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	726
as well as	645
part of the	511
in order to	431
it is not	428
the education of	402
there is a	363
that it is	346
it is a	339
there is no	331
of the world	301
it is the	299
of the most	296
the fact that	289
some of the	284
the united states	281
at the same	278
the civilization of	278
it may be	273
of the state	270
education of the	269
of the people	265
of the school	262
the same time	256
and in the	250
the use of	239
on the other	235
is to be	235
it would be	235
in the same	227
in which the	226
and it is	216
civilization of illiteracy	211
but it is	208
that of the	204
that there is	202
ought to be	201
in the world	201
the nature of	198
the power of	196
of those who	196
the experience of	191
men and women	186
a matter of	182
the number of	181
the spirit of	180
the state of	179
as to the	179
it will be	178
the case of	177
out of the	175
of all the	173
of the human	173
of the child	173
and of the	173
as it is	173
in the first	169
the end of	168
to be a	167
the condition of	166
the language of	166
those who are	166
the children of	163
the age of	163
those who have	162
the other hand	161
not to be	161
the colored people	160
the result of	160
to be the	159
so far as	156
according to the	152
of the same	151
is one of	151
the development of	151
the work of	150
of the mind	149
the life of	148
it must be	147
this is the	147
the influence of	147
more and more	146
of their own	146
of the colored	146
the history of	145
that they are	145
it has been	145
of the children	145
the means of	143
in the case	142
the public schools	142
condition of the	142
and that the	141
report of the	140
be able to	140
many of the	140
it is to	139
years of age	139
a number of	138
it should be	137
practical experience of	135
the sense of	134
they do not	134
and to the	134
of the community	133
which it is	133
of new york	133
is not the	133
of the church	132
the study of	132
of the great	131
nature of the	130
of the new	127
the course of	127
the importance of	126
of the country	126
parts of the	126
is not a	126
in the united	124
the majority of	123
the subject of	123
the practical experience	123
i do not	123
in regard to	122
of the american	122
of the civilization	122
as much as	121
members of the	121
the story of	121
the process of	120
the part of	120
we do not	120
on account of	120
a part of	119
point of view	119
are to be	118
the value of	118
the laws of	118
history of the	117
as far as	117
of the family	117
they are not	116
that it was	116
in this country	115
of the united	115
would have been	115
in which they	114
of the public	114
the minds of	114
children of the	114
account of the	113
development of the	111
knowledge of the	111
of the best	111
the pragmatic framework	110
it is true	110
the human being	109
of the body	108
the establishment of	107
the principles of	107
a sense of	106
by means of	106
should not be	106
the duty of	106
boys and girls	105
this is a	105
of the brain	105
of the individual	105
to make the	104
a great deal	104
practical experiences of	103
on the part	102
system of education	102
which they are	102
the art of	101
end of the	101
is in the	100
in the school	100
of the young	100
there was a	99
the idea of	99
life of the	99
well as the	99
in the way	99
the first place	99
view of the	98
of such a	98
interest in the	98
the people of	97
it does not	97
this is not	96
the teaching of	96
a system of	96
to those who	96
than that of	95
of the negroes	95
on the subject	95
as they are	95
the practice of	94
that in the	94
it was not	94
the cause of	94
which is the	93
of human self	93
in addition to	93
of what is	92
of the past	91
in this way	91
work of the	90
in such a	90
of the nation	90
of the present	90
to do with	90
in relation to	90
of this kind	90
use of the	89
of the first	89
if it is	89
the necessity of	89
the name of	89
the dynamics of	89
of the other	89
will not be	89
at the time	88
of the two	88
the direction of	87
of his own	87
there is the	87
portion of the	87
the time of	87
most of the	87
the instruction of	86
as long as	86
regard to the	86
a state of	86
in the new	86
what is the	86
so as to	85
more or less	85
of the whole	85
in the course	85
as in the	85
to say that	85
those of the	84
the love of	84
for the education	84
for the sake	83
of the teacher	83
a series of	83
based on the	82
in the civilization	82
the sake of	82
there are many	82
as soon as	82
is not to	82
the intellectual life	82
they may be	82
they have been	82
member of the	81
a few years	81
the new york	81
it was a	81
the most important	81
the habit of	80
it is only	80
in spite of	80
district of columbia	80
the best of	80
as one of	80
to make a	80
much of the	79
people of color	79
place in the	79
more than the	79
seems to be	78
to be found	78
would be a	78
of the work	78
the beginning of	78
be found in	78
and at the	77
the members of	77
as we have	77
the hands of	77
one of them	77
relation to the	77
fact that the	76
up to the	76
in new york	76
of the race	76
to have a	76
if they are	76
the ability to	76
it is in	76
the presence of	76
the catholic church	76
that which is	75
but in the	75
the district of	75
so that the	75
of the intellectual	75
in the education	75
to do so	75
they should be	75
is necessary to	75
on the contrary	75
many of them	74
has to be	74
the purpose of	74
could not be	74
