150
close of the	149
the head of	149
is not only	149
great deal of	149
matter of fact	148
of the race	148
for a moment	148
of the fact	148
the aim of	148
these are the	147
of life and	147
what he is	147
did not know	147
the heart of	147
if they were	147
not in the	147
he had been	147
at that time	147
and the teacher	147
i am not	147
portion of the	146
the establishment of	146
that which is	146
for the children	145
of the three	145
form of the	145
on the one	145
to the fact	144
that they were	144
is the best	144
the practice of	144
and you will	144
it is for	144
between the two	144
of the city	144
in their own	144
the teacher may	144
all sorts of	144
the experience of	143
will be a	143
away from the	143
in many cases	143
it is this	143
as to be	143
with respect to	143
for this purpose	142
we have already	142
is evident that	142
the most part	142
some of them	142
there are two	142
the act of	142
some of these	142
down to the	142
made by the	142
to all the	142
manner in which	142
the acquisition of	142
the words of	142
the children in	141
go to the	141
supposed to be	141
the cost of	141
say that the	141
a child is	141
university of cambridge	141
large number of	140
at this time	140
the child and	140
a good deal	140
a member of	140
of the family	140
come to the	140
than that of	140
to think of	140
rest of the	140
you will be	140
a result of	140
a man who	139
to think that	139
are in the	139
had to be	139
the same as	139
the powers of	139
given in the	139
respect to the	139
there is not	139
and that is	139
be given to	139
a course of	139
on the ground	138
there may be	138
so that he	138
to which he	138
training of the	138
we have been	138
we wish to	138
he should be	138
the teacher who	138
of the room	138
you do not	138
that is not	137
in the use	137
of human nature	137
are able to	137
must have been	137
came to the	137
there has been	137
to teach the	136
the sight of	136
the side of	136
to give a	136
the making of	136
to do this	136
of the earth	136
far as possible	136
in which we	135
spirit of the	135
and the children	135
in such cases	134
of the boys	134
for a time	134
it is quite	134
be allowed to	134
a little boy	134
the period of	134
methods of teaching	134
of one of	134
to be sure	134
in the most	134
does not know	133
the relation of	133
the present time	133
each of these	133
it is easy	133
with the same	133
in the past	133
with which they	133
the one who	133
the teacher of	133
to understand the	133
in the year	133
be in the	132
the majority of	132
this may be	132
of the soul	132
if the child	132
to keep the	132
the school and	132
so that it	132
and he will	132
beginning of the	132
in the light	132
the way to	132
the possibility of	132
in the sense	131
where there is	131
can be no	131
should be given	131
that have been	131
we have a	131
with reference to	131
in the field	131
to take a	131
any one of	131
in the elementary	131
interested in the	131
and the child	130
and the little	129
to which they	129
we must not	129
of the schools	129
power of the	129
he would have	129
a list of	129
the elements of	129
for the teacher	129
see that the	129
a young man	129
and by the	128
the nineteenth century	128
we are to	128
to the end	128
was in the	128
a few years	127
he must be	127
the line of	127
one who has	127
to each other	127
in a very	127
it is so	127
only in the	127
influence of the	127
who have been	127
history of education	127
in the fact	127
and the like	127
the little jackal	127
make use of	127
and that he	126
a group of	126
one who is	126
and in a	126
if you are	126
all the children	126
and the same	126
that it would	126
is no longer	126
they must be	126
to use the	125
the system of	125
it is difficult	125
of a school	125
for all the	125
the interests of	125
there is the	125
that we may	125
the cultivation of	125
in the early	124
the children were	124
on which the	124
in the study	124
the pupils to	124
not at all	124
to show that	124
and they will	124
in the hands	124
the methods of	124
the time when	124
which the teacher	124
to some extent	124
has already been	124
in the child	124
again and again	124
of the student	124
the first year	123
addition to the	123
it as a	123
be taught to	123
children who are	123
far as the	123
the way in	123
it to be	123
of its own	123
of the public	123
them to the	123
the care of	123
the path of	122
not only the	122
board of education	122
be regarded as	122
the limits of	122
may be a	122
in the united	122
well as in	122
the type of	121
as that of	121
in front of	121
which he had	121
difference between the	121
what they are	121
a few of	121
by way of	121
the effects of	121
should be a	121
i have no	121
that has been	121
the one hand	121
in the matter	121
that he will	120
that there was	120
which the children	120
of the will	120
i want to	120
a child of	120
it will not	120
would be the	120
first of all	119
we have the	119
the best of	119
the significance of	119
a process of	119
on this subject	119
application of the	119
the existence of	119
