Questions

This is a list of all the questions and their associated study carrel identifiers. One can learn a lot of the "aboutness" of a text simply by reading the questions.

identifier	question
13722	How is it possible to put a stop to this terrible social evil? 13722 And has He implanted in us as the strongest of our instincts that which can not elevate and must debase? 13722 But in the meantime what ought the schoolmaster to do? 13722 Did He who graced with His presence the marriage at Cana in Galilee really countenance a ceremony which was a prelude to sin? 13722 Does experience really warrant any such conclusion? 13722 How are children to develop a holy reverence for their own bodies unless they know of their wonderful destiny? 13722 How is it possible to_ elevate women_ while the demand for them for base purposes is so great? 13722 Is He whom we address daily asOur Father"willing to be described by a name with which impurity is of necessity connected?
13722	Is it any wonder if it fails to see things in their true relations?
13722	On what great moral question dare we leave the young to find their own way absolutely without guidance?
13722	The question next arises: should it be the mother or the father who gives this instruction?
13722	These last would argue-- why put the facts of reproduction on a different footing from those of digestion and respiration?
13722	What results may we reasonably expect from adequate and timely instruction?
13722	When the question is put,"How often do you have gymnastics at your school?"
13722	Who would not rather that his daughter were killed in her innocence than that she should be doomed to such a fate?
13722	Why should the child think it"dirty"to fondle and excite his private parts or to talk about them with his boy friends?
13722	who shall deliver me from the body of this death?"
13533	But should not the child control himself?
13533	Do you mean,''Holy, Holy, Holy is the Lord''?
13533	How is it that you always have a perfect spelling lesson at school?
13533	What is the best way to keep a boy from eating green apples?
13533	Why, do n''t you know that Jesus sits in the seat with me every day and helps me?
13533	And is it not the one thing above all others, which teachers, mothers, fathers and all of us, need to understand?
13533	Before considering this vital question, shall we note some characteristics of the feelings in Early Childhood?
13533	But just what is meant by it?
13533	But why is the absurdity not equally apparent in saying,"Be loving,""Be sorry,""Be reverent?"
13533	Can we be less pitifully tender toward His little ones?
13533	First, what kind of impressions should we attempt to store in the memory during childhood?
13533	Has not a plant been positively injured when its most beautiful possibilities are unrealized because of unfavoring conditions?
13533	He is taken to school by his mother; must she forever accompany him to insure his safe arrival?
13533	How is it carried on?"
13533	How may the Feelings be Aroused?
13533	How then may this great force be nurtured so that greatest results shall follow?
13533	I expect to go now, but what of those seven years?"
13533	Is it not strange that there is such distorted perspective and false balance of values in regard to what is worth while?
13533	Is it not the work of nurture to see that memory is provided with that out of which it can supply every need of the developing life today?
13533	Is not a body, undersized and stunted because of lack of fresh air and food, as truly deformed as though the back were bent?
13533	Is not the work of nurture plain?
13533	Is not this the explanation of so many meagre lives?
13533	Is there any question as to the outcome, with a father and a father''s God within?
13533	Is there no way of understanding a present experience except by passing through it?
13533	Is this one meaning in the Master''s words,"Inasmuch as ye did it,"or"Inasmuch as ye did it not?"
13533	It is rather,"Are these things included in the ideal of a Christian life, as it is held by those whom I want to touch?"
13533	Must some one always watch him, year after year, to save him from a succession of burns?
13533	Second, how may these impressions be made permanent?
13533	The First Principle deals with the nature of life-- What is it?
13533	The child must do the right, but, in a nutshell-- which is the stronger constraint-- outer or inner?
13533	The only legitimate question is,"What is the work of nurture in connection with the feelings?"
13533	The question,"What is my touch upon this unfolding life?"
13533	This can be done, for the brain will retain the sound of the words, but meantime, what shall the child feed on?
13533	To whom shall the task be given?
13533	V. The very important question now arises,"How may these crucial times be recognized?"
13533	What can be trained?
13533	What is the significance of it all in the life of the child?
13533	What shall he use?
13533	Where does nurture begin?
13533	Which makes character surer, the voice without, saying,''You must,''or the voice within which says it?
13533	Who was gone?
13533	Will hands clumsy and unskilled, miss the perfect beauty, or the touch of master workmanship bring forth a likeness to the Christ?