spirit of the	74
the question of	74
well as in	74
to go to	74
at the end	74
work in the	74
in one of	74
the way of	73
as a whole	73
of the future	73
for the first	73
special report of	73
some of them	73
was to be	73
in view of	73
as a matter	73
the object of	72
the character of	72
it is necessary	72
and all the	72
of the greatest	72
to be done	72
the mind of	72
of the class	72
a knowledge of	72
the scale of	72
to the same	72
of the day	72
for it is	71
to have been	71
the rest of	71
at that time	71
more than a	71
two or three	71
know how to	71
the child is	71
the formation of	71
in other words	71
to that of	70
is not so	70
of the means	70
in favor of	70
in the process	70
it is impossible	70
at the present	70
that we are	70
more than one	70
it is an	69
when it is	69
because it is	69
some of these	69
which we have	69
of the many	69
of the u	68
that can be	68
a means of	68
is a great	68
we are not	68
the nervous system	68
it can be	68
the amount of	68
there is an	68
civilization of literacy	68
that he is	68
the head of	68
the effect of	68
human practical experiences	68
of the time	67
a variety of	67
the need to	67
state of the	67
the world of	67
the need for	67
do not know	67
and this is	67
there can be	66
the form of	66
in connection with	66
on the one	66
proceedings of the	66
he did not	66
the light of	66
in this respect	66
when they are	66
attention to the	66
one of these	66
interested in the	66
the attainment of	66
the care of	66
even in the	66
may not be	66
the public school	65
a member of	65
is that the	65
would not be	65
the pragmatics of	65
the interest of	65
is it not	65
it is possible	65
of the subject	65
all that is	65
the absence of	65
a man of	65
it was the	65
for the purpose	65
might have been	64
improvement of the	64
the point of	64
ought not to	64
in which he	64
is the most	64
of their children	64
there is nothing	64
it seems to	64
we have seen	64
a sort of	64
of human activity	64
and on the	64
power of the	64
and for the	64
in the state	64
of education in	64
is that of	64
in the country	63
the want of	63
care of the	63
influence of the	63
a course of	63
as a means	63
the support of	63
and a half	63
and there is	63
due to the	63
in the second	63
to make them	63
characteristic of the	63
no matter how	63
and as a	63
language of the	63
that he was	63
if it were	62
not only to	62
the relation between	62
read and write	62
and the other	62
the training of	62
or in the	62
character of the	62
the midst of	62
likely to be	62
of life and	62
in all the	62
the constitution of	61
in the most	61
the exercise of	61
because of the	61
the needs of	61
so long as	61
the improvement of	61
which may be	61
of the year	61
but there is	61
a portion of	60
at the age	60
in his own	60
pragmatic framework of	60
to the extent	60
such as the	60
was one of	60
for this purpose	60
that they were	60
of the earth	60
the law of	60
the force of	60
it is also	60
in the year	60
in a few	60
not only the	60
the board of	60
involved in the	60
the problem of	60
in the morning	59
that there are	59
we have to	59
of the negro	59
to read and	59
may have been	59
the difference between	59
the results of	59
with all the	59
side of the	59
it is well	59
it in the	59
of the free	59
in the public	59
of the gospel	59
of the south	59
president of the	58
have to be	58
of which the	58
the progress of	58
of the institution	58
in many cases	58
to which the	58
who have been	58
and the most	58
the place of	58
as a rule	58
be made to	58
to see the	58
majority of the	58
there will be	58
in order that	58
to make it	58
in the midst	58
study of the	57
given to the	57
of the old	57
that they have	57
efficiency of the	57
in the district	57
that we have	57
as that of	57
with regard to	57
the whole of	57
or at least	57
them in the	57
the context of	57
the duties of	57
duty of the	57
of one of	57
of the pupils	57
which we are	57
to be made	56
the close of	56
must not be	56
large number of	56
as it were	56
of the system	56
to see that	56
it might be	56
the meaning of	56
is a very	56
the first time	55
great deal of	55
by which the	55
they will be	55
to meet the	55
is no longer	55
than any other	55
in respect to	55
at a time	55
the knowledge of	55
to the school	55
as i have	55
which have been	55
education of negroes	55
case of the	55
of the sexes	55
as a result	55
a world of	55
of the law	55
that he had	55
is not only	55
the present time	55
the university of	55
not in the	55
of the education	55
that is to	55
scale of humankind	55
seem to be	54
the expression of	54
it is that	54
of the university	54
the degree of	54
there was no	54
because they are	54
all over the	54
with respect to	54
will be the	54
should be the	54
that they should	54
of its own	54
of practical experiences	54
which has been	54
the realm of	54
changes in the	53
in a state	53
but they are	53
not so much	53
people of the	53
a large number	53
on the ground	53
by no means	53
the expense of	53
the act of	53
the relation of	53
the method of	53
a long time	53
the level of	53
i have been	53
can not be	53
of the moral	53
the health of	53
that it would	53
in our own	53
can be no	53
to which they	53
to have the	53
the institution of	52
exercise of the	52
of the assembly	52
of the laws	52
result of the	52
action of the	52
rest of the	52
of the general	52
one or two	52
the period of	52
of some of	52
the one hand	52