that we can	119
we should not	119
found to be	119
that it will	119
rather than to	119
the people of	118
to know the	118
the manner in	118
condition of the	118
a large number	118
in his mind	118
must be a	118
seems to me	118
result of the	118
should be taught	118
more than one	118
went to the	118
of a man	118
that he could	118
what are the	118
and i will	117
to find the	117
middle of the	117
up and down	117
attention of the	117
of the second	117
may be the	117
the language of	117
have not been	116
of our own	116
the pleasure of	116
the sound of	116
the lack of	116
for some time	116
place of the	116
is said to	116
it cannot be	116
the condition of	116
can be done	116
of which we	116
the board of	116
at any time	116
as if they	116
to be taught	116
out in the	116
the facts of	115
it is said	115
the foundation of	115
of the course	115
as one of	115
of the house	115
acquainted with the	115
not only to	115
three or four	115
of a new	115
just as the	115
has been made	115
soon as the	114
of the american	114
that i am	114
with each other	114
of a good	114
the quality of	114
out of his	114
one of his	114
that it may	114
he has not	114
to be used	114
by the child	114
i am sure	114
a bit of	114
part of a	114
the danger of	114
movements of the	114
that we should	114
it is better	114
been able to	113
you will find	113
i did not	113
there are no	113
are likely to	113
the management of	113
all the other	113
that all the	113
to the young	113
the english universities	113
to meet the	113
needs of the	113
a source of	113
the introduction of	113
the absence of	113
are apt to	113
it might be	113
that a child	112
the little girl	112
of some of	112
is the first	112
of the rural	112
the appearance of	112
if he had	112
if he has	112
of the head	112
that of a	112
far as it	112
to the general	112
the lives of	112
is possible to	112
the next day	111
of the question	111
made in the	111
of thought and	111
the feeling of	111
to do the	111
as fast as	111
what he has	111
in the development	111
that he can	111
and that it	111
to get the	111
it is no	111
the child of	111
on the same	110
of the facts	110
to look at	110
to make him	110
to the right	110
him in the	110
is due to	110
a few days	110
in a word	110
who does not	110
to the mind	110
that they will	110
i should like	110
the expense of	109
of the chief	109
the expression of	109
may be found	109
in the education	109
is a good	109
and i have	109
of which he	109
in like manner	109
in the life	109
to be taken	109
and the school	109
of the students	109
an account of	109
the interest of	108
one or more	108
the aid of	108
has to be	108
the selection of	108
adapted to the	108
the other side	108
so to speak	108
understanding of the	108
of a few	108
or of the	108
that such a	108
but there are	108
in the right	108
when we are	108
that he would	108
from the first	108
many of them	108
on to the	108
we have not	108
in the english	108
in the city	108
is easy to	107
think of the	107
for those who	107
the extent of	107
of which is	107
should like to	107
appeal to the	107
the boy who	107
it would not	107
a way that	107
during the first	107
not know how	107
the public schools	107
the same manner	107
he was not	106
conception of the	106
in the great	106
at harvard college	106
as it was	106
said the little	106
the teacher in	106
of the history	106
in the house	106
he came to	106
the function of	106
need not be	106
when a child	106
in the public	106
and he was	106
all of them	106
the task of	106
this kind of	105
to the point	105
in a certain	105
which is to	105
in the present	105
of the education	105
to be considered	105
the person who	105
the help of	105
instead of being	105
is that it	105
of the year	105
a child to	105
cent of the	105
to a child	105
and i am	105
of the more	105
top of the	105
the conduct of	105
to give them	105
and if the	105
the teacher will	104
is it not	104
presence of the	104
in any other	104
in the third	104
was a little	104
the operation of	104
the length of	104
may be called	104
in the air	104
and with a	104
do not mean	104
and that they	104
they will not	104
of the united	104
on the basis	104
but it was	104
with that of	104
has been said	104
direction of the	104
to know what	103
education in the	103
the manner of	103
powers of the	103
the human race	103
few of the	103
there would be	103
may be used	103
in the very	103
the choice of	103
half of the	103
the eyes of	103
to what is	103
in place of	103
called upon to	103
in a great	103
of a great	103
all the rest	103
in the high	102
and he is	102
an interest in	102
they ought to	102
the good of	102
at one time	102
in the end	102
to read the	102
with which he	102
there is one	102
the subject is	102
the teacher and	102
in reference to	102
they can be	102
be said to	102
in the story	102
he has a	102
the advantage of	102
have been made	101
in the order	101
that may be	101
of the society	101
is not in	101
of the general	101
part of our	101
and should be	101
to show the	101
of the board	101
