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 |
|---|---|
| 14567 | As Browning says,"A man''s reach should exceed his grasp, or what''s a heaven for?" |
| 14567 | But how may the child acquire this habit of mastery? |
| 14567 | But the student who has imagination and industry inquires"What then?" |
| 14567 | Can it be denied that this man is all the better citizen for his ability to appreciate the wonderfulness of a sunrise? |
| 14567 | Only such as the defiant, wicked, and rebellious Cain can ask the question,"Am I my brother''s keeper?" |
| 14567 | Shall I drink the blood of these men that have put their lives in jeopardy? |
| 14567 | Turning to the boys he exclaimed,"Are you pure in heart? |
| 14567 | Whereupon the artist replied,"Do n''t you wish you could?" |
| 30296 | Can we take burning coals into our bosom and not be burned? |
| 30296 | And little as we know, how much of that little could be learned from a lifelong study of ancient lore? |
| 30296 | And what is the result? |
| 30296 | Are the pupils of West Point generally found deficient in intellect? |
| 30296 | Can any reason be suggested for adopting a different system of instruction for girls than that which shall be determined on as best fitted for boys? |
| 30296 | Is it practicable? |
| 30296 | Is not, on the contrary, the fact of having graduated at that school a passport to the_ highest scientific_ and_ practical_ employment? |
| 30296 | The inquiry then arises: What are to be the new means and appliances for mental culture? |
| 30296 | What are his powers, what is his destiny, and for what purpose and for what object was he created? |
| 30296 | What did the ancients know of steam, of electricity, of the material elements of nature, of her forces? |
| 30296 | What great purpose in the economy of nature could it serve? |
| 30296 | What is man? |
| 30296 | What shall I seek to engrave upon the clear tablets of their young and tender minds, in order that their future lot may be a joyous one? |
| 30296 | What sort of teaching and training am I to give to the subjects of my care? |
| 30296 | What steps are taken to familiarize the students of, say the freshman class, with that great nature of which they form a part? |
| 30296 | What, for instance, do they learn of the structure of their own bodies, and of the means of preserving health? |
| 30296 | What, so far as we can see, would this earth be without any inhabitants? |
| 30296 | teach political economy to children? |
| 13049 | Who ax you fer ter come en strike up a''quaintance wid dish yer Tar- Baby? 13049 Whose child?" |
| 13049 | After quite a silence he asked again:"What was there before the world was born?" |
| 13049 | But can I cause my boys and girls to think they can? |
| 13049 | Can it be that their teachers failed to invest these places with human interest, that they were but words in a book and not real to them at all? |
| 13049 | En who stuck you up dar whar you is? |
| 13049 | I have a right to use my knife at table instead of a fork, and who is to gainsay my using my fingers? |
| 13049 | I recall that one of my aunts came in one day and, seeing me out in the yard most ingloriously tousled, asked my good mother:"Is that your child?" |
| 13049 | I wonder if reclining on the grass under a maple- tree is not a part of the pursuit of happiness that is specifically set out in the Constitution? |
| 13049 | If I believe that a grasshopper is a quadruped, what satisfaction could I possibly take in discovering that he has six legs? |
| 13049 | If it is n''t, it is hardly worth a first reading, I do n''t get tired of my friend Brown, so why should I put Dickens off with a mere society call? |
| 13049 | If that is true, why do n''t they wait till matters scientific are settled, and then write their books? |
| 13049 | It might not help him much for me to ask him:"Do n''t you wish you could?" |
| 13049 | Let''s see, was n''t it Theseus whose eternal punishment in Hades was just to sit there forever? |
| 13049 | Meekly he asked:"Why are they tolling the bell?" |
| 13049 | Must I travel all the way to Yellowstone Park to know a geyser? |
| 13049 | Now, just what are the native interests of a colt? |
| 13049 | So I suppose these critics will look at me, with something akin to pity in the look, and say:"Do n''t you wish you could?" |
| 13049 | So why not be philosophical and read the book? |
| 13049 | So, what additions can possibly be needed? |
| 13049 | The artist looked at him steadily for a moment, and then replied:"Do n''t you wish you could?" |
| 13049 | Then, what? |
| 13049 | When his laughter had spent itself somewhat, I asked meekly:"What are you laughing at?" |
| 13049 | Who knows? |
| 13049 | Why all the bother and trouble about a little thing like that? |
| 13049 | Why ca n''t folks let a fellow alone, anyhow? |
| 13049 | Why write a book at all when you know that day after tomorrow some one will come along and refute all the theories and mangle the facts? |
| 13049 | Why, pray, should he wash his feet when he knows full well that tomorrow night will find them in the same condition? |
| 18698 | Columbus was an----? |
| 18698 | He_ done_ it;"Has the bell_ rang_?" |
| 18698 | No, he was an It----? |