sense of the	52
the possibility of	52
there is not	52
as it was	52
education in the	52
in the middle	52
of the schools	52
a kind of	52
the making of	52
the man who	52
understanding of the	52
the efficiency of	52
and they are	52
of the chautauqua	52
that they may	52
to each other	51
in the mind	51
there may be	51
has not been	51
to understand the	51
it to be	51
well as to	51
experience of the	51
the attention of	51
the fable of	51
of the christian	51
to be able	51
of the fact	51
intellectual and moral	51
and it was	51
of what they	51
of his life	51
the appearance of	51
change in the	51
free people of	51
matter of fact	51
the extent of	51
they did not	50
the negroes of	50
for those who	50
in consequence of	50
but this is	50
in the pragmatic	50
down to the	50
scale of human	50
to the new	50
minds of the	50
methodist episcopal church	50
the business of	50
in the south	50
for many years	50
to the present	50
different from the	50
children in the	50
we have been	50
the growth of	50
progress of the	50
can never be	50
on this subject	50
found in the	50
for the future	50
to be in	50
the same way	50
the school of	49
the strength of	49
in any other	49
the side of	49
in a world	49
from that of	49
way in which	49
the teacher is	49
to such a	49
in the past	49
is based on	49
in which it	49
the matter of	49
if there is	49
fable of the	49
needs to be	49
in the work	49
a young man	49
is due to	49
the attempt to	49
needs of the	49
it is very	49
it is difficult	49
the existence of	49
of the various	48
in the practical	48
is likely to	48
of the practical	48
it as a	48
and to be	48
constitution of the	48
that he has	48
of education is	48
the city of	48
not only in	48
instruction of the	48
related to the	48
by those who	48
i am not	48
is the best	48
the middle of	48
in proportion to	48
the present day	48
that of a	48
to the child	48
mind of the	48
all kinds of	48
experiences of self	48
is impossible to	48
which i have	48
what it is	48
that this is	48
need to be	48
the example of	47
it is evident	47
are able to	47
proportion to the	47
the rights of	47
it is so	47
the acquisition of	47
at the beginning	47
the pragmatic context	47
to find out	47
the notion of	47
connection with the	47
and by the	47
the function of	47
to be taught	47
by the state	47
the kind of	47
and that it	47
which can be	47
that is the	47
in the history	47
in which we	47
a man who	47
one of his	47
he was a	47
as to what	46
they are to	46
idea of the	46
as a consequence	46
in the context	46
as to be	46
on the same	46
of the poor	46
there should be	46
of the lord	46
there must be	46
in the language	46
addition to the	46
of the book	46
we have already	46
it is this	46
and in a	46
the nineteenth century	46
than in the	46
the aim of	46
far from being	46
the young men	46
of the higher	46
for the most	46
from the beginning	46
of the city	46
persons of color	45
each of the	45
training of the	45
he could not	45
in some cases	45
to teach the	45
in the sense	45
to the world	45
the interests of	45
in their own	45
i have seen	45
the system of	45
course of study	45
to the end	45
to secure the	45
in the matter	45
and the more	45
in mind that	45
look at the	45
the time when	45
the names of	44
in so far	44
all of the	44
the type of	44
it is no	44
i have said	44
a result of	44
of a child	44
led to the	44
of the word	44
board of education	44
in accordance with	44
here and there	44
in the last	44
schools of the	44
of the age	44
life in the	44
would be the	44
what has been	44
to their own	44
that all the	44
it is said	44
should be made	44
embodied in the	44
of our own	44
of the bible	44
and that is	44
of the c	44
the basis of	43
attention of the	43
are in the	43
of a great	43
the quality of	43
at this time	43
the foundation of	43
into the world	43
is of the	43
that there was	43
an expression of	43
no one can	43
that it may	43
the face of	43
the action of	43
has been said	43
when i was	43
importance of the	43
a good deal	43
one of our	43
is true that	43
the opinion of	43
in the future	43
the advantages of	43
in the market	43
go to the	43
for them to	43
respect to the	43
the application of	43
in the present	43
a few of	43
moral and religious	43
the free people	42
if it be	42
the pursuit of	42
laws of the	42
proportion of the	42
will be found	42
that i have	42
we ought to	42
to believe that	42
means of education	42
them to the	42
if he is	42
of the language	42
minutes of the	42
of the catholic	42
story of the	42
in the community	42
that is not	42
is the result	42
he does not	42
in the schools	42
he would have	42
a habit of	42
and with the	42
the lives of	42
means of expression	42
the right to	42
is the only	42
the author of	42
there is one	42
can be made	41
the principle of	41
of the intellect	41
in the form	41
is to say	41
of the industrial	41
to the most	41
seems to me	41
the heart of	41
it will not	41
the schools of	41
new york city	41
are no longer	41
reflected in the	41
they can be	41
the friends of	41
in the end	41
who had been	41
is part of	41
have been the	41
did not know	41
and those who	41
that we can	41
the tuskegee institute	41
be given to	41
of the house	41
to the public	41
reference to the	41
i did not	41
it is one	41
of the slaves	41
were to be	41
will be a	40
of human practical	40
of human nature	40
it is quite	40
this was the	40
aware of the	40
are not to	40
to the home	40