to secure the	101
a few minutes	101
by the children	101
any one who	101
system of education	101
lies in the	101
the idea that	101
name of the	101
we ought to	101
necessary for the	101
which had been	101
the children have	101
is found in	100
spite of the	100
now and then	100
the child will	100
not only in	100
in our own	100
is of the	100
the human mind	100
if the teacher	100
to attend to	100
in which a	100
the desire to	100
might have been	100
and do not	100
be expected to	100
to the present	100
a right to	100
the theory of	100
part in the	100
who do not	100
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a class of	100
in the minds	99
it is as	99
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of the book	99
it would seem	99
of the nature	99
instead of the	99
the truth of	99
in all its	99
to believe that	99
in the direction	99
the force of	99
to be of	99
the face of	99
must be the	99
in the evening	99
i would not	99
two of the	99
the thought of	99
of the nervous	99
they did not	99
take care of	99
if he were	98
i could not	98
the result is	98
i am going	98
i have not	98
a short time	98
of this sort	98
with one another	98
which does not	98
we find that	98
a feeling of	98
have been the	98
that it has	98
it is often	98
by those who	98
the solution of	98
the source of	98
said to be	97
of the different	97
the action of	97
and it will	97
the success of	97
description of the	97
hours a week	97
in the latter	97
of the last	97
not know what	97
may be given	97
the organization of	97
a form of	97
seems to have	97
would like to	97
which is a	97
that you are	97
at this point	97
in proportion to	97
the children will	97
when i was	97
is the one	97
and to be	97
to the whole	97
to see what	97
can only be	97
in any way	97
with the other	96
look at the	96
at the expense	96
of the moral	96
a boy of	96
out into the	96
of the cranium	96
and then to	96
of the common	96
the mind and	96
they would be	96
is true of	96
do with the	96
to the class	96
he must have	96
of the home	96
sight of the	96
this is true	96
in the home	96
to which it	96
seen in the	95
we have to	95
and as the	95
of the problem	95
of which they	95
here and there	95
to one another	95
as to make	95
the benefit of	95
to the subject	95
each one of	95
of the social	95
something of the	95
the difficulty of	95
the problems of	95
he ought to	95
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the bottom of	95
the reading of	95
made up of	95
it is by	95
when he has	95
who has been	95
and the most	95
than any other	95
experience of the	95
has been the	95
by the fact	95
of the future	95
has been a	95
need to be	95
a lesson in	95
of the words	94
length of the	94
the evolution of	94
to deal with	94
to be an	94
yet it is	94
is made to	94
in the process	94
only a few	94
for its own	94
should never be	94
there is another	94
at the outset	94
he had a	94
of his pupils	94
children should be	94
of the poor	94
to try to	93
it is one	93
is given to	93
and in this	93
were to be	93
of the latter	93
for the same	93
may have been	93
the conditions of	93
had not been	93
is difficult to	93
in a way	93
i wish to	93
the subject matter	93
to point out	93
father and mother	93
the nature and	93
to such a	93
what is meant	93
the first thing	93
to become a	93
or to the	93
there are some	93
when it was	93
of their children	93
into the world	93
it is because	93
the centre of	93
the strength of	93
am going to	93
the shape of	93
in favor of	93
to the extent	93
the young man	92
compared with the	92
a child who	92
one hundred and	92
of the highest	92
and to make	92
the memory of	92
the plan of	92
he is the	92
of human life	92
it is more	92
to speak of	92
do you know	92
side by side	92
nothing more than	92
of the teachers	92
for a few	92
the first of	92
the pupil is	92
by the pupils	92
for us to	92
the position of	92
to get a	91
the discovery of	91
and then he	91
at the top	91
this is what	91
as he is	91
and one of	91
to be given	91
of the imagination	91
depends upon the	91
for them to	91
four or five	91
it was found	91
is only a	91
the worth of	91
to give him	91
him to the	91
or any other	91
the children who	91
care of the	91
who had been	91
want you to	91
is no doubt	91
associated with the	90
corresponding to the	90
that you have	90
means by which	90
if you will	90
will always be	90
in any case	90
no doubt that	90
would not have	90
have come to	90
the test is	90
the teacher can	90
that they can	90
in some of	90
of the order	90
in the art	90
which will be	90
familiar with the	90
in the new	90
the activities of	90
they could not	90
as the child	90
are the most	90
the standpoint of	90
the duties of	90
that i should	90
accordance with the	90
of any kind	90
out of a	90
it would have	90
over and over	90
a tendency to	90
is not enough	90
the edge of	90
is supposed to	89
case of a	89
as they were	89
by the same	89
related to the	89
the first and	89
is apt to	89
a man is	89
when you are	89
the doctrine of	89
what they have	89
of the church	89
we should be	89
