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 |
|---|---|
| 9173 | What would you like to be in an imaginary new city? |
| 9173 | Who,asks Swift,"were the forty- one above him?" |
| 9173 | But is it a gain to substitute a letter for a visit, to try to give written precedence over spoken forms? |
| 9173 | Here the child reverences what is not understood as authority, and to the childish"Why?" |
| 9173 | How now should this common element of union be taught? |
| 9173 | How then can we ever hope to secure proper training for the will? |
| 9173 | Is heaven a bribe? |
| 9173 | Is it the warm sun? |
| 9173 | Miss Patterson[20] collated the answers of 2,237 children to the question"What does 1895 mean?" |
| 9173 | The end had ceased to charm, and how could there ever again be any interest in the means? |
| 9173 | Twenty- three shock expletives, e.g., are,"Would n''t that---- you?" |
| 9173 | We should ask, however, What is nature''s way at this stage of life? |
| 9173 | Where is due the weariness or satiety? |
| 9173 | Why did all profess and no one believe religion? |
| 9173 | Why is God so stern and yet so partial, and how about the Trinity? |
| 9173 | [ 26] Is it the sweetness of flowers? |
| 46677 | ( 2) What combinations do these elements undergo and what laws govern these combinations? |
| 46677 | And how is it that just three such pairs of contrasts exist, which we shall call for the sake of shortness the three dimensions of feeling? |
| 46677 | Are there, we naturally ask at once, psychological principles of similar universal validity? |
| 46677 | Does it always return in the same quality? |
| 46677 | For if we ask further, what is this consciousness which psychology investigates? |
| 46677 | How are we to explain this feeling? |
| 46677 | Is each of these forms perfectly uniform? |
| 46677 | Now, how are these combinations constituted, and what laws are they subject to? |
| 46677 | Or in other words, are the only psychical elements such as we project outwards? |
| 46677 | Or who has not had experiences such as the following? |
| 46677 | The next question that immediately presents itself is: Of what kind is the specific content that appears to us in these forms? |
| 46677 | The problem consists in answering the question that immediately arises, How big is this narrower scope of attention? |
| 46677 | The question immediately arises: Do these objective elements and complexes form the only content of consciousness? |
| 46677 | The whole task of psychology can therefore be summed up in these two problems:( 1) What are the elements of consciousness? |
| 46677 | What do these processes, which we so often meet, although not always in such regular change as in a rhythmical row of beats, consist of? |
| 46677 | Whence does it come, and how can we explain its transition into the assimilation? |
| 46677 | Wherein do these two word- combinations differ from each other? |
| 46677 | Why then should the standpoint of psychology be in absolute contradiction to the stand- points of its most nearly related sciences? |
| 46677 | pleasure and displeasure,& c.? |
| 37423 | But why do they then go inside? 37423 Is this right?" |
| 37423 | What is that? |
| 37423 | Why? |
| 37423 | (_ a_) What portions or aspects of the situation are significant in controlling the formation of the interpretation? |
| 37423 | (_ b_) Just what is the full meaning and bearing of the conception that is used as a method of interpretation? |
| 37423 | --instead of meaning,"Does it satisfy the inherent conditions of the problem?" |
| 37423 | --instead of saying,"Do you not recall such and such a thing that you have seen or heard?" |
| 37423 | A moving blur catches our eye in the distance; we ask ourselves:"What is it? |
| 37423 | Alternatives are suggested, but are left ambiguous, so that our whole being questions: What befell next? |
| 37423 | And how shall perplexity be resolved? |
| 37423 | B asks,"Why do you think so?" |
| 37423 | But was there a station near? |
| 37423 | But where was the station? |
| 37423 | But why should air leave the tumbler? |
| 37423 | By what applications shall I try to fix, to clear up, and to make real their grasp of this general principle? |
| 37423 | Could the air have become heated after the tumbler was taken from the hot suds? |
| 37423 | Does it indicate asteroid, or comet, or a new- forming sun, or a nebula resulting from some cosmic collision or disintegration? |
| 37423 | Has not the idea of a"liberal"and"humane"education tended too often in practice to the production of technical, because overspecialized, thinkers? |
| 37423 | How do we learn to view things on sight as significant members of a situation, or as having, as a matter of course, specific meanings? |
| 37423 | How is it to be interpreted, estimated, appraised, placed? |
| 37423 | How shall I present the matter so as to fit economically and effectively into their present equipment? |
| 37423 | Is it a cloud of whirling dust? |
| 37423 | Or, we know what the difference is; but which is which? |
| 37423 | SOME GENERAL CONCLUSIONS 214 HOW WE THINK PART ONE: THE PROBLEM OF TRAINING THOUGHT CHAPTER ONE WHAT IS THOUGHT? |
| 37423 | The Greeks used to discuss:"How is learning( or inquiry) possible? |
| 37423 | The baby''s problem determines his thinking] The sight of a baby often calls out the question:"What do you suppose he is thinking about?" |
| 37423 | The teacher says,"Do you not remember what we learned from the book last week?" |
| 37423 | There is some difference; but just what? |
| 37423 | They have some meaning, but what is it? |
| 37423 | To what objects shall I call their attention? |
| 37423 | WHAT IS THOUGHT? |
| 37423 | What activities of their own may bring it home to them as a genuinely significant principle? |
| 37423 | What are these units, these terms of inference when we examine them on their own account? |
| 37423 | What comparisons shall I lead them to draw, what similarities to recognize? |
| 37423 | What do these scratches mean? |
| 37423 | What does the perception really mean? |
| 37423 | What familiar experiences of theirs are available? |
| 37423 | What have they already learned that will come to their assistance? |
| 37423 | What incidents shall I relate? |
| 37423 | What is the general principle toward which the whole discussion should point as its conclusion? |
| 37423 | What is this signification? |
| 37423 | What pictures shall I show? |
| 37423 | What preparation have my pupils for attacking this subject? |
| 37423 | What remains when connections with use and application are excluded? |
| 37423 | What, if anything, in such a situation can be called thought? |
| 37423 | What, then, are the sources of the suggestion? |
| 37423 | When B asks,"What has that to do with it?" |
| 37423 | Which of the alternative suggested meanings has the rightful claim? |
| 37423 | Which road is right? |
| 37423 | Which way did things turn out? |
| 37423 | Why? |
| 37423 | Why? |
| 37423 | [ Sidenote: The work attitude is interested in means and ends] What is work-- work not as mere external performance, but as attitude of mind? |
| 37423 | a man signaling to us?" |
| 37423 | a tree waving its branches? |
| 37423 | comes to mean"Will this answer or this process satisfy the teacher?" |
| 18451 | How many of you know? |
| 18451 | The Great Charter was signed by what king? |
| 18451 | The first English parliament was called by...? |
| 18451 | Was Charles I willing or unwilling to sign the Petition of Right? |
| 18451 | What about the rivers of Germany? |
| 18451 | What did Cromwell become? |
| 18451 | What might we say of this word? |
| 18451 | ( 2) What have you often noticed on the window of the kitchen on cool days? |
| 18451 | ( 3) When the water in a tea- kettle is boiling rapidly, what do you see between the mouth of the spout and the cloud of steam? |
| 18451 | = Example of Induction.=--As an example of induction, may be taken the solution of such a problem as,"Does air exert pressure?" |
| 18451 | A pig? |
| 18451 | A robin? |
| 18451 | All these are the writings of persons, knowing in each of the respective pursuits? |
| 18451 | Alternative questions such as,"Is this a noun or an adjective?" |
| 18451 | Are they not the writings of those who know how to govern-- kings, statesmen, and men of superior excellence? |
| 18451 | Can you see this water ordinarily? |
| 18451 | Competition of railways, How? |
| 18451 | Could it be omitted? |
| 18451 | Could you see the vapour in the air? |
| 18451 | For such questions as,"What British officer was killed at Queenston Heights?" |
| 18451 | From where did these drops of water come? |
| 18451 | How did the temperature of the window panes compare with the temperature of the room? |
| 18451 | How do you play it? |
| 18451 | How has the fraction been affected? |
| 18451 | How many feet in a yard? |
| 18451 | How many quarts in a peck? |
| 18451 | If, for instance, a person is but half awake and receives a sound sensation, he does not ask himself,"What mental state is_ this_?" |
| 18451 | If, then, we see some doing this, are we to declare them knowing or ignorant? |
| 18451 | In other words, will the memorizing of any set of facts strengthen the mind to remember more easily any other facts whatsoever? |
| 18451 | In the case just cited, for instance, the child starts with the problem,"What is the condition of the rainfall in British Columbia?" |
| 18451 | In what form must the water have been before it formed in drops on the cold glass? |
| 18451 | In what part of the sentence does it stand? |
| 18451 | Is the steam then at first visible or invisible? |
| 18451 | It is in this way that a child should approach such problems as: How many fours are there in twelve? |
| 18451 | May it not follow therefore, that a trade or guessing game given by the kindergarten director will fail to call forth the free activity of the child? |
| 18451 | Nor should they be given in inverted form, as,"Montreal is situated where?" |
| 18451 | Now what should a letter of application in reply to this contain?" |
| 18451 | Questions such as,"What happened after this?" |