to a young	40
in the early	40
by way of	40
for a long	40
the line of	40
at the head	40
he is a	40
on the whole	40
only in the	40
any of the	40
for its own	40
the uplift of	40
new forms of	40
the sunday school	40
he will be	40
a class of	40
up in the	40
of time and	40
for their own	40
the success of	40
of a man	40
and that of	40
think of the	40
a life of	40
to take a	40
far as the	40
well as of	40
to the fact	40
in many ways	40
has been the	40
and women who	40
in the following	40
to give the	39
the right of	39
may be a	39
far as it	39
the consequences of	39
together with the	39
of a new	39
to those of	39
for the same	39
the new scale	39
to take the	39
the structure of	39
they were not	39
reading and writing	39
the provision of	39
in some of	39
of the latter	39
the authority of	39
is difficult to	39
instruction of negroes	39
the house of	39
the elements of	39
number of the	39
interest of the	39
is a good	39
to the whole	39
who are not	39
said that the	39
an opportunity to	39
had not been	39
of which we	39
to become a	39
they could not	39
of the population	39
the effects of	39
time of the	39
to all the	39
the christian religion	39
at the expense	39
the limits of	39
a time when	39
of a good	39
which he had	39
of the nature	39
the aid of	39
of them are	38
the human race	38
there are no	38
in the various	38
of the blood	38
ought to have	38
to provide for	38
essential to the	38
of the very	38
to read the	38
the significance of	38
the methodist episcopal	38
to be so	38
first of all	38
of the home	38
half of the	38
the civil war	38
the new pragmatic	38
any one of	38
is the great	38
at the close	38
levels of efficiency	38
it ought to	38
that the child	38
the characteristics of	38
charge of the	38
we know that	38
of the process	38
can be done	38
the source of	38
of the market	38
in the minds	38
of the social	38
close of the	38
that i was	38
there is another	38
the policy of	38
all this is	38
that may be	38
of south carolina	38
if they were	38
the selection of	38
the state to	38
of human interaction	38
to establish a	38
in charge of	38
of the teachers	38
the benefits of	38
themselves in the	38
in the use	38
the school is	38
the loss of	37
may be made	37
in the evening	37
should be a	37
to a certain	37
that they will	37
the kingdom of	37
the maintenance of	37
the expectation of	37
the culture of	37
which are the	37
part of a	37
they ought to	37
to give them	37
believe that the	37
this is why	37
where there is	37
the benefit of	37
the cost of	37
the understanding of	37
of north carolina	37
this does not	37
acquainted with the	37
different from those	37
a form of	37
expression of the	37
that i am	37
of human beings	37
the sight of	37
there are some	37
of the union	37
or of the	37
was in the	37
be necessary to	37
who does not	37
three or four	37
it is of	37
it is for	37
they are the	37
in the development	37
there have been	37
manner in which	37
come to the	37
an account of	37
than those of	37
of literacy and	37
we have no	37
that the most	37
the production of	37
of the soul	37
to give a	37
been able to	37
the mind and	37
of the land	36
that we should	36
that he should	36
all the time	36
education of girls	36
which they have	36
beginning of the	36
but for the	36
connected with the	36
in a great	36
of the universe	36
to the people	36
forms of human	36
the underlying structure	36
what are the	36
means for the	36
value of the	36
time in the	36
he is not	36
in the home	36
may be said	36
not one of	36
to use the	36
to the other	36
so that it	36
of human experience	36
in the usa	36
the order of	36
it to the	36
they have not	36
it cannot be	36
of the district	36
the happiness of	36
is a matter	36
in the city	36
of jesus christ	36
adapted to the	36
of the society	36
to the highest	36
to be of	36
what they are	36
with which the	36
if they have	36
the great majority	36
that he could	36
and when the	36
had to be	36
the extent that	36
them to be	36
of a few	36
the power to	36
can only be	36
of the entire	36
to be considered	36
as if it	36
of the room	36
that we may	36
cause of the	36
right and wrong	36
as it may	36
in the house	36
of the highest	36
the child to	36
of the former	35
in the life	35
the idea that	35
body and mind	35
the desire to	35
the cultivation of	35
take care of	35
to be taken	35
he may be	35
the role of	35
at any rate	35
the enlightenment of	35
of the natural	35
but it was	35
in the family	35
the world to	35
time to time	35
so that they	35
that some of	35
which had been	35
they are in	35
the evolution of	35
necessary for the	35
the church of	35
a right to	35
of the experience	35
i have known	35
there has been	35
let it be	35
in the direction	35
the possession of	35
one of those	35
and the same	35
this may be	35
they would have	35
in the experience	35
by the same	35
of the nervous	35
a group of	35
of higher education	35
in the class	35
characteristics of the	35
of the parents	35
corresponding to the	35
difference between the	35
of this class	35
control of the	35
are unable to	35
the second place	34
of jonathan edwards	34
and if the	34
in a new	34
of the physical	34
the days of	34
we have the	34
in our day	34
public school system	34
and it will	34
of expression and	34
from time to	34
the way to	34
to be an	34
of the holy	34
they have no	34
the manner in	34
of a more	34
friends of the	34
of the species	34
one hundred and	34