at the first	89
he would be	89
he has to	89
much as possible	89
of the material	89
can never be	89
business of the	89
it is always	89
would be to	89
the class of	89
in the future	89
little by little	89
when we have	89
and from the	89
as you can	89
when they have	89
in the teaching	89
in the whole	88
ought to have	88
the size of	88
exercise of the	88
what we have	88
and what is	88
the time for	88
the boys and	88
to form a	88
to their own	88
the voice of	88
a large part	88
that the first	88
part of his	88
the teacher has	88
under the influence	88
to a certain	88
rather than the	88
to find a	88
time of the	88
the beauty of	88
to see how	88
i have already	88
because he is	88
to the great	88
to the age	87
done in the	87
the guidance of	87
as compared with	87
of which i	87
a certain amount	87
the tendency to	87
is the case	87
and when they	87
not more than	87
i have seen	87
is capable of	87
which must be	87
according to their	87
the want of	87
of the man	87
soon as he	87
of my own	87
he has no	87
as may be	87
i want you	87
of what he	87
the necessity for	87
to learn to	87
aim of education	86
the details of	86
is meant by	86
such is the	86
be found to	86
in each of	86
edge of the	86
and those who	86
what is called	86
she did not	86
child in the	86
and there are	86
will be able	86
it follows that	86
and the more	86
needs to be	86
the possession of	86
to bring the	86
recognition of the	86
only to the	86
the surface of	86
matter of the	86
control of the	86
who are not	86
more of the	86
they have not	86
to the first	86
who has not	86
by which we	86
cause of the	86
when they were	86
duty of the	86
he would not	85
importance of the	85
out of school	85
that they had	85
of the process	85
the child should	85
action of the	85
the ideas of	85
so it is	85
from which the	85
the middle ages	85
in this matter	85
school medical officer	85
consideration of the	85
in consequence of	85
which he was	85
an opportunity to	85
which should be	85
to do what	85
in the subject	85
in dealing with	85
to the study	85
of new york	84
the world is	84
true that the	84
of the nineteenth	84
of a certain	84
is a matter	84
it is now	84
that the school	84
to form the	84
of the higher	84
of the heart	84
from the standpoint	84
they had been	84
well as to	84
be done in	84
the things that	84
and that of	84
and we have	84
all kinds of	84
this does not	84
is in a	84
little or no	84
form of a	84
i believe that	84
the pupil to	84
on one side	83
to be so	83
they were not	83
hands of the	83
what is this	83
of it is	83
to a great	83
to the development	83
what to do	83
and as a	83
of the face	83
of school children	83
the man of	83
of this type	83
be used in	83
and may be	83
the preparation of	83
names of the	83
the days of	83
of a class	83
what i have	83
i have a	83
they are in	83
of the principle	83
as to what	83
interests of the	83
the soul of	83
in the room	83
which are the	82
to the pupils	82
every one of	82
certain amount of	82
a time when	82
to consider the	82
and not the	82
an example of	82
able to do	82
in this connection	82
it in a	82
where it is	82
said that the	82
i shall not	82
of the scholars	82
we have no	82
to know that	82
a taste for	82
to know how	82
in a state	82
to me that	82
things that are	82
progress of the	82
in all these	82
as a part	82
head of the	82
on the table	82
be considered as	82
the house of	82
at the bottom	81
for me to	81
is at the	81
can not be	81
was able to	81
of the case	81
of education in	81
the content of	81
you will not	81
may be done	81
to the little	81
know that the	81
of the things	81
to the work	81
minds of the	81
example of the	81
the little boy	81
of fairy tales	81
you will see	81
of the ideas	81
in the old	81
owing to the	81
given by the	81
i will not	81
at once to	81
it ought to	81
in a school	81
in our schools	80
a desire to	80
be said that	80
to the best	80
we must be	80
contact with the	80
seem to have	80
more likely to	80
to the world	80
are capable of	80
statement of the	80
he will have	80
discussion of the	80
if i were	80
in each case	80
to the most	80
an act of	80
and at last	80
in the least	80
based on the	80
be done by	80
while it is	80
the rate of	80
in the habit	80
to show how	80
knows how to	80
must be made	80
all the more	80
by the use	80
proportion to the	80
in the garden	80
activity of the	80
of the teaching	80
no one can	80
the department of	80
that no one	80
the best way	80
the fear of	80
method of teaching	80
in this direction	79
so much the	79
on the floor	79
the need for	79
i think it	79
in some degree	79
to live in	79
a little more	79
in view of	79
here is a	79
to be more	79
cultivation of the	79
it is important	79
the attainment of	79
in the next	79
all of which	79
presented to the	79
a way as	79
the welfare of	79
its relation to	79
we know that	79
half an hour	79
one by one	79
that she is	79
means of a	79
the question is	79
of the one	79
the philosophy of	79
of the original	79
that would be	79
formation of the	79
of the life	79
known as the	79