13533	You who let it slip,"How will you go up to your Father and the lad be not with you?"
10042	Ca n''t I make something in wood like Boy does?
10042	Do you know there''s nothing in this world that I''m not tired of?
10042	Is it Bible story to- day or any_ kind_ of a story?
10042	Must we talk about them before we take the flowers home?
10042	Shall I go up to the nursery now?
10042	Soak itcame at once, and"Could you get hot water?"
10042	WHAT''S IN A NAME?
10042	What was the good of that?
10042	What would happen to the clay when it was put on the fire?
10042	Which won?
10042	Why, Jack,said another,"you''ve painted your cow green; did you ever see a green cow?"
10042	''Have you done your work?''
10042	''What a naughty piggy,''said Auntie,''and what next?''
10042	And Browning?
10042	And animals?
10042	And is he wrong?
10042	And the boy who said,"If I had done a thing, could God make it that I had n''t?"
10042	And what would they do?
10042	Auntie, can you smile?
10042	BIBLIOGRAPHY INDEX PART I THE CHILD IN THE NURSERY AND KINDERGARTEN CHAPTER I"WHAT''S IN A NAME?"
10042	Because children love babies, they love"Where did you come from, baby dear?"
10042	But why is it that children crave for stories?
10042	Cecil said,"But what is the name of the road?"
10042	Children are apt of course to make startling remarks, but it is only the teacher who is startled by:"Was all this before God''s birthday?"
10042	Do we lose the vision because we are not bold enough to take that enjoyment as our chief end?
10042	He does not necessarily mean to tease, only why should he watch an animal that does nothing?
10042	He is interested in things for longer and asks for stories, music and rhymes, and what does this mean?
10042	How are these cravings usually satisfied in the early stages of history teaching of to- day?
10042	How can we best aid development into the wholeness or healthiness and the scope of sanity and wisdom?
10042	How can we he sure that the surroundings we provide and the activities we encourage are in accord with children''s needs?
10042	How did he know that she had sat in his chair?
10042	How then can this play spirit be maintained side by side with work?
10042	How then can we secure for him that the new experiences presented to him in school will be in line with the old?
10042	How, then, can we provide for their experience of this side of life?
10042	I said,"Which would you rather be, the Countess who put the crown on the King''s head, or the brother who ran away?"
10042	In its answer to the question"What is the chief end of man?"
10042	Is he not in truth collecting material for his future life building?"
10042	O man, who roamest through garden and field, through meadow and grove, why dost thou close thy mind to the silent teaching of nature?
10042	Often after Robinson Crusoe there has been a direct question,"How did Robinson Crusoe know how to make his things; had any one taught him?
10042	One child said with pathos one day,"May we spell as we like to- day, for I''ve got such a lot to say?"
10042	Rather did he hold with Confucius, whose answer to the question of a disciple,"How shall I convert the world?"
10042	The fairies accomplish wonders, again why not?
10042	The first question of the summer term was,"What''s Mr. Bird going to do this term?"
10042	The majority of the class, however, seemed to feel with another who asked,"Why did n''t he promise while the Danes were there?
10042	The question"Is it true?"
10042	Traherne says in the seventeenth century:--"Will you see the infancy of this sublime and celestial greatness?
10042	We also watched a boy cleaning the station windows, and Dorothy said,''Miss Beer, is n''t it wonderful that you can see through glass?''
10042	What do such terms as home, dinner, bed, bath, birth, death, country, mean to him?
10042	What does he do?
10042	What is the real aim of what we call Nature- lessons, Nature- teaching, Nature- work?
10042	What is the unconscious need that is expressed in this craving, why is this desire so deeply implanted by Nature?
10042	What made these long- ago people think of using their fire to cook food?
10042	What store of experiences does a child from such a neighbourhood bring to school, to be assimilated with the new experiences provided there?
10042	What was the reason for this binding of things together?
10042	What would these people think of the cloth?
10042	When shall I make my little ship?
10042	Who made the things he had seen; who made the very first and how did he know?"
37020	Are you old, mother?
37020	Do lions climb trees?
37020	Do you know,asked a little fellow of four years,"what I shall do when I''m a big man?
37020	How old is Rover?
37020	Mother,asked a small boy of four,"why_ is_ there such a lot of things in the world if no one knows all these things?"