what is called	34
instead of being	34
of the girls	34
the position of	34
they have a	34
a piece of	34
but there are	34
to keep the	34
to look at	34
to me that	34
it had been	34
at all times	34
in the hands	34
the result is	34
the need of	34
middle of the	34
be regarded as	34
the ideal of	34
to be used	34
use of language	34
to the subject	34
new scale of	34
for a time	34
they had been	34
expressed in the	34
is capable of	34
i have never	34
of the african	34
be taught to	34
the logic of	34
has been made	34
it is clear	34
the brain is	34
known as the	34
long as the	34
in this case	34
the general assembly	34
different from that	34
it was in	34
is not an	34
an interest in	34
day of the	34
all of them	34
and so on	34
of the more	33
lies in the	33
in behalf of	33
culture of the	33
i think that	33
a practical experience	33
when it was	33
and that they	33
that they can	33
the same thing	33
of all kinds	33
to the education	33
it would seem	33
case of a	33
to a great	33
of public instruction	33
which he has	33
i could not	33
of the last	33
direction of the	33
the american convention	33
the words of	33
of the national	33
used to be	33
experience of self	33
over the world	33
what may be	33
of the will	33
activity of the	33
is easy to	33
young men and	33
for him to	33
and there are	33
of the lower	33
go to school	33
the service of	33
only a few	33
the truth of	33
is to the	33
just as the	33
if we are	33
of the senses	33
and from the	33
education of our	33
that it has	33
as if they	33
of the men	33
a source of	33
of all that	33
to what is	33
space and time	33
of the middle	33
in the field	33
that he can	33
and what is	33
the memory of	33
the ordinary school	33
greater part of	33
to know the	33
on which the	33
of the power	33
that has been	32
one of its	32
of the life	32
different parts of	32
which it was	32
to the mind	32
so it is	32
schools and colleges	32
as is the	32
of any kind	32
the rising generation	32
as a general	32
of our country	32
is that they	32
schools for the	32
the scope of	32
of popular education	32
be said that	32
appropriate to the	32
the president of	32
the welfare of	32
not seem to	32
is possible to	32
to learn to	32
the voice of	32
with that of	32
on the internet	32
of the eye	32
part in the	32
have been so	32
them in their	32
well as for	32
a degree of	32
as the result	32
has been done	32
if he had	32
be one of	32
the abolition of	32
surface of the	32
there would be	32
said to be	32
instruction in the	32
that he would	32
the greater part	32
not at all	32
it is as	32
they will not	32
i had been	32
associated with the	32
was able to	32
of the english	32
to the state	32
the weight of	32
of human life	32
the society of	32
the pressure of	32
i know that	32
the effort to	32
the surface of	32
the standard of	32
proved to be	32
on the platform	32
between the two	32
of the heart	32
in which a	32
for which the	32
rather than to	32
that he may	32
with the most	32
the efforts of	31
the privilege of	31
and the whole	31
of the little	31
be done in	31
corresponds to the	31
in a manner	31
the most part	31
the feeling of	31
in the great	31
far as possible	31
the testimony of	31
to prevent the	31
to the best	31
back to the	31
the background of	31
of the boys	31
out of a	31
by which it	31
which is not	31
who do not	31
as has been	31
the individual and	31
writing and reading	31
of more than	31
it is now	31
the introduction of	31
of the pragmatic	31
the human mind	31
length of time	31
have been made	31
the world has	31
and should be	31
school or college	31
there is something	31
as for the	31
conception of the	31
which there is	31
who has been	31
a person who	31
the primary school	31
teacher in the	31
to the community	31
the requirements of	31
the industrial revolution	31
the evils of	31
should have been	31
the science of	31
be allowed to	31
say that the	31
description of the	31
to the intellectual	31
education is the	31
to think of	31
of which they	31
to consider the	31
relation between the	31
mental and moral	31
in the next	31
nothing to do	31
according to their	31
to find a	31
is essential to	31
a want of	31
only to the	31
in a very	31
in this matter	31
women who have	31
a collection of	31
we want to	31
every part of	31
it is better	31
are capable of	31
example of the	31
under the influence	31
accordance with the	30
must be a	30
but we are	30
the world is	30
the test of	30
the sort of	30
seems to have	30
in our country	30
the control of	30
concerned with the	30
expression and communication	30
of knowledge and	30
to show that	30
be in the	30
the perspective of	30
none of the	30
him in the	30
so much to	30
the danger of	30
seem to have	30
of language and	30
interests of the	30
we must not	30
to know what	30
supposed to be	30
consideration of the	30
to the point	30
not a few	30
do with the	30
may be the	30
made by the	30
and i have	30
is also a	30
and does not	30
is much more	30
and not a	30
whether or not	30
belong to the	30
to the great	30
members of a	30
in the old	30
a short time	30
it would have	30
in the very	30
annual report of	30
more of the	30
by this means	30
the society for	30
during the first	30
society for the	30
the outcome of	30
especially in the	30
many of our	30
and not the	30
welfare of the	30
he should be	30
resulting from the	30
for the support	30
with the exception	30
the reality of	30
