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?" |