37020	Shall I read to you out of this book, baby?
37020	What is that dog''s name?
37020	What sort of hair had you when you were a little girl?
37020	Where is doggie''s tail?
37020	Where was Rover born?
37020	Who made?
37020	Who was his father?
37020	Why?
37020	A child of two, the same that asked his mother,"Would you like to take hold of my hand?"
37020	A girl of four asked:"Where is yesterday gone to?"
37020	A little boy five years old asked his teacher:"Would n''t it be funny if we were dreaming?"
37020	A little boy of three once put the poser:"If I''d gone upstairs, could God make it that I had n''t?"
37020	A little girl about three and a half years old asked her mother,"Mamma, why do there be any more days, why do there?
37020	A little girl of three being shown a photograph of her family and not seeing her own face in the group asked:"Where is me?"
37020	And in so doing has she not, with excellent economy, done just enough?
37020	And one little girl asked about some old person of her acquaintance:"When will she begin to get small?"
37020	And this is perhaps natural enough, for of the things whose production the child sees are not the larger number fashioned by human hands?
37020	And what is more natural than to go to the wise lips of the grown- up for a solution of the difficulty?
37020	Another child, a little girl in the same school, told her mother that she had seen a funeral last night, and on being asked,"Where?"
37020	Are not movement and vocal sound the two great channels by which the child itself expresses its feelings and impulses?
37020	Being duly instructed that she was not here, or indeed anywhere, she asked:"Was I killed?"
37020	But can we be sure that this is the result of his own observations?
37020	But is not this laugh just the saving clause of the story, suggesting that it was play and the spirit of mischief at bottom?
37020	D., who was reading about an earthquake, addressed his mother thus:"Oh, is n''t it dreadful, mamma?
37020	Did you cry all day for her?"
37020	Do any of us really understand the child''s attitude of mind towards its doll?
37020	Do not the words"long, long ago,"when we use them in telling a child a story, still carry with them for our ears a strangely far- off sound?
37020	Do we not indeed in saying that they are for the greater part groundless say also that they are"fanciful"?
37020	Do you suppose we will ever have one here?"
37020	He can as little understand this as the beginning of things, and so he will ask:"Where does the sea swim to?"
37020	He then asked his mother,"Is n''t he my own brother?"
37020	Hence we can understand one little fellow asking his father,"How_ is_ it that when we put our hand into the water we do n''t make a hole in it?"
37020	How far, one wonders, does this process of transformation of external objects go in the case of imaginative children?
37020	How is it, one is disposed to ask, that most children, at any rate, have their imagination laid hold of, and fired to a white heat, by mere words?
37020	In most cases, too, there is some slight amount of critical inspection, as when she asks,"Where is papa''s nose?"
37020	In this bold sweep of inquiry a child is apt to go back to the absolute beginnings of things, as when he asks,"Who made God?"
37020	Is n''t that a pretty name?"
37020	It has been pointed out by a French writer that the form of question:"What is this?"
37020	It takes the well- known forms,"Why?"
37020	It was a simple movement of childish thought when a little school- girl answered the question of the Inspector,"What is an average?"
37020	Let us in judging of this pitiless"why?"
37020	May it not be that the more thoughtful sort of child reasons in this way?
37020	Naughty it is, no doubt, in a measure; but is it quite fairly branded as lying, that is, as a serious attempt to deceive?
37020	Nevertheless, I suspect that a child''s"why?"
37020	Nothing perhaps in child utterance is better worth interpreting, hardly anything more difficult to interpret, than this simple- looking little"why?"
37020	One day playing with her dolls she asked her mother:"Mother, am_ I_ real, or only a pretend like my dolls?"
37020	Or as another boy of eight put it to a distinguished biologist,"Mr.--, Mr.--, if God wanted me to be good, and I would n''t be good, who would win?"
37020	Our leading questions, as when we say,"Is n''t this pretty?"
37020	Similarly children asked by other inquirers,"What is a tree?"
37020	Similarly when things are endowed with life and their own purpose, as in asking,"Why does the wind blow?"
37020	Some of it, indeed, as when a little American asked her mother:"Mamma, why ai n''t Edna Belle( her baby sister) me, and why ai n''t I Edna Belle?"
37020	The hard- pressed mother knows that a child''s"why?"
37020	The question,"Who made God?"
37020	The same little stickler for verbal accuracy, when his nurse asked him,"Are you going to build your bricks, baby?"
37020	The same thing is illustrated in the question of another little boy,"Can they( the fish) breathe with their moufs under water?"