| 18451 | Similarly,"Let us find out all we can about the cat,"would be inferior to,"Of what use to the cat are his sharp claws, padded feet, and rough tongue?" |
| 18451 | Sub- topic 3.--Importance industrially:_ Great commercial centres-- where located and why? |
| 18451 | Supposing the distance between Toronto and Hamilton to be forty miles, in how many minutes will the trains meet? |
| 18451 | The denominator 30 from the denominator 5? |
| 18451 | Then ask:"What words are in the second group of sentences that are not in the first? |
| 18451 | They should be stripped of all superfluous introductory words, such as,"Who can tell?" |
| 18451 | Thus the reasoning might seem to run as follows: Problem: What will remove this stain? |
| 18451 | Under what condition did it become visible? |
| 18451 | Was this vapour visible or invisible? |
| 18451 | What are its two duties? |
| 18451 | What do you notice in each case? |
| 18451 | What have we done with the numerator and denominator in every case? |
| 18451 | What is a Subjective Predicate Adjective? |
| 18451 | What is it that makes a sensation, a perception, a memory, or an apprehended relation pleasant under some circumstances and unpleasant under others? |
| 18451 | What kind of man is referred to in the first sentence? |
| 18451 | What must have come through that clear space? |
| 18451 | What part of speech is"old"? |
| 18451 | What part of the sentence does it modify? |
| 18451 | What rule may we infer from these examples? |
| 18451 | What then is its duty with reference to the verb? |
| 18451 | What was the crop from the field worth?" |
| 18451 | What would she have to pay for it?" |
| 18451 | When, for instance, we receive the violent impression, the mind may be said to ask itself,"What strange impression is this?" |
| 18451 | Where do potatoes come from?" |
| 18451 | Where does milk come from? |
| 18451 | Where must the drops of water have come from? |
| 18451 | Why do certain bodies refract light? |
| 18451 | Will glass conduct electricity? |
| 18451 | You defined law to be the decree of the city: Are not some decrees good, others evil? |
| 18451 | _ Comparison, Abstraction, and Generalization, or Organization:_ What two duties has each of these italicized words? |
| 18451 | _ Socrates_: But we have already said that law is not evil? |
| 18451 | _ Socrates_: In like manner, what are the laws respecting the government of a city? |
| 18451 | _ Socrates_: Physicians write respecting matters of health what they account to be true, and these writings of theirs are the medical laws? |
| 18451 | but rather,"What is_ that_?" |
| 18451 | or"What province lies west of Manitoba?" |
| 16287 | But how can you speak if you''re killed? |
| 16287 | When two of these asses met, there would be an anxious''Have you got your lantern?'' 16287 ***** And now what is the result of all these considerations and quotations? 16287 ***** But what, exactly, do we mean by an ideal? 16287 And in what does your deliberation consist? 16287 And what do we retort when they say this? 16287 And which has the superior view of the absolute truth, he or we? 16287 And who knows how much of that higher manliness of poverty, of which Phillips Brooks has spoken so penetratingly, was or was not present in that gang? 16287 And why is this so? 16287 As you sit reading the most moving romance you ever fell upon, what sort of a judge is your fox- terrier of your behavior? 16287 But how can one attain to the feeling of the vital significance of an experience, if one have it not to begin with? 16287 But this forming of associations with a fact,--what is it but thinking_ about_ the fact as much as possible? 16287 But was not this a paradox well calculated to fill one with dismay? 16287 But, if so, how does he point it out? 16287 Can not we escape some of those hideous ancestral intolerances and cruelties, and positive reversals of the truth? 16287 Can the teacher afford to throw such an ally away? 16287 Can we give no definite account of such a word? 16287 Can we say which of these functions is the more essential? 16287 Could a Howells or a Kipling be enlisted in this mission? 16287 Does your faculty of memory obey the order, and reproduce any definite image from your past? 16287 For where would any of it have been without their unremitting, unrewarded labor in the fields? 16287 How are idioms acquired, how do local peculiarities of phrase and accent come about? 16287 How can conversation possibly steer itself through such a sea of responsibilities and inhibitions as this? 16287 How is it when an alternative is presented to you for choice, and you are uncertain what you ought to do? 16287 I was out early taking a short walk by the river only two squares from where I live.... Shall I tell you about[ my life] just to fill up? 16287 If the outer differences had no meaning for life, why indeed should all this immense variety of them exist? 16287 If there_ were_ any such morally exceptional individuals, however, what made them different from the rest? 16287 If, arresting ourselves in the flow of reverie, we ask the question,How came we to be thinking of just this object now?" |
| 16287 | If, then, you are asked,"_ In what does a moral act consist_ when reduced to its simplest and most elementary form?" |
| 16287 | Is he in excess, being in this matter a maniac? |
| 16287 | Is it because they are so dirty? |
| 16287 | Is it the insensibility? |
| 16287 | Is it the poverty? |
| 16287 | Is it the slavery to a task, the loss of finer pleasures? |
| 16287 | It stands staring into vacancy, and asking,"What kind of a thing do you wish me to remember?" |
| 16287 | Many teachers are inquiring,"What is the meaning of Apperception in educational psychology?" |
| 16287 | Must we wait for some one born and bred and living as a laborer himself, but who, by grace of Heaven, shall also find a literary voice? |
| 16287 | Now of what do such habits of reaction themselves consist? |
| 16287 | Now what is the cause of this absence of repose, this bottled- lightning quality in us Americans? |
| 16287 | So that, if the_ homo sapiens_ of the future can only digest his food and think, what need will he have of well- developed muscles at all? |
| 16287 | So, taking the book, she asked:"In what condition is the interior of the globe?" |
| 16287 | The backache, the long hours, the danger, are patiently endured-- for what? |
| 16287 | The change is well described by my colleague, Josiah Royce:--"What, then, is our neighbor? |
| 16287 | Then I said to the mountaineer who was driving me,"What sort of people are they who have to make these new clearings?" |
| 16287 | WHAT MAKES A LIFE SIGNIFICANT? |
| 16287 | We mean all this in youth, I say; and yet in how many middle- aged men and women is such an honest and sanguine expectation fulfilled? |
| 16287 | We say:"Why_ did n''t_ you think? |
| 16287 | Well, has our experimental self- observation, so understood, already accomplished aught of importance? |
| 16287 | What is life on the largest scale, he asks, but the same recurrent inanities, the same dog barking, the same fly buzzing, forevermore? |
| 16287 | What is the attentive process, psychologically considered? |
| 16287 | What is their life to ours,--the life that is as naught to them? |
| 16287 | What more deadly uninteresting object can there be than a railroad time- table? |
| 16287 | What percentage of persons now fifty years old have any definite conception whatever of a dynamo, or how the trolley- cars are made to run? |
| 16287 | What were you there for but to think?" |
| 16287 | Where would any of_ us_ be, were there no one willing to know us as we really are or ready to repay us for_ our_ insight by making recognizant return? |
| 16287 | Which has the more vital insight into the nature of Jill''s existence, as a fact? |
| 16287 | Who are the scholars who get''rattled''in the recitation- room? |
| 16287 | Who are those who do recite well? |
| 16287 | Why are you, my hearers, sitting here before me? |
| 16287 | Why not? |
| 16287 | Why seek to eliminate it from the schoolroom or minimize the sterner law? |
| 16287 | Yet where will you find a more interesting object if you are going on a journey, and by its means can find your train? |
| 16287 | Yet you remember the Irishman who, when asked,"Is not one man as good as another?" |
| 16287 | or are we in defect, being victims of a pathological anà ¦ sthesia as regards Jill''s magical importance? |
| 16287 | to which,"Is that the kind of spray I spray my nose with?" |
| 18477 | May I{ see} what it looks{ like}? |
| 18477 | When are you going to{ fire} them off? |
| 18477 | ( 2) What is the nature of education? |
| 18477 | ( 3) What is the nature of the child? |
| 18477 | ( 4) What are the most economical methods of changing the child from what it is into what it ought to be? |
| 18477 | ( a) Put several problems to the class, similar to the following: What happens to a wet board laid out in the sunshine? |
| 18477 | 1000 C? |
| 18477 | 2000 C? |
| 18477 | 500 C? |
| 18477 | 7? |
| 18477 | = Memory and Thinking.= What is the relation of memory to thinking and the other mental functions? |
| 18477 | = Rules for Habit Formation.= In the light of the various principles which we have discussed, what rules can be given to one forming habits? |
| 18477 | = Significance of Development and Causality.= What are the consequences of the view just set forth? |
| 18477 | = The Method of Psychology.= We have enumerated the various problems of psychology, now how are they solved? |
| 18477 | = The Science of Psychology.= Now, let us ask, what is the science of psychology? |
| 18477 | Again,"What is a cloud? |
| 18477 | And why did"bridle"suggest"saddle"? |
| 18477 | Answer the following questions: Is it ever right to steal? |
| 18477 | Are any series alike? |
| 18477 | Are the expressions of the same emotion the same for all people? |
| 18477 | Are they inherited or acquired? |
| 18477 | Are you establishing the habits that will be necessary in it? |
| 18477 | Are you trained to the extent that you can concentrate on a task and hold yourself to it for a long time? |