for the improvement	30
the moral and	30
the girl who	30
in a context	30
devoted to the	30
states of the	30
in the absence	30
it is easy	30
away from the	30
acres of land	30
that they had	30
should be given	30
will have to	30
in a large	30
that the school	30
of a large	30
in the presence	30
as we know	30
principles of the	30
when he is	30
they have to	30
parents and teachers	30
to one of	30
not for the	30
with the same	29
the advantage of	29
to some extent	29
in the other	29
in the right	29
be remembered that	29
if they had	29
day in the	29
hall of philosophy	29
of so many	29
which will be	29
religious instruction of	29
is only a	29
of the french	29
we have not	29
and many other	29
colored schools of	29
uplift of the	29
with all its	29
a child of	29
being able to	29
as part of	29
the book of	29
the proportion of	29
underlying structure of	29
head of the	29
that part of	29
a multitude of	29
the variety of	29
the truth is	29
would not have	29
and one of	29
the day of	29
in the least	29
of which is	29
every one of	29
it would not	29
but that it	29
with the best	29
in the open	29
he had been	29
was not a	29
have to do	29
the discipline of	29
for the attainment	29
who have the	29
large proportion of	29
less and less	29
a question of	29
is evident that	29
the man of	29
the children in	29
in like manner	29
the sense that	29
has already been	29
or the other	29
as they have	29
we wish to	29
and not to	29
for which they	29
the teacher who	29
the department of	29
are apt to	29
for all the	29
of art in	29
of the tuskegee	29
the people in	29
which he is	29
the fear of	29
consequences of the	29
the origin of	29
as they do	29
higher education of	29
this was a	29
the good of	29
cultivation of the	29
the preparation of	29
who have not	29
for the time	29
must be the	29
the labor of	29
a few months	29
the consideration of	29
the people who	29
a set of	29
to carry out	29
the open air	29
the emergence of	29
of what we	29
in search of	29
men who have	29
time and space	29
he must be	29
would like to	29
of the board	29
the image of	29
the distinction between	29
in the church	29
in the third	29
it seems that	29
the teacher should	29
to do the	29
of the spirit	28
course of lectures	28
in the best	28
a spirit of	28
the exception of	28
part of their	28
and if they	28
of any other	28
of this country	28
he would not	28
the opportunity to	28
hundred and fifty	28
its own sake	28
for the instruction	28
in such cases	28
people in the	28
a human being	28
such is the	28
much more than	28
the ages of	28
the powers of	28
of the common	28
new pragmatic framework	28
has been a	28
not only a	28
the charge of	28
health of the	28
of mind and	28
of their lives	28
no less than	28
the discussion of	28
to the last	28
new york and	28
side by side	28
that the best	28
one who has	28
part of his	28
the beauty of	28
which they were	28
the rules of	28
at one time	28
the report of	28
in the beginning	28
any part of	28
in the spirit	28
of common schools	28
to get the	28
they would be	28
to the teacher	28
have been a	28
in its own	28
be said to	28
on the side	28
the intellectual and	28
of the slave	28
the destruction of	28
public schools of	28
make use of	28
to educate the	28
with which they	28
of thought and	28
the price of	28
his or her	28
with a view	28
the field of	28
a little more	28
the eyes of	28
in the highest	28
the word of	28
to what extent	28
it is too	28
to carry on	28
and the school	28
of the three	28
ignorance of the	28
a child is	28
the choice of	28
that he will	28
awareness of the	28
a graduate of	28
of god and	28
but at the	28
teachers in the	28
to which we	28
of the nineteenth	28
and how to	28
there is in	28
with reference to	28
the limitations of	27
it is by	27
functions of the	27
colored people of	27
the increase of	27
all of these	27
of the methodist	27
that he might	27
a great extent	27
are those who	27
a history of	27
children who are	27
that the people	27
to his own	27
for want of	27
this is what	27
there is little	27
one of us	27
the first of	27
in the nature	27
and the world	27
enlightenment of the	27
the will of	27
under the direction	27
the teachers of	27
good deal of	27
early in the	27
man or woman	27
of the household	27
to which it	27
the fine arts	27
in our days	27
spite of the	27
where it is	27
we shall have	27
may be of	27
for us to	27
school and college	27
in the light	27
for this reason	27
learned to read	27
to be more	27
part of our	27
the world in	27
we should be	27
african free schools	27
to deal with	27
at the outset	27
which should be	27
several of the	27
no longer be	27
many of these	27
which does not	27
of human praxis	27
the way in	27
such a thing	27
the school and	27
those who were	27
for a few	27
that it should	27
each of these	27
all those who	27
the youth of	27
i will not	27
meaning of the	27
the middle ages	27
the men who	27
is apt to	27
few of the	27
you do not	27
to be seen	27
well as a	27
of the moon	27
of which i	27
the performance of	27
it is with	27
to think that	27
of the lungs	27
of the war	27
has never been	27
to a man	27
a condition of	27
number of children	27
and even the	27
while it is	27
in the intellectual	27
to see how	27
of such an	27
the conditions of	27
may be used	27
common school education	27
the hope of	27
for a moment	27
the class of	27
the freedom of	26
the ground that	26
to come to	26
a study of	26