37020	The typical form of this line of questioning is"What?"
37020	The younger exclaimed in a highly shocked tone:"Oh, Maud( or was it''Mabel''?
37020	They might be, might n''t they?"
37020	This is illustrated in the question of a little boy:"Where was I a hundred years ago?
37020	Was this playful punning or a half- serious attempt to correct a misstatement?
37020	What, it may be asked, is the explanation of this quaint childish thought?
37020	When there_ was_ no egg, I mean, where_ did_ the hen come from?"
37020	When, for example, a child asks,"Why is there such a lot of dust?"
37020	When, for example, punishment has been inflicted and its inflicter, relenting, asks:"Are you sorry?"
37020	Whence comes the perennial charm, the undying popularity, of the hoop?
37020	Where was I before I was born?"
37020	Who can resist a child''s hungry demand for a story?
37020	Who that has tried to instruct the small child of three or four does not know the long shrill whine- like sound of this question?
37020	and why do n''t we leave off eating and drinking?"
37020	and"Where will to- morrow come from?"
37020	for"Ca n''t I be forgiven?"
37020	how do you spell that word?"
37020	often means,"What is it called?"
37020	or"Are n''t you sorry?"
37020	or"Where does the wet(_ e.g._, on the pavement after rain) go to?"
37020	or"Where does the wind go to?"
37020	or,"What was there before God?"
19549	Do you want this?
19549	How tall?
19549	Ich( I) is not yet said, but if I ask"Who is''me''?"
19549	Money, you?
19549	On the eighth day she asked her brother''what he was helping himself to?'' 19549 Seem"to what part of the child?
19549	What is that?
19549	When?
19549	Where is mamma?
19549	Where is the baby in the glass?
19549	Where?
19549	Who gave you this?
19549	Why is he called the sad?
19549	Whyis heard by him, as a rule, less often than"What?"
19549	With sealing- wax?
19549	''And that?
19549	''But what is that on the pavement, red?''
19549	''What are they like?''
19549	''Who is that that has passed us just now?''
19549	( Little siskin, where is your little house?
19549	( What shall we do to- morrow?)
19549	( how tall?)
19549	( what is that, pray?)
19549	( where) and Wohin?
19549	( whither) had the same meaning( that of the French_ où?_), and this as late as in the fourth year.
19549	("How tall?")
19549	("Wer will unter die Soldaten?")
19549	); sometimes_ was?_ four or five times when he had been spoken to.
19549	Answer:"Go, I"( i. e.,"Do you stay or go?"
19549	Ask,"What is the animal called?"
19549	Being asked,"How do you like them?"
19549	But, if two, why not several?
19549	Does he recognize himself in it( p. 196,_ et seq._)?
19549	Finally, he had at this time been taught to respond to the question,"Where is the little rogue?"
19549	For it did not require frequent repetition of the question,"How tall is the child?"
19549	For previously, when I asked the child as he was eating,"Does it taste good?"
19549	For the child, when asked"Where is grandpapa?"
19549	For what is the significance of the fact, that"to the child his feet, hands, teeth, seem a plaything foreign to himself"?
19549	Further, to the question,"Do you like to sleep in the large room?"
19549	Grandpapa?"
19549	He asked,"Where is Mima?"
19549	He comes out of his father''s room and I ask,"Well, have you said good- night to papa?"
19549	He deliberates for as much as twelve seconds when the question is asked him,"Where is the rogue?"
19549	He has also for a long time understood the"Where?"
19549	He immediately imitated me, and afterward when he was asked"What does mamma do?"
19549	He jests:_ Nein, Bergapots_, or,_ What kind of mots are those?_ He will not eat an apple until he has learned what the name of it is.
19549	He knows very well who is meant when he is asked,"Where is grandmamma?
19549	He now asks questions a good deal in general, especially_ What is that called?_ e. g.,_ What are chestnuts called?_"Horse- chestnuts."
19549	He now asks questions a good deal in general, especially_ What is that called?_ e. g.,_ What are chestnuts called?_"Horse- chestnuts."
19549	He now asks,_ Where is the dear Jesus?_"In heaven."
19549	He saw his image immediately after waking, seemed very much surprised at it, gazed fixedly at it, and when at last I asked,"Where is Axel?"
19549	He then slipped a handkerchief over his face and asked her to look again, when she playfully pulled it off and asked,''What is that?''
19549	He went to the window and called out,''What is that moving?''
19549	How can round and angular be distinguished, when only colors and gross differences of intensity and saturation are perceived?