| 18477 | But how do we move, how do we act when stimulated? |
| 18477 | But how long should we practice at one time? |
| 18477 | But what is attention? |
| 18477 | Can the fighting instinct be eliminated from the human race? |
| 18477 | Can they come to the point immediately, or, are they hazy, uncertain, and impractical? |
| 18477 | Can you detect the sensations that come from the bodily reactions? |
| 18477 | Can you find any evidence of the inheritance of mental traits? |
| 18477 | Can you find any evidence tending to show that the mind is independent of the body? |
| 18477 | Can you have an emotion without its characteristic expression? |
| 18477 | Could parents better train their children if they made use of psychological principles? |
| 18477 | Could the qualities of a good teacher-- native and acquired-- be measured by tests and experiments? |
| 18477 | Do all the papers of one series have some characteristics that enable you to determine from which group they come? |
| 18477 | Do the after- images mix with the colors of the papers? |
| 18477 | Do the experiments make it clear that reasoning is dependent upon experience? |
| 18477 | Do the members of the class hold the same rank in all the tests? |
| 18477 | Do the ranks in these tests correspond to the students''ranks in thinking in the school subjects? |
| 18477 | Do the students maintain the same rank in the various types of experiments? |
| 18477 | Do they see it or hear it or seem to act it? |
| 18477 | Do you find a constant shifting? |
| 18477 | Do you find it to be the rule or the exception for a person standing high in one mental function to stand high in the others also? |
| 18477 | Do you find that you are becoming"set in your ways?" |
| 18477 | Do you know of people who have radically changed their views late in life? |
| 18477 | Do you see that as far as will and attention and the emotions are concerned, your life and character are in large measure in your own hands? |
| 18477 | Do you seem to have all kinds of imagery? |
| 18477 | Do your images seem to be visual, auditory, motor, or verbal? |
| 18477 | Does a good memory indicate a high order of attention, of association, of imagination, of learning capacity? |
| 18477 | Does everything you do have a cause? |
| 18477 | Does natural selection still operate among human beings? |
| 18477 | Does the above experiment show any transfer of training? |
| 18477 | Does the feeling of certainty make a thing true? |
| 18477 | Does the occupation which you have chosen for life demand any specific abilities? |
| 18477 | Have you planned your life work? |
| 18477 | How are we different after forming a habit from what we were before? |
| 18477 | How can we explain such actions? |
| 18477 | How can we make others different? |
| 18477 | How can we make our lives more worth while? |
| 18477 | How can we make ourselves different? |
| 18477 | How can we make ourselves more efficient? |
| 18477 | How can we understand this? |
| 18477 | How do all of these diverse characteristics work out in the child? |
| 18477 | How do girls compare with boys in the various aspects of the report? |
| 18477 | How do the boys compare with the girls? |
| 18477 | How do they come to you? |
| 18477 | How do they do it? |
| 18477 | How does auditory memory compare with visual? |
| 18477 | How does it affect the meaning of other facts? |
| 18477 | How does it lead to change in animals? |
| 18477 | How does memory for objects compare with memory for names of objects? |
| 18477 | How many definite situations can you find which excite fear responses in all children? |
| 18477 | How many such reflexes can you find in a child? |
| 18477 | How should we teach it? |
| 18477 | If a person comes to us for advice as to how to improve his memory, what should we tell him? |
| 18477 | If an old person has no old habits to interfere, can he form a new habit as readily as can a young person? |
| 18477 | If anything will work in theory, will it work in practice? |
| 18477 | If one mental characteristic is of high order, are all the others of high order also? |
| 18477 | If one were asked,"What is a horse?" |
| 18477 | If so, do you possess them in a high degree? |
| 18477 | If you have poor ability, is it a good thing for you to find it out? |
| 18477 | In how many ways could the teachers improve their work by following psychological principles? |
| 18477 | In how many ways will the facts learned in this course be of economic use to you in your life? |
| 18477 | In science, let us always ask, what is the meaning of this fact? |
| 18477 | In the above, do all come to the same conclusion? |
| 18477 | In what definite, inherited ways is anger shown? |
| 18477 | In what sense are stimulus and response bound together? |
| 18477 | In what ways will they make life more pleasurable? |
| 18477 | Is it a good thing for high school students to find out how they compare with others in their various mental functions? |
| 18477 | Is it an advantage or a disadvantage to choose one''s profession or occupation early? |
| 18477 | Is it as easy for an old person to form a habit as it is for a young person? |
| 18477 | Is it desirable to eliminate it? |
| 18477 | Is one kind predominant? |
| 18477 | Is the tenth idea in one series the same as that in any other? |
| 18477 | Is their experience available? |
| 18477 | Is there something in the nature of ideas that couples them with certain other ideas and makes them_ always_ suggest the other ideas? |
| 18477 | Let us now ask the question, why can one remember better words that are connected by logical relations than words that have no such connection? |
| 18477 | Now, in any given case, what idea will actually come first after I have the idea"horse"? |
| 18477 | Now, the question arises, if we improve one aspect of memory, does this improve all aspects? |
| 18477 | Number 1 is sealed up air tight and kept warm? |
| 18477 | Number 2 is kept open and warm? |
| 18477 | Of all the tests and experiments previously described in this book, which gives the best indication of success in high school? |
| 18477 | On the whole, is imitation a good thing or a bad thing? |
| 18477 | One is a contrast color induced by the other; which one? |
| 18477 | Or does it happen in words merely? |
| 18477 | Our question now is, how is this definiteness of connection established? |
| 18477 | Some of these questions should be suggestive, such as,"What color is the dog?" |
| 18477 | The first question that arises in connection with attention is, What are the causes of attention? |
| 18477 | There are four main questions which the science of education must solve:( 1) What is the aim of education? |
| 18477 | To kill a person? |
| 18477 | To lie? |
| 18477 | To what extent do you have control of your emotional states? |
| 18477 | To what extent is ability a factor in life? |
| 18477 | Use is not quite so evident in such cases as the following:"Who was Cæsar? |
| 18477 | Were any unable to come to a conclusion at all on some questions? |
| 18477 | What advantage does it give man? |
| 18477 | What are the main defects of the schools with reference to training children to think? |
| 18477 | What are the two main functions of play in education? |
| 18477 | What aspect of the world has it taken for its field of investigation? |
| 18477 | What bearing does it have on other facts? |
| 18477 | What branches taught in school involve the formation of habits that are useful throughout life? |
| 18477 | What change comes over objects after the glasses have been worn for fifteen or twenty minutes? |
| 18477 | What color are the shadows? |
| 18477 | What conclusions and inferences do you draw from the experiment? |
| 18477 | What conclusions are warranted? |
| 18477 | What differences do you find in the results? |
| 18477 | What different objects are collected? |
| 18477 | What do the results indicate as to the value to memory of_ meaningful_ material? |
| 18477 | What do the results indicate? |
| 18477 | What do the results show? |
| 18477 | What do we mean by saying that we are"plastic in early years"? |
| 18477 | What do you learn about color effects? |
| 18477 | What do you learn of importance about habit- formation? |
| 18477 | What do you learn? |
| 18477 | What does your finding show? |
| 18477 | What educational inferences can you make? |
| 18477 | What evidences of imitation do you find? |
| 18477 | What from books? |
| 18477 | What from friends? |
| 18477 | What from teachers? |
| 18477 | What good do they accomplish for us? |
| 18477 | What happens in each case? |
| 18477 | What happens when the bars are heated to 150 C? |
| 18477 | What have you observed about differences in expression of deep emotions by different people? |
| 18477 | What ideals did you get from your parents? |
| 18477 | What ideals do you have? |
| 18477 | What is a river? |
| 18477 | What is human nature like? |
| 18477 | What is justice? |
| 18477 | What is love?" |
| 18477 | What is natural selection? |
| 18477 | What is the accuracy of the underlined points? |
| 18477 | What is the cause of this peculiar phenomenon? |
| 18477 | What is the explanation? |
| 18477 | What is the meaning of an idea? |
| 18477 | What is the significance of the facts that have been enumerated? |
| 18477 | What is the significance of what you find? |
| 18477 | What is the sun? |
| 18477 | What is your opinion of the place which imitation has in our education? |
| 18477 | What kind of cause? |
| 18477 | What kind of problems does it try to solve? |
| 18477 | What kind of training can one receive that will give assurance of appropriate moral action? |
| 18477 | What makes a muscle contract? |
| 18477 | What other points do you learn from the experiments? |
| 18477 | What should we teach? |
| 18477 | What situations invariably arouse the fighting response? |
| 18477 | What was the Inquisition? |
| 18477 | What were the Crusades?" |
| 18477 | What will one not do_ for_ the_ loved_ one? |
| 18477 | What will one not do_ to_ the_ hated_ one? |