and that in	26
be the most	26
in the teaching	26
of it is	26
fact that they	26
a combination of	26
could not have	26
that you are	26
i can not	26
that they do	26
it is all	26
contact with the	26
told me that	26
can be more	26
against the background	26
the causes of	26
of a school	26
free persons of	26
in this direction	26
but to the	26
show that the	26
secretary of the	26
the hall of	26
he has a	26
to the general	26
to cope with	26
how to make	26
to know how	26
portions of the	26
of the mental	26
the th century	26
all the other	26
life and work	26
the task of	26
the organization of	26
experiences of human	26
the propagation of	26
as opposed to	26
of his time	26
what kind of	26
how to teach	26
the attitude of	26
appears to be	26
of the youth	26
address to the	26
of the pupil	26
the universe of	26
in after life	26
a liberal education	26
the reach of	26
the opening of	26
which are not	26
it may not	26
which they can	26
a few days	26
contribute to the	26
is the very	26
owing to the	26
if we could	26
were in the	26
in the name	26
the activity of	26
the mass of	26
is in a	26
and we have	26
the means for	26
for the good	26
of the truth	26
there are two	26
effect of the	26
the domain of	26
the length of	26
the hope that	26
appreciation of the	26
teaching of the	26
to a large	26
it is because	26
level of the	26
called upon to	26
general assembly of	26
some of its	26
which ought to	26
is the case	26
is the duty	26
in front of	26
may be found	26
leading to the	26
of the question	26
this kind of	26
if they do	26
during the last	26
of that state	26
to point out	26
of education which	26
in the fact	26
of the one	26
made in the	26
it is important	26
life of a	26
in the ordinary	26
history of education	26
belongs to the	26
in the interest	26
among the people	26
than that which	26
are likely to	26
aim of the	26
function in the	26
in terms of	26
to speak of	26
that such a	26
he was the	26
the medium of	26
the church and	26
i have no	26
are not the	26
it appears that	26
the lack of	26
of science and	26
men of mark	26
a place in	26
integrated in the	26
the higher education	26
in the day	26
the difficulty of	26
to the work	26
that they would	26
of the importance	26
the tendency to	26
sake of the	26
but also the	26
results from the	26
the rule of	26
the death of	26
have been in	25
of them is	25
but also to	25
nature of human	25
at work in	25
of the mother	25
of his pupils	25
in danger of	25
the eighteenth century	25
were able to	25
of a teacher	25
propagation of the	25
the methods of	25
things that are	25
literacy and the	25
as may be	25
is clear that	25
all sorts of	25
the realization of	25
the little girl	25
to the study	25
a pragmatic framework	25
the habits of	25
is sure to	25
of which he	25
of the north	25
to do this	25
extension of the	25
to them the	25
to work in	25
the children are	25
of men and	25
of illiteracy is	25
in this connection	25
which would be	25
the common schools	25
the legislature of	25
in the latter	25
art related to	25
that she is	25
advantage of the	25
it is probable	25
of the parent	25
is reflected in	25
of the week	25
and in their	25
to the very	25
the division of	25
he was not	25
of a family	25
the help of	25
the last century	25
to improve the	25
from the point	25
that the whole	25
which we can	25
to a friend	25
of the man	25
the organs of	25
authority of the	25
a tendency to	25
upon which the	25
depends upon the	25
instead of the	25
the functions of	25
a context of	25
more important than	25
it is worth	25
to the use	25
the advent of	25
a child who	25
which they had	25
little more than	25
division of labor	25
in the opinion	25
in practical experiences	25
regardless of the	25
the ignorance of	25
the doctrine of	25
by the teacher	25
the faculty of	25
that no one	25
the satisfaction of	25
when he was	25
a period of	25
the problems of	25
be done to	25
all the more	25
in his mind	25
but if the	25
is a most	25
that a man	25
the years of	25
able to do	25
when we consider	25
great majority of	25
in some instances	25
in every way	25
of a very	25
child in the	25
in proportion as	25
to teach them	25
a retardation of	25
new york african	25
a feeling of	25
what we have	25
something of the	25
an example of	25
in the higher	25
social and political	25
of public schools	25
what can be	25
to go on	25
is that it	24
application of the	24
is not in	24
to know that	24
he ought to	24
place of the	24
structure of the	24
and especially of	24
of the early	24
in the shop	24
when they have	24
and thus the	24
the functioning of	24
the top of	24
and to a	24
it was to	24
but it may	24
not fail to	24
to show how	24
which is a	24
he will not	24
during the year	24
by which they	24
force of the	24
sooner or later	24
are part of	24
of negroes in	24
i am sure	24
in the land	24
the thought that	24
teaching of art	24
of which it	24
but as a	24
the mind is	24
of the college	24
in the common	24
the works of	24
face of the	24
will continue to	24
york african free	24
of the relation	24
no more than	24
he had not	24
that she was	24
the manner of	24
have not been	24
the fact is	24
time when the	24
to make him	24
for the work	24
the question is	24
of the normal	24
but in a	24
this part of	24
physical and mental	24
a general rule	24
questions and suggestions	24
with those who	24
that the first	24
the world and	24
this has been	24
which they may	24