19549	How is it as to the existence and practicability of the nervous conduction, and the genesis of the centers?
19549	How is it, now, with the normal child, who is learning to speak?
19549	If I ask now,"From whom have you learned that?"
19549	If I ask, e. g.,"What does the duck say?"
19549	If he is asked"Who is_ I_?"
19549	If the child, when he has eaten enough, is asked,"Do you want milk?"
19549	If, e. g., I asked,"Where is the nose?"
19549	In the eighteenth month,"Where is Omama?"
19549	In the eighth month, there is unmistakable understanding of what is said; e. g.,"Where is the tick- tack?"
19549	In the eleventh month, at the question"Where is mamma?"
19549	In the twentieth month, her mother, after telling her a story, asked,"Who, pray, is this, I?"
19549	In the twenty- first month the child laughs at his image in the glass and points to it when I ask,"Where is Axel?"
19549	In the_ thirty- first month_ two new questions make their appearance: The child asks,_ Welches Papier nehmen?_( What paper take?)
19549	In the_ thirty- first month_ two new questions make their appearance: The child asks,_ Welches Papier nehmen?_( What paper take?)
19549	In these already learned co- ordinated movements made upon hearing the words"Please, How tall?
19549	It is true that my question,"What is that?"
19549	Just so in the case of the question,"Would you rather have the apple or the pear?"
19549	Lately, however, he listened very earnestly to the three stanzas of"Möpschen,"and when I asked"What now?"
19549	Lately, when he asked for some foolish thing, I said to him,"Sha''n''t I bring the moon for you, too?"
19549	On the ten hundred and twenty- eighth day_ warum_( why?)
19549	Once I asked him very distinctly,"Where''s the moon?"
19549	Once when I said,"How tall?"
19549	One thousand and twenty- eighth day,"Why?"
19549	Only interrogative word is still"Where?"
19549	Only the question,"Where is the thumb?"
19549	Only to the questions,"Where is papa?"
19549	Or we say,"Will you come?
19549	Progress now became pretty rapid, so that at the end of the seventh month the questions,"Where is your eye?
19549	Seldom speaks of himself in third person; gradually uses"Du"in address; uses"What?"
19549	She also understood simple sentences, such as,"Where is the fire?"
19549	So with the frequent question,_ Wie macht man das nur?_( How is that done?)
19549	So with the frequent question,_ Wie macht man das nur?_( How is that done?)
19549	Still, it seems remarkable that I did not once hear the child say"When?"
19549	The answer that has been learned to the question,"How old are you?"
19549	The auxiliaries are often omitted or employed in strange misformations, e. g.,"Where have you been?"
19549	The boy must have thought,"How would it be if I felt of it?"
19549	The child is asked,"Where is the moon?
19549	The child picks it up quickly, holds it behind him, and to my question,"Where is the key?"
19549	The first question,_ isn das?_ from"Was ist denn das?"
19549	The first question,_ isn das?_ from"Was ist denn das?"
19549	The frequent_ ist das_ signifies merely"das ist,"or it is the echo of the oft- heard question,"Was ist das?"
19549	The little verses I sing at the same time amuse him, e. g.,"Zeislein, Zeislein, wo ist dein Häuslein?"
19549	The mother asked some one,"Do you hear?"
19549	The old tricks,"How tall is the child?"
19549	The questions,"Where is papa?
19549	The sentence ran,_ Warum nach Hause gehen?
19549	The sole interrogative word continues still to be"Where?"
19549	The verb"sein"( be) was very much distorted:_ Warum warst du nicht fleissig gebist?_( gebist for gewesen)( why have you not been industrious?).
19549	The verb"sein"( be) was very much distorted:_ Warum warst du nicht fleissig gebist?_( gebist for gewesen)( why have you not been industrious?).
19549	The word"Nein"( no) he uses as a sign of refusal; e. g.,"Will you have some roast meat?"
19549	The word"Where?"
19549	Then the witch said:"Nucker, Nucker Neisle, who is crawling in my little house?"
19549	Thus, this very child( in the nineteenth month), when her favorite song,"Who will go for a Soldier?"
19549	To all questions of an earlier period,"Where is the forehead, nose, mouth, chin, beard, hair, cheek, eye, ear, shoulder?"