| 18698 | A teacher asked a class in elementary physiology,"What measures would you take to resuscitate a person asphyxiated with carbon dioxide?" |
| 18698 | And what is the effect of poor oxidization on physical vitality? |
| 18698 | Another teacher asked the following questions: Why must the body have air to breathe? |
| 18698 | But how is the oxygen carried to every part of the body and brought into contact with the tissues? |
| 18698 | Have you ever seen a stretch of shore like this one? |
| 18698 | How do the base and altitude of the triangles compare with the base and altitude of the rectangle? |
| 18698 | How do the two triangles compare in area? |
| 18698 | How does air entering the lungs differ from air leaving them? |
| 18698 | How is the oxygen carried by the blood? |
| 18698 | How many cubic inches of air will the lungs contain? |
| 18698 | How many times do we naturally breathe in a minute? |
| 18698 | How much better such questions as these:-- When did the Pilgrims first sight land? |
| 18698 | How much of this can not be expelled by breathing out? |
| 18698 | How shall we find its area? |
| 18698 | Nor is it enough to inquire,"How many understand this lesson?" |
| 18698 | Now I draw a line diagonally across the rectangle; how many figures are there? |
| 18698 | Of what use is oxygen in the body? |
| 18698 | On a morning late in November, what did the Pilgrims do? |
| 18698 | On mental vitality? |
| 18698 | On the shore of Plymouth harbor what is there lying? |
| 18698 | Suppose we breathe air that contains too little oxygen, what will be the effect on the corpuscles? |
| 18698 | The teacher asks,"Where is Chicago?" |
| 18698 | The teacher should know just what answer he desires, and then ask,"In what State; on what continent; on what lake; or in what county?" |
| 18698 | Then he asked the class,"What would you do for a person who had been smothered by breathing coal gas?" |
| 18698 | Then, how may we find the area of a triangle? |
| 18698 | Then, if each is half of the rectangle, what must be the area of one of the triangles? |
| 18698 | Two days later, where did the Mayflower come to anchor? |
| 18698 | What are some of the effects of breathing impure air? |
| 18698 | What are the effects of attention to a moving object? |
| 18698 | What change takes place in the air while in the lungs? |
| 18698 | What change takes place in the blood while in the lungs? |
| 18698 | What corresponding change takes place in the blood while it is in the lungs? |
| 18698 | What did Arnold_ become_? |
| 18698 | What do we call this figure? |
| 18698 | What gas do they give up in exchange for the oxygen? |
| 18698 | What is animal heat? |
| 18698 | What is the temperature of the body? |
| 18698 | What land did they see? |
| 18698 | What measures did they take to see whether this was a suitable place to land? |
| 18698 | What must immigrants coming into this country_ have_? |
| 18698 | What was its appearance? |
| 18698 | What will be the effect on oxidization in the tissues? |
| 18698 | What_ about_ the Monroe Doctrine? |
| 18698 | What_ happens_ when it lightnings? |
| 18698 | What_ is_ the cow? |
| 18698 | What_ of_ the animals in the temperate zone? |
| 18698 | Where did they finally anchor? |
| 18698 | Where do the corpuscles of the blood get their loads of oxygen? |
| 18698 | Where do they get the carbon dioxide? |
| 18698 | Where does this oxidization, or burning up of worn- out cells, take place? |
| 18698 | While the Mayflower remained at anchor, what did Captain Standish and a boatload of men do? |
| 18698 | Who chased whom down what valley? |
| 18698 | Why did not the Pilgrims land at this point? |
| 18698 | Why has a cat fur and a duck feathers? |
| 18698 | Why is the name"Plymouth Rock"so famous in American history? |
| 18698 | _ How_ does tobacco grow? |
| 18698 | _ What_ do birds like? |
| 18698 | _ When_ does a person need food? |
| 18698 | or"How many got all the examples?" |
| 19659 | Or what man is there of you whom if his son ask bread will he give him a stone? |
| 19659 | ( This depends largely upon heredity and native endowment) but, What is its quality and its temper? |
| 19659 | Acknowledging then the necessity for training all these powers, how can it best be done? |
| 19659 | Admitting that strong moral character is the noblest result of right training, is it not still incidental to the regular school work? |
| 19659 | Again, a boy goes to town and sees a_ banana_ for the first time, and asks,"What is that? |
| 19659 | And is there any motive or incentive so stimulating to the will as a steady and constantly increasing_ interest_ in studies? |
| 19659 | And on what does efficiency in the production, preparation, and distribution of commodities depend? |
| 19659 | And where was given a better opportunity for the display of personal virtues than by the leaders of these little danger- encircled communities? |
| 19659 | Are the various sciences so distinct and so widely separated in nature and in real life as they are in school? |
| 19659 | As a child enters upon the work of acquisition are there any regulatives to guide the process of learning? |
| 19659 | As measured upon this cardinal purpose, what is the intrinsic value of each school study? |