the range of	24
to the experience	24
of the ancient	24
let us now	24
see that the	24
are not in	24
the status of	24
an age of	24
for the teacher	24
brothers and sisters	24
all the children	24
again and again	24
other parts of	24
relating to the	24
thing to be	24
which he was	24
the other side	24
the child has	24
is the same	24
in the english	24
sunday school teachers	24
education of women	24
from those of	24
in new england	24
support of the	24
what they have	24
of her own	24
in many instances	24
in south carolina	24
of the german	24
to take care	24
the men and	24
speak of the	24
she does not	24
is the first	24
powers of the	24
the complexity of	24
as it does	24
of our time	24
i have not	24
of writing and	24
can be seen	24
that the children	24
to the young	24
so much as	24
and they will	24
any one who	24
love of the	24
the brain and	24
the measure of	24
a school for	24
negroes of the	24
for more than	24
there were no	24
can be used	24
he said that	24
for me to	24
which must be	24
we should not	24
why is it	24
that would be	24
pertinent to the	24
a young gentleman	24
states of america	23
we are all	23
it is obvious	23
some of us	23
in all its	23
relation of the	23
for the intellectual	23
the size of	23
and he is	23
meeting of the	23
the hearts of	23
and the result	23
the creation of	23
i went to	23
larger number of	23
must be made	23
of the blacks	23
to maintain the	23
necessary to the	23
of the true	23
in which there	23
on their own	23
and you will	23
a very small	23
man who has	23
the american people	23
the transition from	23
can no longer	23
in this world	23
to the individual	23
was the first	23
be found to	23
as a nation	23
as if the	23
made possible by	23
is not yet	23
point out the	23
of a different	23
as if he	23
men of the	23
and many of	23
the future of	23
language is not	23
question of the	23
far as to	23
that does not	23
i was a	23
of thousands of	23
it is more	23
is it that	23
world wide web	23
as he is	23
expense of the	23
an attempt to	23
i was not	23
that this was	23
know that the	23
out of his	23
nothing of the	23
the failure of	23
to understand that	23
what we are	23
of the real	23
or to the	23
the philosophy of	23
success of the	23
the teacher has	23
of education and	23
the work in	23
who has not	23
dynamics of the	23
and those of	23
father and mother	23
came to the	23
thought of the	23
on one side	23
by this time	23
the same as	23
will always be	23
because they have	23
in a word	23
of the good	23
to the many	23
of the term	23
the people to	23
from the perspective	23
from the school	23
those who had	23
compared with the	23
as they were	23
of a nation	23
education is not	23
some of our	23
but a few	23
the assembly of	23
words of the	23
he has been	23
to live in	23
the lower classes	23
and the like	23
it is often	23
at any time	23
united states of	23
the intention of	23
made for the	23
the present system	23
correspond to the	23
be used in	23
context of the	23
us that the	23
dynamics of change	23
the edwards family	23
difference in the	23
subjected to the	23
the demands of	23
moral and intellectual	23
the written word	23
digest of the	23
find that the	23
are not so	23
they would not	23
they cannot be	23
resulted in the	23
in the face	23
but it must	23
our own country	23
would be to	23
the responsibility of	23
to increase the	23
even if the	23
we have a	23
heart of the	23
opinion of the	23
experience of language	23
of work and	23
that there should	23
borne in mind	23
been accustomed to	23
are of the	23
the sum of	23
taught in the	23
is given to	23
that the teacher	23
education of their	23
as a class	23
in the act	23
the young women	23
to follow the	23
of what the	23
will be more	23
she has been	23
is necessary for	23
not to the	23
as the most	23
does not know	23
it should not	23
if he were	23
the religious instruction	23
the details of	23
of his mind	23
i believe that	22
for the higher	22
done in the	22
every human being	22
it could not	22
a cause of	22
but if we	22
this sort of	22
more than any	22
the solution of	22
it is generally	22
at least to	22
in speaking of	22
that it can	22
the teacher to	22
of view of	22
a medium for	22
to promote the	22
to the pragmatic	22
the women who	22
familiar with the	22
position of the	22
that i could	22
to enter into	22
a subject of	22
can be found	22
the pleasures of	22
for the last	22
and no one	22
to the number	22
speaking of the	22
would be necessary	22
provision for the	22
to develop the	22
to do it	22
work on the	22
part of this	22
has been to	22
had never been	22
the most of	22
have had the	22
for some time	22
to begin with	22
up with the	22
to the brain	22
a friend who	22
of the duties	22
of the way	22
provide for the	22
found to be	22
applied to the	22
that it will	22
that i should	22
to the children	22
do not think	22
this is true	22
if he has	22
is supposed to	22
this class of	22
is said that	22
the nature and	22
of the principles	22
we are told	22
as members of	22
on the table	22
lectures on the	22
to give it	22
we are to	22
of their minds	22
with each other	22
for two years	22
in the whole	22
examination of the	22
of the primary	22
all these things	22
framework of the	22
evidence of the	22
we can not	22
need not be	22
the slave trade	22
of the principal	22
to preserve the	22
favor of the	22
the reading of	22
that the state	22
so that he	22