| 18477 | When she{ got} home, and she and{ her} husband{ opened} the box so that he{ could} take the first{ dose} of medicine,--what do you think they{ saw}? |
| 18477 | When should we teach it? |
| 18477 | When we have one idea, what other idea will this arouse? |
| 18477 | Where did you get them? |
| 18477 | Which are unwise and mistaken, Republicans or Democrats? |
| 18477 | Who is Edison? |
| 18477 | Who was Homer? |
| 18477 | Why are you unable to study well when under the influence of some strong emotion? |
| 18477 | Why did the idea"horse"suggest the idea"bridle"? |
| 18477 | Why did these words come, and why did they come in that order? |
| 18477 | Why do we act as we do? |
| 18477 | Why do we do one thing at one time and a different thing at another time? |
| 18477 | Why do we do one thing rather than another? |
| 18477 | Why is this? |
| 18477 | Why is this? |
| 18477 | Why not? |
| 18477 | Why not? |
| 18477 | Why should we play after we are mature? |
| 18477 | Why the difference? |
| 18477 | Why? |
| 18477 | Why? |
| 18477 | Why? |
| 18477 | Why? |
| 18477 | Why? |
| 12769 | ;Are the data which have been brought together adequate? |
| 12769 | ;To what degree have the fallacies which are more or less common in reasoning entered into my thinking?" |
| 12769 | ;What was assumed as a basis for arriving at the conclusion which I have accepted? |
| 12769 | Has it a stomach? |
| 12769 | What is the makeup with which children start in life? |
| 12769 | Who made it? |
| 12769 | Why ca n''t she stand up? |
| 12769 | Will it die? |
| 12769 | 3. Who else came besides Jim and Dick?........................... |
| 12769 | 3. Who is mentioned in the paragraph as the person who desires to have all lessons completely done?.............................................. |
| 12769 | And what is the great joy which is his, and which may belong to us, if we really see the beautiful things in nature? |
| 12769 | Are any of the sex differences noticeable in the achievements of the school children with whom you are acquainted? |
| 12769 | Are children always primarily engaged in thinking when they study? |
| 12769 | Are children who observe school rules and regulations necessarily growing in morality? |
| 12769 | Are we to try to secure equal development in all directions? |
| 12769 | Are you a boy or girl?....... |
| 12769 | Are you a boy or girl?....... |
| 12769 | Are you a boy or girl?....... In what grade are you?....... |
| 12769 | Are you a boy or girl?.......... |
| 12769 | Are you able to discover in the exercise any other value? |
| 12769 | Are you able to distinguish differences in type of mind( or general mental make- up) among the children in your classes? |
| 12769 | At what stage of the inductive process is deduction involved? |
| 12769 | At what time of day will it overtake the freight train if the freight train stops after it has gone 56 miles? |
| 12769 | But why talk about metals at all-- and if so why hardness rather than color or effect on bases or some other characteristic? |
| 12769 | Can first- grade children think? |
| 12769 | Can one study a subject even though he may dislike it? |
| 12769 | Can one study without interest? |
| 12769 | Can you cite any example in your teaching in which children have progressed from forced to free attention? |
| 12769 | Can you classify the members of your class as visualizers, audiles, and the like? |
| 12769 | Can you give any example of an instinctive tendency which you think should have been outgrown but which seems to persist among your pupils? |
| 12769 | Can you name any physical habits which may be considered socially undesirable? |
| 12769 | Curiosity is also present, but now the questions asked are such as,"What makes her eyes work?" |
| 12769 | Desirable? |
| 12769 | Do children( or adults) work hardest when they are forced to attend to that from which they derive little or no satisfaction? |
| 12769 | Do we forget with equal rapidity in all fields in which we have learned? |
| 12769 | Do you wonder that the poet says of his experience,"I gazed-- and gazed,--but little thought what wealth the show to me had brought"? |
| 12769 | Does free attention imply lack of effort? |
| 12769 | Does the power to criticize poetry or music necessarily involve appreciation? |
| 12769 | For what factor in education is the environment most responsible? |
| 12769 | For what purposes should examinations be given? |
| 12769 | Geography? |
| 12769 | Growth in power of appreciation? |
| 12769 | Had you ever thought of flowers as a jocund company? |
| 12769 | History? |
| 12769 | How can a teacher study with a pupil and yet help him to develop independence in this field? |
| 12769 | How can reviews be organized to best advantage during the year? |
| 12769 | How can we make the identity of methods of work most significant for transfer of training and for the education of the individual? |
| 12769 | How can you hope to improve children''s memories? |
| 12769 | How can you teach children what is meant by concentration of attention? |
| 12769 | How can you teach children what it is to concentrate their attention and the value of concentrated attention? |
| 12769 | How can you use the fighting instinct in your work with children? |
| 12769 | How can you use the tendency to enjoy mental activity? |
| 12769 | How could a girl be of use to her mother?....................... |
| 12769 | How do children( and adults) most frequently solve their problems? |
| 12769 | How do you distinguish between thinking and reasoning? |
| 12769 | How have you found it possible to develop a critical attitude toward their work upon the part of children? |
| 12769 | How important is heredity in determining the achievement of men and women? |
| 12769 | How increase the number of associations? |
| 12769 | How is it possible for a child to be unmoral and not immoral? |
| 12769 | How is the process of imagination like memory? |
| 12769 | How long did Tom say he would wait for them?.................. |
| 12769 | How long do children in your classes seem to be able to work hard at verbatim memorization? |
| 12769 | How many brothers had John?.......................... |
| 12769 | How many did he buy? |
| 12769 | How many magazines were there? |
| 12769 | How many pencils can you buy for 50 cents at the rate of 2 for 5 cents? |
| 12769 | How many pupils are there in the night school? |
| 12769 | How may children contribute to the social welfare of the school community? |
| 12769 | How may pupil participation in school government be made significant in the development of social moral conduct? |
| 12769 | How may small groups of children work together advantageously in studying? |
| 12769 | How may teachers prove most effective in developing the power of appreciation upon the part of children? |
| 12769 | How may the conduct of parents and teachers influence conduct of children? |
| 12769 | How may the keeping of a record of one''s improvement add in the formation of a habit? |
| 12769 | How may we hope to have children learn to study in the fields requiring judgment? |
| 12769 | How much did each receive? |
| 12769 | How much money did she have at first? |
| 12769 | How much money has George? |
| 12769 | How old will you be?..... |
| 12769 | How old will you be?..... |
| 12769 | How old will you be?...... |
| 12769 | How satisfactory is the morality of the man who claims that he does no wrong? |
| 12769 | How shall they divide the money? |
| 12769 | How should a teacher adjust his work to the individual differences in capacity or in achievement represented by the usual class group? |
| 12769 | How transitory are they? |
| 12769 | How would you handle a boy who is hi the habit of confusing memory images with images of imagination? |
| 12769 | How would you hope to correct habits of speech learned at home? |
| 12769 | How would you teach a pupil to study his spelling lesson? |
| 12769 | How would you teach your pupils to memorize? |
| 12769 | How would you use this fact to refute the argument that we possess a general faculty of memory? |
| 12769 | If 3- 1/2 tons of coal cost$ 21, what will 5- 1/2 tons cost? |
| 12769 | If one learns most readily by reading rather than hearing, does it follow that his images will be largely visual? |
| 12769 | If you buy 2 tablets at 7 cents each and a book for 65 cents, how much change should you receive from a two- dollar bill? |
| 12769 | If you were teaching a poem of four stanzas, would you use the method of memorization by wholes or by parts? |
| 12769 | In acquiring skill in swimming? |
| 12769 | In how far is it advantageous to become a creature of habit? |
| 12769 | In how many adults does the collecting instinct still persist, and the instinct of personal rivalry? |
| 12769 | In how many has the crude desire for material ownership or the impulse to punish an affront by physical attack died out? |
| 12769 | In the second place how quickly do these tendencies fade? |
| 12769 | In what activities may children engage outside of school which may count toward the betterment of the community in which they live? |
| 12769 | In what degree are we justified in speaking of the social instinct? |
| 12769 | In what do they differ? |
| 12769 | In what does skill in the supervision of play consist? |
| 12769 | In what grade are you?...... |
| 12769 | In what grade are you?...... |
| 12769 | In what grade are you?....... |
| 12769 | In what respect is the procedure in a deductive lesson like that which you follow in an inductive lesson? |
| 12769 | In what respects are the processes of induction and deduction alike? |
| 12769 | In what sense is it possible to attend to two things at the same time? |
| 12769 | In what sense is it true that all progress, is dependent upon productive imagination? |
| 12769 | In what sense is it true that lapses from moral conduct are the teacher''s best opportunity for moral teaching? |
| 12769 | In what sense is it true that we form the habit of concentrating our attention? |
| 12769 | In what sense is it true that we have habits of thought? |
| 12769 | In what sense is it true that we work hardest when we give forced attention? |