that i had	79
but for the	79
it is just	79
purpose of the	78
the child must	78
if it be	78
at least one	78
man who has	78
that i was	78
the standard of	78
the loss of	78
are going to	78
of the hand	78
those which are	78
is for the	78
is the result	78
the first step	78
has not yet	78
of the english	78
the pupils are	78
all this is	78
good deal of	78
of which are	78
of the law	78
which they were	78
there is in	78
i have said	78
large part of	78
in a large	78
the ideal of	78
for the future	78
of mind and	78
a period of	78
we shall be	78
to the one	77
a multitude of	77
the center of	77
find that the	77
education is to	77
the control of	77
we may be	77
the parts of	77
in this manner	77
is known as	77
they have no	77
of the object	77
course of the	77
the habits of	77
there are a	77
in a little	77
the will of	77
appreciation of the	77
what we call	77
long as the	77
by which he	77
is not always	77
down in the	77
apart from the	77
of the lower	77
of the mental	77
at the moment	77
is much more	77
the little red	77
the weight of	77
the child was	77
for the time	77
that the mind	77
words of the	77
because he has	77
be made of	77
the service of	77
to come to	76
is to have	76
the work in	76
that those who	76
in the best	76
the joy of	76
the consciousness of	76
in the various	76
as has been	76
be one of	76
there is something	76
to an end	76
this or that	76
the forms of	76
them in a	76
is well to	76
pupils in the	76
in this chapter	76
of the good	76
of the elementary	76
it is at	76
surface of the	76
in the lower	76
in the dark	76
that is a	76
of what we	76
a course in	76
of the laws	76
not wish to	76
number of the	76
the reason for	76
of the development	76
of the very	75
is full of	75
school and the	75
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of all kinds	75
the only way	75
in recent years	75
of a subject	75
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we come to	75
of all that	75
applied to the	75
for which he	75
the men who	75
he is able	75
well as of	75
be sure that	75
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be necessary to	75
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the author of	75
of time and	75
the schools of	75
the range of	75
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will be of	75
is that which	75
a question of	75
suited to the	75
who have not	75
in the ordinary	75
if i had	75
idea of a	75
especially in the	75
in all cases	75
from the fact	75
much the same	75
a place in	75
if you have	75
you wish to	75
so that we	75
the first to	75
in the open	75
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life in the	75
expression of the	75
this is an	75
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that he must	75
all of these	75
of the high	75
of a single	74
being able to	74
we are in	74
of the system	74
the teachers of	74
the school to	74
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the pupils should	74
the distribution of	74
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of the method	74
object of the	74
to any one	74
the things which	74
analysis of the	74
that he might	74
and not to	74
as if he	74
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if you do	74
she does not	74
from the very	74
that the most	74
part of their	74
been accustomed to	74
the greater part	74
this is one	74
teaching of the	74
the learning process	74
of the sun	74
on this point	74
many of these	74
there is much	74
it was in	74
of the many	74
whether it is	74
with a view	74
one of our	74
of a teacher	73
characteristics of the	73
the present day	73
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the child may	73
the great majority	73
when there is	73
to the old	73
but do not	73
for the education	73
that one of	73
faith in the	73
found that the	73
them to be	73
take the place	73
as for the	73
far from being	73
this was the	73
the attitude of	73
a life of	73
a person who	73
in most cases	73
dealing with the	73
to feel that	73
of the animal	73
for you to	73
and out of	73
may be of	73
him to be	73
we need not	73
its own sake	73
and if he	73
apt to be	73
is the use	73
the order in	73
at all times	72
it is obvious	72
they have a	72
as if the	72
far as they	72
is but a	72
little more than	72
in mind that	72
we shall have	72
does not mean	72
of view of	72
the relation between	72
that it should	72
which it was	72
in the face	72
do not think	72
if there were	72
the production of	72
the psychology of	72
if we could	72
have to do	72
this method of	72
the little ones	72
of the total	72
and they were	72
the origin of	72
to use it	72
of the water	72
at the very	72
of the way	72
the secret of	72
the attempt to	72
from the beginning	72
of a college	72
the public school	72
appears to be	72
schools of the	72
we shall not	71
the level of	71
consists in the	71
let us suppose	71
led to the	71
the hearts of	71
when he had	71
the pursuit of	71
the test of	71
what may be	71
enable him to	71
time in the	71
to one of	71
the scope of	71
to which we	71