19549	To be sure, the question"Where have you been?"
19549	To my question, after his grandfather had gone away,"Where is Grandpapa now?"
19549	To the question of a stranger,"What is your name?"
19549	To the question"Where have you been?"
19549	To the question,"Did it taste good?"
19549	To the question,"How do we eat?"
19549	To the question,"Was thun wir morgen?"
19549	To the question,"Where is Emmy?"
19549	To the question,"Where is the eye?"
19549	To the questions,"Where is your ear, your tooth, nose, hand, your fingers, mamma''s ear, papa''s nose?"
19549	To- day, when I asked him"Did you see papa ride?"
19549	Upon the question,"How tall?"
19549	When a wheel creaked on the carriage, the child asked,_ Was macht nur so_( What makes that)?
19549	When asked,"Where is Tick- tack?"
19549	When at tea she took notice of the tray, observed the shining of the japan- work, and asked''what the color was round the edge?''
19549	When one eye had been pointed out, I asked,"Where is the other eye?"
19549	When some one asked,"Where is the brush?"
19549	When the child''s father asked later,"Well, Adolph, what did you see in the park?"
19549	When, therefore, the same child in his fifth year, to the improper question,"Whom do you like better, papa or mamma?"
19549	Wo?
19549	_ 17th Month._--He speaks his own name correctly, and when asked"Where is Adolph?"
19549	_ Is there any thinking without words?_ The question takes this shape.
19549	_ Ja wohl._ Being asked"Whose feet are these?"
19549	_ Warum macht der Frödrich die[ Blumen] Töpfe rein?_( Why does Frederick clean the flower- pots?)
19549	_ Warum macht der Frödrich die[ Blumen] Töpfe rein?_( Why does Frederick clean the flower- pots?)
19549	_ Warum wird das Holz gesnitten?_( for"gesägt"--Why is the wood sawed?)
19549	_ Warum wird das Holz gesnitten?_( for"gesägt"--Why is the wood sawed?)
19549	_ Warum?__ weshalb?_ he asked at every opportunity; very often, too,_ was?__ wer?__ wo?_( Why?
19549	_ Warum?__ weshalb?_ he asked at every opportunity; very often, too,_ was?__ wer?__ wo?_( Why?
19549	_ Warum?__ weshalb?_ he asked at every opportunity; very often, too,_ was?__ wer?__ wo?_( Why?
19549	_ Warum?__ weshalb?_ he asked at every opportunity; very often, too,_ was?__ wer?__ wo?_( Why?
19549	_ Warum?__ weshalb?_ he asked at every opportunity; very often, too,_ was?__ wer?__ wo?_( Why?
19549	_ Warum?__ weshalb?_ he asked at every opportunity; very often, too,_ was?__ wer?__ wo?_( Why?
19549	_ What are these pears called?_"Bergamots."
19549	_ man_; or"Who is there?"
19549	_ there?_"Nun?"
19549	_ there?_"Nun?"
19549	a much more frequent one, is likewise answered correctly, although the word"What?"
19549	ach!__ 18th Month._--He comprehends and answers questions; e. g.,"Where are you going?"
19549	along with holding up his arms, in order to make him execute this movement every time that he heard the words,"Wie gross?"
19549	and at my image when asked,"Where is papa?"
19549	and that"the child bit his own arm as he was accustomed to bite objects with which he was not acquainted"?
19549	and the child replied,"_ Mamma"_"And who is that, you?"
19549	and"How?"
19549	and"Where is the little rogue?"
19549	and"Where is the rogue?"
19549	and"Which?"
19549	chair?
19549	e. g.,_ Where is ball?_ The demonstratives_ da_( there) and_ dort_( yonder)(_ dort ist nass_--wet) were more frequently spoken correctly in answer.
19549	ear?
19549	eidi_ wer[ krabbelt] mir am Haüsle?"
19549	he answered,_ O ja ganz lieberich gern_; and when I asked,"Who, pray, speaks so?"
19549	he is accustomed to shut both eyes quickly at the same time and to open them again, and then to point to my eye; to the question,"Axel''s eye?"
19549	he responds by pointing to his own; to the question,"The other eye?"
19549	head?
19549	ich will nicht nach Hause_( Why go home?
19549	is answered with_ i m garten_;"How are Omama and Opapa?"
19549	mamma?
19549	means,"Have you money?"
19549	mouth?
19549	nose?
19549	or"oo?"
19549	or"ooss?"
19549	sofa?"
19549	the child would turn toward her mother, and in like manner toward the father at the question,"papa"?
19549	the clock?
19549	the eye?
19549	the light?"
19549	the nose?"
19549	the table?
19549	was noticed in the twentieth month; the interrogative word_ was?_( what) in the twenty- second month.
19549	what?
19549	where?
19549	wherefore?
19549	who?
19549	with_ sund_( for gesund, well);"What is Omama doing?"