| 12769 | In what sense is it true that we work hardest when we give free attention? |
| 12769 | In what sense is thinking dependent upon the operation of the laws of habit? |
| 12769 | In what sense may one study in learning to write? |
| 12769 | In what way can you improve the organization of associations upon the part of children in any one of the subjects which you teach? |
| 12769 | Is it possible to classify children as belonging to one stage or the other by their ages? |
| 12769 | Is the boy who reads over and over again his lesson necessarily studying? |
| 12769 | Is this type of memory ever useful in later life? |
| 12769 | Latin translation? |
| 12769 | May a teacher ever expect the children in his class to be equal in achievement? |
| 12769 | Memorization? |
| 12769 | Occasions will occur when several possible lines of conduct suggest themselves; what kind of success will one choose, what kind of pleasure? |
| 12769 | Of being courteous? |
| 12769 | Of being prompt? |
| 12769 | Of the larger social group outside of the school? |
| 12769 | Of what factors in habit formation must children become conscious, if they are to study to best advantage in this field? |
| 12769 | Of what significance in the life of an adult is fanciful imagery? |
| 12769 | Questions are asked such as,"Where did it come from?" |
| 12769 | Reading? |
| 12769 | Should school children reason their responses in case of a fire alarm, in passing pencils, in formal work in arithmetic? |
| 12769 | Some psychologists are asking what is the value of such a classification? |
| 12769 | Suppose people could be put under types in imagery, what would be the practical advantage? |
| 12769 | Take as an illustration mother- love; what are the original tendencies and behavior? |
| 12769 | The farmer? |
| 12769 | The instinct to imitate? |
| 12769 | The question ought to be common,"What can I do to help you?" |
| 12769 | The question which the teacher should ask herself is not,"What can I do to punish the pupil?" |
| 12769 | The social reformer? |
| 12769 | To what degree does creative imagination depend upon past experiences? |
| 12769 | To what degree is it possible to teach your pupils to think? |
| 12769 | To what degree may skill in creative work result in power of appreciation? |
| 12769 | To what degree may the activities of the school be made play? |
| 12769 | To what extent is intellectual activity involved in moral conduct? |
| 12769 | To what extent is maturity a cause of individual differences? |
| 12769 | To what extent is the environment in which children live responsible for their achievements in school studies? |
| 12769 | To what extent, if any, would you be interested in the immediate heredity of the children in your class? |
| 12769 | Under what conditions do children think and yet reach wrong conclusions? |
| 12769 | Under what conditions may a very slight amount of transfer of training become of the very greatest importance for education? |
| 12769 | Under what conditions may an activity which we classify as play for a civilized child be called work for a child living under primitive conditions? |
| 12769 | Under what conditions may the writing of the material being memorized actually interfere with the process? |
| 12769 | Under what conditions should we compel children to work, or even to engage in an activity which may involve drudgery? |
| 12769 | Under what limitations do you work? |
| 12769 | Upon what grounds and to what extent can lecturing be defended as a method of instruction? |
| 12769 | Was John''s sister tall or short?..................... |
| 12769 | What advantage has the method of concentration over the method of repetition in memorization? |
| 12769 | What advantages do verbal images possess as over against object images? |
| 12769 | What are some conditions that might make even the best boy leave school work unfinished?............................................ |
| 12769 | What are the characteristics of the mental states which are involved in appreciation? |
| 12769 | What are the different types of identity which make possible transfer of training? |
| 12769 | What are the elements involved in appreciating human nature? |
| 12769 | What are the elements which make for success in an appreciation lesson? |
| 12769 | What are the essential elements in reasoning? |
| 12769 | What are the important elements to be found in all thinking? |
| 12769 | What are the instincts upon which we may hope to build in moral training? |
| 12769 | What are the principal causes of differences in abilities or in achievement among school children? |
| 12769 | What can teachers do to influence the education which children have received or are getting outside of school? |
| 12769 | What changes in school organization would you advocate for the sake of adjusting the teaching done to the varying capacities of children? |
| 12769 | What constitutes growth in morality for the adult? |
| 12769 | What criteria would you apply in testing the questions which you put to your class? |
| 12769 | What did they do after eating the apples?..................... |
| 12769 | What differences in action among the children in your class do you attribute to differences in original nature? |
| 12769 | What evidence is available to show the fallacy of the common idea that children of the same age are equal in ability? |
| 12769 | What exercises can you conduct which will help children to learn how to use books? |
| 12769 | What factors determine the rate of forgetting? |
| 12769 | What habits which may interfere with or aid in your school work are formed before children enter school? |
| 12769 | What happened after the boys ate the apples?.................. |
| 12769 | What instinctive basis is there for immoral conduct? |
| 12769 | What is involved in the"step"of presentation? |
| 12769 | What is it that might seem at first thought to be true, but really is false? |
| 12769 | What is meant by saying that we possess memories rather than a power or capacity called memory? |
| 12769 | What is the difference between work and play? |
| 12769 | What is the essential element in the appreciation of humor? |
| 12769 | What is the moral significance of earning a living? |
| 12769 | What is the relation of imagination to thinking? |
| 12769 | What is the significance of one''s emotional response? |
| 12769 | What is the significance of pupil participation in school government? |
| 12769 | What is the type of memory employed by children who have considerable ability in cramming for examinations? |
| 12769 | What kind of images do you seek to have children use in their work in the subjects which you teach? |
| 12769 | What kinds of plays are characteristic of different age periods in the life of children? |
| 12769 | What may be expected in the way of achievement from two children of widely different heredity but of equal training? |
| 12769 | What may be the relation between a good recitation lesson and the solution of a problem? |
| 12769 | What measures have you found most advantageous in securing speed in drill work? |
| 12769 | What might a boy do in the evenings to help his family?......... |
| 12769 | What might be the effect of his father''s death upon the way a boy spent his time?................................................................. |
| 12769 | What motives have you found most usable in keeping attention concentrated during the exercises in habit formation which you conduct? |
| 12769 | What opportunities can you provide in your class for moral social conduct? |
| 12769 | What particular difficulty is involved? |
| 12769 | What poems, or pictures, or music would you expect first- grade children to enjoy? |
| 12769 | What possible weakness is indicated by this procedure? |
| 12769 | What precaution do we need to take to insure permanence in memory upon the part of those who learn quickly? |
| 12769 | What provision do you make in your work to guard against lapses? |
| 12769 | What stages of development are distinguishable in the moral development of children? |
| 12769 | What to differences in education? |
| 12769 | What type of imagery is most important for the work of the inventor? |
| 12769 | What type of study is involved in learning a multiplication table, a list of words in spelling, a conjugation in French? |
| 12769 | What values in the education of an individual are realized through growth in power of appreciation? |
| 12769 | What was his sister''s name?.......................... |
| 12769 | What was the total cost of uniforms and shoes for the nine? |
| 12769 | What, if any, is the danger involved in reveling in idealistic productive imagery? |
| 12769 | What, if any, of the differences noticed among children may be attributed to sex? |
| 12769 | What, then, from among all of the facts or principles which are available are we to select and what are we to reject? |
| 12769 | When are questions which call for facts justified? |
| 12769 | When did Jim and Dick come?................................... |
| 12769 | When is one most efficient in individual pursuits-- when his activity is play, when he works, or when he is a drudge? |
| 12769 | When is your next birthday?...... |
| 12769 | When is your next birthday?...... |
| 12769 | When is your next birthday?...... How old will you be?..... |
| 12769 | When is your next birthday?....... |
| 12769 | When may habit formation involve thinking? |
| 12769 | When may it help? |
| 12769 | When may repetitions actually break down or eliminate habitual responses? |
| 12769 | When should examinations be given? |
| 12769 | When, are repetitions most helpful in habit formation? |
| 12769 | Which of our actions should be the result of reason? |
| 12769 | Which of the factors involved are subject to improvement? |
| 12769 | Which of the instincts seem most strong in the children in your class? |
| 12769 | Which of the three is the most valuable for educational purposes? |
| 12769 | Which stage is he recapitulating, that of the fishes or the monkeys? |
| 12769 | Which would seem real and worth solving to the duller members of the group? |