they are all	71
the school medical	71
should be used	71
have the same	71
the place where	71
was a great	71
of the field	71
of men and	71
for their own	71
of the entire	71
the recognition of	71
the authority of	71
results of the	71
the macmillan company	71
for many years	71
in the woods	71
he had to	71
which are not	71
and some of	71
is made of	71
and if you	71
the following are	71
of the group	71
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size of the	71
it is with	71
of interest in	70
the movements of	70
solution of the	70
great majority of	70
of the text	70
such a thing	70
depend upon the	70
the sum of	70
so that i	70
he begins to	70
of the principles	70
belong to the	70
in a single	70
the advantages of	70
attitude of the	70
the glory of	70
the second year	70
what we are	70
at this period	70
none the less	70
of the natural	70
each of them	70
to be called	70
of this principle	70
to be seen	70
live in the	70
not have been	70
even to the	70
to the individual	70
and must be	70
the rights of	70
by this means	70
by the school	70
would seem to	70
may also be	70
of the middle	70
life and the	70
which the mind	70
the mode of	70
the relations of	70
it had been	70
of the kind	70
the causes of	70
an idea of	70
difference in the	70
and the whole	70
it is hard	70
the medium of	70
it is all	70
examination of the	70
the body of	69
position of the	69
may be seen	69
and so forth	69
and above all	69
to teach him	69
there is any	69
was found that	69
and we are	69
of education for	69
which would be	69
child who is	69
is only the	69
the pupils in	69
to suppose that	69
front of the	69
thought of the	69
the whole world	69
itself in the	69
in the main	69
man who is	69
they seem to	69
a picture of	69
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of the term	69
he began to	69
has to do	69
this sort of	69
function of the	69
may be taken	69
the city of	69
speak of the	69
when you have	69
state of the	69
colleges and universities	69
the instruction of	69
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it is our	69
the child can	69
to follow the	69
a set of	69
in proportion as	69
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we shall see	69
to learn the	69
the same kind	69
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think that the	68
points of view	68
to this end	68
aim of the	68
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in the book	68
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in the higher	68
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the organs of	68
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in a sense	68
way as to	68
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the school of	68
for the development	68
interest of the	68
men of the	68
must be taken	68
the height of	68
of children in	68
as the first	68
of the recitation	68
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many of our	68
close to the	68
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to the question	68
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order in which	68
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devoted to the	68
this type of	68
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the book of	68
weight of the	68
the working of	68
subject to the	68
of the sea	68
for the use	68
of the members	68
in the former	68
of various kinds	68
of the older	68
has been found	68
which they had	68
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it is called	67
to help the	67
in some way	67
enough to be	67
if he does	67
most of us	67
up with the	67
like that of	67
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which are to	67
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in his hand	67
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intellectual and moral	67
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as we are	67
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of the mother	67
of a little	67
in the common	67
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the child as	67
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of a large	67
how to study	67
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the treatment of	67
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the king of	67
this part of	67
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welfare of the	67
up in a	67
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of course the	67
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that she was	67
way to the	67
to repeat the	67
an attempt to	67
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seemed to be	67
and how to	66
of what they	66
relation between the	66
of the parent	66
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at the head	66
x x x	66
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them in their	66
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the technique of	65
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