| 12769 | Which, in your judgment, was the most worth while from the standpoint of the social development of boys and girls? |
| 12769 | Why are children less able to concentrate their attention than are most adults? |
| 12769 | Why are children who skip a grade apt to be able to skip again at the end of two or three years? |
| 12769 | Why are questions which call for comparisons to be considered important? |
| 12769 | Why are some people found in the slums for generations? |
| 12769 | Why are you not justified in grouping children as bright, ordinary, and stupid? |
| 12769 | Why do adults attend to fewer things than do children? |
| 12769 | Why do all children attend when the teacher raps on the desk, when she writes on the board, when some one opens the door and comes into the room? |
| 12769 | Why do ideals which seem to control in one situation fail to affect other activities in which the same ideal is called for? |
| 12769 | Why do some children go to high school and others not? |
| 12769 | Why do some choose classical courses and some manual training courses? |
| 12769 | Why do we sometimes become less efficient when we fix our attention upon an action that is ordinarily habitual? |
| 12769 | Why does building a boat make a stronger appeal to a boy than engaging in manual training exercises which might involve the same amount of activity? |
| 12769 | Why have moral reformers sometimes been considered immoral by their associates? |
| 12769 | Why is Latin a good subject from the standpoint of training for one student and a very poor subject with which to seek to educate another student? |
| 12769 | Why is it hard to break a habit of speech? |
| 12769 | Why is it important for a teacher to seek to cultivate his own power of appreciation? |
| 12769 | Why is it important to allow children to choose the poems that they commit to memory, or the pictures which they hang on their walls? |
| 12769 | Why is it important to have positive satisfaction follow moral conduct? |
| 12769 | Why is it important to phrase questions carefully? |
| 12769 | Why is it not possible to educate children satisfactorily by following where instincts lead? |
| 12769 | Why is it possible to have longer recitation periods in the upper grades and in the high school than in the primary school? |
| 12769 | Why is it true that one''s character depends upon the deliberate choices which he makes among several possible modes or types of action? |
| 12769 | Why is the desire to excel one''s own previous record preferable to striving for the highest mark? |
| 12769 | Why may it not be wise to attempt to teach"their"and"there"at the same time? |
| 12769 | Why may we not consider the several"steps"of the inductive lesson as occurring in a definite and mutually exclusive sequence? |
| 12769 | Why may we not hope for the largest results in training by compelling children to study that which is distasteful? |
| 12769 | Why should a boy think through a poem to be memorized rather than beginning his work by trying to repeat the first two lines? |
| 12769 | Why should a teacher ask some questions which can not be answered immediately? |
| 12769 | Why should drill work be discontinued when children grow tired and cease to concentrate their attention? |
| 12769 | Why should reviews be undertaken at the beginning of a year''s work? |
| 12769 | Why should we seek to make the play element prominent in school activity? |
| 12769 | Why will not consciousness of the technique of study make pupils equally able in studying? |
| 12769 | Why would you ask children to try to image in teaching literature, geography, history, or any other subject for which you are responsible? |
| 12769 | Why? |
| 12769 | Why? |
| 12769 | Why? |
| 12769 | Why? |
| 12769 | Why? |
| 12769 | Why? |
| 12769 | Why? |
| 12769 | Will a boy or girl in your class be more or less easily distracted as he gives free attention or forced attention to the work in hand? |
| 12769 | Will a boy who has unusual ability in music certainly be superior in all other subjects? |
| 12769 | Would you be satisfied to utilize the motive which brings results most quickly and most surely? |
| 12769 | Would you expect fifth- grade children to grow in appreciation of poetry by having them commit to memory selections from Milton''s Paradise Lost? |
| 12769 | the telling of stories of truthfulness, the teaching of moral precepts, and the like? |
| 20220 | [ 6] You ask, Why does the lark rise on the flash of a sunbeam from his meadow to the morning sky, leaving a trail of melody to mark his flight? 20220 poor judgment"? |
| 20220 | ''Where could you possibly hear it, Mr. Knightley? |
| 20220 | ( Why should ridicule not be used?) |
| 20220 | ( i.e., can you tell what a child is_ thinking about_ by the expression on his face? |
| 20220 | 307 THE MIND AND ITS EDUCATION CHAPTER I THE MIND, OR CONSCIOUSNESS We are to study the mind and its education; but how? |
| 20220 | A better student? |
| 20220 | A dull, listless teacher with an interested class? |
| 20220 | After eating indigestible food before going to bed? |
| 20220 | After sitting for half a day in an ill- ventilated schoolroom? |
| 20220 | And where will all this light be at midnight tonight? |
| 20220 | Are feelings alone a safe guide to action? |
| 20220 | Are you easily affected by reading emotional books? |
| 20220 | Are you easily influenced by prejudice or personal preference in making decisions? |
| 20220 | Are you ever obliged to perform any activities in which you have little or no interest, either directly or indirectly? |
| 20220 | Are you independent in deciding upon and following out a line of action? |
| 20220 | Are you naturally responsive to the emotional tone of others; that is, are you sympathetic? |
| 20220 | Are you over- impulsive? |
| 20220 | Are you seeking to cultivate expression in new lines? |
| 20220 | Are you stubborn? |
| 20220 | Are you subject to the"blues,"or other forms of depressed feeling? |
| 20220 | Are you troubled with indecision; that is, do you have hard work to decide in trivial matters even after you know all the facts in the case? |
| 20220 | Are you? |
| 20220 | Are your moods very changeable, or rather constant? |
| 20220 | As you read the description of a bit of natural scenery, does it rise before you? |
| 20220 | As you study the description of a battle, can you see the movements of the troops? |
| 20220 | But how are we to discover the nature of the mind, or come to know the processes by which consciousness works? |
| 20220 | But where were these once- known facts, now remembered so easily, while they were out of your mind? |
| 20220 | But why by holding this object a foot away from the face do we know that it is there, let alone knowing its temperature? |
| 20220 | But why multiply the recollections? |
| 20220 | But why"of course"? |
| 20220 | By emotional plays or other appeals? |
| 20220 | By some disturbing mental condition? |
| 20220 | CHAPTER II ATTENTION How do you rank in mental ability, and how effective are your mind''s grasp and power? |
| 20220 | CHAPTER X ASSOCIATION Whence came the thought that occupies you this moment, and what determines the next that is to follow? |
| 20220 | CHILD AND ADULT THINKING.--What constitutes the difference in the thinking of the child and that of the sage? |
| 20220 | CONTENT OF CONSCIOUSNESS DETERMINED BY FUNCTION.--How much mind does man need? |
| 20220 | Can I again hear the rattle of the dishes? |
| 20220 | Can I feel again the strain of muscle and joint in passing the heavy dish? |
| 20220 | Can I feel the movement of the jaws in chewing the beefsteak? |
| 20220 | Can I get again the sensation of pain which accompanied biting on a tender tooth? |
| 20220 | Can I get clearly the temperature of the hot coffee in the mouth? |
| 20220 | Can I get the appetizing odor of the coffee? |
| 20220 | Can I recall the touch of my fingers on the velvety peach? |
| 20220 | Can I see all parts of it equally clearly? |
| 20220 | Can I taste clearly the milk? |
| 20220 | Can a person have absolutely_ nothing_ in his mind? |
| 20220 | Can you classify the various ones of your decisions which you can recall under the four types mentioned in the text? |
| 20220 | Can you control your attention? |
| 20220 | Can you describe the process by which your plans or ideals change? |
| 20220 | Can you explain the causes lying back of this difference? |
| 20220 | Can you fix the age in both cases? |
| 20220 | Can you hold yourself up to a high degree of effort? |
| 20220 | Can you judge yourself well enough to tell to which volitional type you belong? |
| 20220 | Can you measure more or less accurately the extent to which your feelings serve as_ motives_ in your life? |
| 20220 | Can you name any activities in which you once had a strong interest but which you now perform chiefly from force of habit and without much interest? |
| 20220 | Can you persevere? |
| 20220 | Can you recall an instance in which some undesirable mood was caused by your physical condition? |
| 20220 | Can you recall any instance in which you made too hasty a generalization when you had observed but few cases upon which to base your premise? |
| 20220 | Can you see all the rooms in their various finishings and furnishings? |
| 20220 | Can you see it from all sides? |
| 20220 | Can you tell whether he is_ angry_,_ frightened_,_ sorry_, by his face? |
| 20220 | Cheerful, or"blue"? |
| 20220 | Confident and hopeful, or discouraged? |
| 20220 | Deduction starts with a general truth and asks the question,"What new relations are made necessary among particular facts by this truth?" |
| 20220 | Did you ever make a mistake in an example in, say, percentage, by saying"This is the base,"when it proved not to be? |
| 20220 | Do I get the snowy white and gloss of the linen? |
| 20220 | Do the pupils realize the events as actually happening, and the personages as real, living people? |
| 20220 | Do you ever skip the descriptive parts of a book and read the narrative? |
| 20220 | Do you ever try to put yourself in the other person''s place? |
| 20220 | Do you experience once more the emotions you then felt? |
| 20220 | Do you feel occasional thrills of cold as the point passes over a bulb of Krause? |
| 20220 | Do you feel the thrills of heat from the corpuscles of Ruffini? |
| 20220 | Do you find that definitions whose meaning is not clear are often required of children? |
| 20220 | Do you find that general mental ability seems to be correlated with sensory and motor ability, or not? |
| 20220 | Do you find that you understand better some difficult point or problem after you have succeeded in stating it? |
| 20220 | Do you find the trouble to be an inadequate concept? |
| 20220 | Do you know of children too much given to daydreaming? |
| 20220 | Do you know persons who are inclined to be too expressive emotionally? |
| 20220 | Do you number those among your acquaintance who seem bright enough, so far as learning is concerned, but who can not get anything accomplished? |
| 20220 | Do you remember better what you have expressed? |
| 20220 | Do you submit easily to temptation? |
| 20220 | Do you think that on the whole the emotional life of the child receives enough consideration in the school? |
| 20220 | Does it pay to be heroic in one''s self- control? |
| 20220 | Does it pay? |
| 20220 | Does the material learned in this way stay with you? |
| 20220 | Does the system of management and control throw responsibility on the pupils in a way to develop their powers of will? |
| 20220 | Does your school have the test card for vision? |
| 20220 | Expression needs to be cultivated as an art; for who can express all he thinks, or feels, or conceives? |
| 20220 | Fear? |
| 20220 | For have we not often felt the pain from a toothache, from not being able to take a long- planned trip, from the loss of a dear friend? |
| 20220 | For motor development through play? |
| 20220 | For social training? |
| 20220 | From the shooting of a drop of acid from the rind of the orange into the eye? |
| 20220 | From this start how may the entire circumstance be recalled? |
| 20220 | From your own experience of the last hour, what examples of impulsive action can you give? |
| 20220 | Grief? |
| 20220 | HOW THE WILL EXERTS ITS COMPULSION.--How does the will bring its compulsion to bear? |
| 20220 | Habit is, therefore, one of the great factors to be reckoned with in our lives, and the question becomes not, Shall we form habits? |
| 20220 | Habit takes care of our standing, walking, sitting; but how many of us could not improve his poise and carriage if he would? |
| 20220 | Hatred? |
| 20220 | Have you a strong power of will? |
| 20220 | Have you a tendency to drift with the crowd? |
| 20220 | Have you any concepts which you are working very hard to enrich? |
| 20220 | Have you any interests of which you are not proud? |
| 20220 | Have you as broad a field of interests as you can well take care of? |
| 20220 | Have you ever been puzzled by the appearance in your mind of some fact or incident not thought of before for years? |
| 20220 | Have you ever had anything that you otherwise presumably would enjoy rendered distasteful because of unpleasant associations? |
| 20220 | Have you ever observed an enthusiastic teacher with an uninterested class? |
| 20220 | Have you ever observed that children under a dozen years of age usually can not be depended upon for"team work"in their games? |
| 20220 | Have you ever planned a house as you think you would like it? |
| 20220 | Have you ever seen a class when listless from listening liven up when they were given something to_ do_ themselves? |
| 20220 | Have you known children to repress their emotions for fear of being laughed at? |
| 20220 | Have you known parents or others to remark about childish love affairs to the children themselves in a light or joking way? |
| 20220 | Have you noticed a difference in the_ habit_ of attention in different pupils? |
| 20220 | Have you noticed any children especially adept in expression? |
| 20220 | Have you noticed any very backward? |
| 20220 | Have you noticed the same thing for whole schools or rooms? |
| 20220 | Have you observed any instance in which pupils''lack of attention should be blamed on the teacher? |
| 20220 | Have you observed any teacher using the lesson in literature or history to cultivate the finer emotions? |
| 20220 | Have you observed one class alert in attention, and another lifeless and inattentive? |
| 20220 | Have you seen a teacher rap the desk for attention? |
| 20220 | Have you seen pupils inattentive from lack of( 1) change,( 2) pure air,( 3) enthusiasm on the part of the teacher,( 4) fatigue,( 5) ill health? |
| 20220 | Have you so many interests that you are slighting the development of some of the more important ones? |
| 20220 | Histories made up chiefly of dates and lists of kings or presidents are not interesting; what is the remedy? |
| 20220 | How are we able to say that all men are mortal, and that lightning in the west is a sure sign of rain? |
| 20220 | How are we able to wake up at a certain hour previously determined? |
| 20220 | How can we tell whether our will is strong or weak? |
| 20220 | How can you tell? |
| 20220 | How did you come by it; that is, in how far is it due to hereditary temperament, and in how far to your daily moods? |
| 20220 | How do you explain this fact? |
| 20220 | How does it affect you? |
| 20220 | How is the singing teacher able, after his class has sung through several scores, to tell that they are flatting? |
| 20220 | How many common birds can you identify? |
| 20220 | How many have no paint on them? |
| 20220 | How many inch cubes have paint on three faces? |
| 20220 | How many kinds of trees? |
| 20220 | How many on one face? |
| 20220 | How many on two faces? |
| 20220 | How many people who plan their own houses, would build them just the same again after seeing them completed? |
| 20220 | How might visual imagery have saved the error? |
| 20220 | How ought this chapter to help one in making a better teacher? |
| 20220 | How shall the undeveloped cells and fibers grow to full maturity and efficiency? |
| 20220 | How was this general truth arrived at? |
| 20220 | How would you classify yourself in this respect? |
| 20220 | How would you stimulate the imagination of a child who does not seem to picture or make real the descriptions in reading, geography, etc.? |
| 20220 | How, then, shall the undeveloped cells and system ripen? |
| 20220 | INTROSPECTION THE ONLY MEANS OF DISCOVERING NATURE OF CONSCIOUSNESS.--What, then, is mind? |
| 20220 | If emotion accompanies any form of physical expression, why not all? |
| 20220 | If so, in what form of expression in each case? |
| 20220 | If so, what was the fault? |
| 20220 | In a spirit of harmony and coöperation with your teacher, or antagonistic? |
| 20220 | In hand and arm in using knife and fork and spoon? |
| 20220 | In how far does this depend on your method of_ learning_ the facts in the first place? |
| 20220 | In the home? |
| 20220 | In which particular ones of your studies do you think you could have done better if you had been given more opportunity for expression? |
| 20220 | Induction starts with particulars, and asks the question,"To what general truth do these separate facts lead?" |
| 20220 | Is it not evident that we can never make any of these images more clear to those who listen to us or read our words than they are to ourselves? |
| 20220 | Is it possible that such inability may come from an insufficient basis in observation, and hence in images? |
| 20220 | Is it true that all work and no play makes Jack a dull boy? |
| 20220 | Is speech as necessary in expressing feeling as in expressing thought?) |
| 20220 | Is the child''s emotional life as real as that of the adult? |
| 20220 | Is the trouble on the expression side of their character? |
| 20220 | Is there danger in attempting too many lines? |
| 20220 | It must get started, but how? |
| 20220 | James, in illustrating this mental type, has quoted the following from Miss Austen''s"Emma":"''But where could_ you_ hear it?'' |
| 20220 | Jealousy? |
| 20220 | Just what_ is_ the will, and what is the content of our mental stream when we are in the act of willing? |
| 20220 | Love? |
| 20220 | Most children in the elementary school are not interested in technical grammar; why not? |
| 20220 | Note certain children who give way to fits of anger; what is the remedy? |
| 20220 | Note other children who cry readily; what would you suggest as a cure? |
| 20220 | ORIGIN OF CHARACTERISTIC EMOTIONAL REACTIONS.--Why do certain facts or objects of consciousness always cause certain characteristic organic responses? |
| 20220 | Of the chest and diaphragm in laughing? |
| 20220 | Of the freshly donned garment? |
| 20220 | Of the grateful coolness of the breeze wafted in through the open window? |
| 20220 | Of the hot dish on the hand? |
| 20220 | Of the ice water? |
| 20220 | Of the meat? |
| 20220 | Of the muscles in sitting and rising? |
| 20220 | Of the throat and lips in talking? |
| 20220 | Of weeds? |
| 20220 | Of wild flowers? |
| 20220 | On the fretted glassware? |
| 20220 | On the other hand, do you lack certain interests which you feel that you should possess? |
| 20220 | On the other hand, who is free from all unpleasant memories-- from regrets, from pangs of remorse? |
| 20220 | On the smooth skin of an apple? |
| 20220 | Or what boy, slyly smoking one of his early cigarettes, would proceed if he could see his haggard face and nerveless hand a few years farther along? |
| 20220 | Ought advice to do more than to assist in getting all the evidence on a case before the one who is to decide? |
| 20220 | Ought this ever to be done? |
| 20220 | SOCIAL VALUE OF EXPRESSION.--The criterion of an education once was, how much does he know? |
| 20220 | Should children be_ taught_ to play? |
| 20220 | So I said I would go down and see, and Jane said:"Shall I go down instead? |
| 20220 | Suppose you had made such a list five years ago, where would it have differed from the present list? |
| 20220 | THE MATERIAL USED BY IMAGINATION What is the material, the mental content, out of which imagination builds its structures? |
| 20220 | THE NATURE OF PERCEPTION HOW A PERCEPT IS FORMED.--How, then, do we proceed to the discovery of this world of objects? |
| 20220 | THE NECESSITY FOR PLAY.--But why is play so necessary? |
| 20220 | THE NEURONE.--What, then, is a neurone? |
| 20220 | THE STUFF OF MEMORY What are the forms in which memory presents the past to us? |
| 20220 | Tell me that the old trapdoor never bent its hinges in response to either man or monster for twenty years? |
| 20220 | That is, do you see in your mind things just as they were, and hear again sounds which occurred, or feel again movements which you performed? |
| 20220 | The bacon? |
| 20220 | The brown of the toast? |
| 20220 | The butter? |
| 20220 | The chance ache in the head? |
| 20220 | The chatter of the voices, each with its own peculiar pitch and quality? |
| 20220 | The chirp of a neighborly cricket? |
| 20220 | The clink of the spoon against the cup? |
| 20220 | The coffee? |
| 20220 | The contact of leather- covered or cane- seated chair? |
| 20220 | The delicate coloring of the china, so that I can see where the pink shades off into the white? |
| 20220 | The eggs? |
| 20220 | The feel of the fresh linen? |
| 20220 | The feeling of perfect health? |
| 20220 | The fruit? |
| 20220 | The graceful lines and curves of the dishes? |
| 20220 | The jelly? |
| 20220 | The moving up of the chairs? |
| 20220 | The oranges and bananas? |
| 20220 | The perfume from a handkerchief newly treated to a spray of heliotrope? |
| 20220 | The perfume of the lilac bush outside the door? |
| 20220 | The pleasant feeling connected with the exhilaration of a beautiful morning? |
| 20220 | The pleasure connected with partaking of a favorite food? |
| 20220 | The question then becomes, how do we perceive change, or succession? |
| 20220 | The remedy? |
| 20220 | The remedy? |
| 20220 | The rich red and dark green of the bouquet of roses? |
| 20220 | The rolls? |
| 20220 | The sheen of the silver? |
| 20220 | The sparkle of the glassware? |
| 20220 | The tinkle of a distant bell? |
| 20220 | The twitter of a bird outside the window? |
| 20220 | The yellow of the cream? |
| 20220 | To suppress? |
| 20220 | To_ assimilative_ thinking? |
| 20220 | To_ deliberative_ thinking? |
| 20220 | Under which can you accomplish more? |
| 20220 | Under which class does the largest number fall? |
| 20220 | WHERE CONSCIOUSNESS RESIDES I-- the conscious self-- dwell somewhere in this body, but where? |
| 20220 | WHY WE NEED MINDS.--Let us first of all ask what mind is for, why do animals, including men, have minds? |
| 20220 | Was it an effort to attend to the reading? |
| 20220 | Were you able to trace out the associative connection that caused the fact to appear? |
| 20220 | What all had happened? |
| 20220 | What are the characteristic bodily expressions by which you can recognize a state of anger? |
| 20220 | What are the elements with which it deals? |
| 20220 | What are the symptoms? |
| 20220 | What are you doing about your own powers of expression? |
| 20220 | What are you doing at present to increase your power of thinking? |
| 20220 | What are you doing to improve your imagination? |
| 20220 | What bearing have these facts on teaching? |
| 20220 | What becomes of our mind or consciousness while we are asleep? |
| 20220 | What concepts have you now which you are aware are very meager? |
| 20220 | What constitutes"good judgment"? |
| 20220 | What did a noted sculptor mean when he said that a smile at the eyes can not be depended upon as can one at the mouth? |
| 20220 | What distractions have you observed in the schoolroom tending to break up attention? |
| 20220 | What do you conclude as to the importance of play and freedom in early education? |
| 20220 | What do you think of the advisability of giving prizes in connection with school work? |
| 20220 | What does it think about? |
| 20220 | What does this mean? |
| 20220 | What emotions have you observed on the playground that needed restraint? |
| 20220 | What emotions have you seen appealed to by a lesson in nature study? |
| 20220 | What examples can you recount from your own experience of conscious imitation? |
| 20220 | What examples have you observed in children''s plays showing their love for dramatic representation? |
| 20220 | What forms of expression most commonly reveal_ thought_; what reveal emotions? |
| 20220 | What handicrafts are the most suitable for children of primary grades? |
| 20220 | What has happened to his_ dog_, which at the beginning meant the one particular little individual with which he played? |
| 20220 | What instincts have you noticed developing in children? |
| 20220 | What interests are you now trying especially to cultivate? |
| 20220 | What is in its mind? |
| 20220 | What is its structure, its function, how does it act? |
| 20220 | What is the application of the preceding question to the esthetic quality of our school buildings? |
| 20220 | What is the cause of these states of indecision? |
| 20220 | What is the danger from overexciting the emotions without giving them a proper outlet in some practical activity? |
| 20220 | What is the difference between stubbornness and firmness? |
| 20220 | What is the effect of inability to hear or see well upon interest and attention? |
| 20220 | What is the stuff of which it consists? |
| 20220 | What is the thing that we call consciousness? |
| 20220 | What is the value of advice? |
| 20220 | What is yonder object? |
| 20220 | What is your characteristic mood in the morning after sleeping in an ill- ventilated room? |
| 20220 | What is your concept of_ mountain?_ How many have you seen? |
| 20220 | What is your concept of_ mountain?_ How many have you seen? |
| 20220 | What kind of a disposition do you think you have? |
| 20220 | What of your reasoning which followed? |
| 20220 | What ones have you observed to fade away? |
| 20220 | What ones of these are the schools you know least successful in cultivating? |
| 20220 | What plans and ideals have you formed, and what ones are you at present following? |
| 20220 | What proportion of the time supposedly given to study is given over to_ chance_ or idle thinking? |
| 20220 | What range and type of consciousness will best serve to adjust us to our world of opportunity and responsibility? |
| 20220 | What ray of intelligence would enter his mind? |
| 20220 | What recent decisions have been thus affected? |
| 20220 | What sensory training can be had from( 1) geography,( 2) agriculture,( 3) arithmetic,( 4) drawing? |
| 20220 | What spendthrift would throw away his money on vanities could he vividly see himself in penury and want in old age? |
| 20220 | What tests should be used? |
| 20220 | What type of attention was secured? |
| 20220 | What use do you make of imagination in the common round of duties in your daily life? |
| 20220 | What use of imitation may be made in teaching( 1) literature,( 2) composition,( 3) music,( 4) good manners,( 5) morals? |
| 20220 | What was the cause of the error? |
| 20220 | What was there so terrible in being alone? |
| 20220 | What will each one be most likely to observe about you? |
| 20220 | What would he know? |
| 20220 | What would he think about? |
| 20220 | When can you do your best work, when you are happy, or unhappy? |
| 20220 | When you say that you remember a circumstance that occurred yesterday, how do you remember it? |
| 20220 | Where did they stay while you were not thinking of them? |
| 20220 | Where does the cause of failure lie? |
| 20220 | Where does the trouble lie? |
| 20220 | Where, then, are they most needed? |
| 20220 | Which can you maintain longer? |
| 20220 | Which course will you follow-- the rugged path of duty or the easier one of pleasure? |
| 20220 | Which fatigues you more, to give attention of the nonvoluntary type, or the voluntary? |
| 20220 | Which has the better opportunity for sensory training, the city child or the country child? |
| 20220 | Which is the more pleasant and agreeable to give? |
| 20220 | Which should come first, the definition or the meaning and application of it? |
| 20220 | Who can do his innermost self justice when he attempts to express it in language, in music, or in marble? |
| 20220 | Who has not reveled in the pleasure accompanying the memories of past joys? |
| 20220 | Who of us would choose to live through those childish fears again? |
| 20220 | Who show too little emotional expression? |
| 20220 | Why all this waste? |
| 20220 | Why are myriads of animal forms on the earth today doing what they were countless generations ago? |
| 20220 | Why are we sometimes unable to recall, when we need them, facts that we perfectly well know? |
| 20220 | Why can not sulphur be tasted? |
| 20220 | Why does the beaver build his dam, and the oriole hang her nest? |
| 20220 | Why does the lover seek the maid, and the mother cherish her young? |
| 20220 | Why have our child labor laws? |
| 20220 | Why is it particularly hard to commit what one does not understand? |
| 20220 | Why is some laughter much more pleasant than other laughter? |
| 20220 | Why is this impulse so deep- rooted in our natures? |
| 20220 | Why not compel our young to expend their boundless energy on productive labor? |
| 20220 | Why not continue this method instead of sending the child to school? |
| 20220 | Why not shut recesses from our schools, and so save time for work? |
| 20220 | Why should this be the case? |
| 20220 | Why should this be true? |
| 20220 | Wonderful intelligence? |
| 20220 | Would it have been better in some cases had you stopped to deliberate? |
| 20220 | Would the race choose to live its evolution over again? |
| 20220 | Would you all like to relive your childhood for its pleasures if you had to take along with them its sufferings? |
| 20220 | Would you call any teaching of literature, history, geography, or science successful which fails to develop an interest in the subject? |
| 20220 | _ Why?_ 3. |
| 20220 | for the grammar school? |
| 20220 | for the high school? |
| 20220 | of the influence of environment? |
| 20220 | of unconscious imitation? |