| 19659 | But the question at once arises: Does not the will always act from_ motives_ of some sort? |
| 19659 | But the question that confronts us at every turn is,_ What is the disciplinary value of nature study_? |
| 19659 | But to what was his remarkable influence as a teacher of young men due? |
| 19659 | But we believe that those educators whose first, middle, and last question in education is,"What is the_ disciplinary_ value of a study?" |
| 19659 | But what ideas are thus disturbed? |
| 19659 | But where is the limit? |
| 19659 | Can growth in knowledge be made a progressive investigation? |
| 19659 | Can our common studies be approached in this inquisitive spirit? |
| 19659 | Do we proceed from the whole, to the parts, or from the parts to the whole? |
| 19659 | For culture purposes, where can their equals be found? |
| 19659 | Have we any home- bred food like this for the nourishment of our growing youth? |
| 19659 | How are glass and soap made? |
| 19659 | How are iron, silver, and copper ore mined and reduced? |
| 19659 | How do reading and natural science aid a child to grow into the full stature of a man or woman? |
| 19659 | How does a suction pump work and why? |
| 19659 | How far can teaching stimulate and develop such a will? |
| 19659 | How is it possible for a fish to breathe in water? |
| 19659 | How is sugar obtained from maple trees, cane, and beet root? |
| 19659 | How is the teacher to approach and influence the will of the child? |
| 19659 | How? |
| 19659 | If a dry goods merchant, a horse jockey, and an architect pass down a city street together, what will each observe? |
| 19659 | Into what_ relations_ shall the other studies of the school enter to these historical materials? |
| 19659 | Is it by supposing that the child has a will already developed and strong enough to be relied upon on all occasions? |
| 19659 | Is n''t there a quicker and easier way? |
| 19659 | Is there then any reason why school history should ignore its blood relationships to other branches of knowledge? |
| 19659 | Is this history adapted to cultivate the highest moral and intellectual qualities of children as they advance from year to year? |
| 19659 | Knowledge likewise enters the mind, but how far will assimilation go on without conscious effort? |
| 19659 | Now what will the average man, picked up at random, say to our question: What is the chief end in the education of your son? |
| 19659 | Now, who is better able to judge of the true aim than thoughtful and solicitous_ parents_? |
| 19659 | On the contrary, must not the teacher put incentives in the path of the pupil, ideas and feelings that prompt him to self- denial? |
| 19659 | On what principle is it possible to select both interesting and valuable materials for the successive grades? |
| 19659 | Secondly, what is the_ effect on the old ideas_? |
| 19659 | Shall we answer to all this that schools were never designed to teach such things? |
| 19659 | Shall we seek to avoid responsibility for the moral aim by throwing it upon the family and the church? |
| 19659 | So long as we are dealing with fundamental aims in such a serious business as education, why stop short of that ideal which is manifestly the best? |
| 19659 | Spencer sees clearly the importance of this problem and gives it a vigorous discussion in his first chapter,"What knowledge is of most worth?" |
| 19659 | The first question, preliminary to all others in the common school course,"What is the most important study?" |
| 19659 | The under- lying question in education is not, How strong or incisive is his mind? |
| 19659 | To what extent does history contribute to our purpose? |
| 19659 | We desire therefore to approach nearer to this problem:_ What is the highest aim of education_? |
| 19659 | We_ can_ pave such a road through the fields of moral science, but when a child has traveled it is he a whit the better? |
| 19659 | What can concentration do to remedy the one and check the other? |
| 19659 | What has a knowledge of natural science to do with the construction of stoves, furnaces, and lamps? |
| 19659 | What importance have geography and arithmetic? |
| 19659 | What is the cause of this difference? |
| 19659 | What is the central purpose of education? |
| 19659 | What noble examples does it furnish of right thought and action? |
| 19659 | What relation have these facts to induction? |
| 19659 | What results in this direction can the natural sciences tabulate? |
| 19659 | When a child, leaving school behind, develops into a citizen, what tests are applied to him? |
| 19659 | Who has the best survey of the field? |
| 19659 | Who spends six hours a day directing these currents of thought and interest? |
| 19659 | Why has one man learned so much and the other nothing? |
| 19659 | Why is it that a mole can burrow and live under ground? |
| 19659 | Why not bind all the studies and ideas of a child as closely together as possible by natural lines of association? |
| 19659 | Why not cultivate those nobler incentives that spring out of culture- bringing- knowledge? |
| 19659 | Why not select for reading lessons those materials which will throw added light upon contemporaneous lessons in history, botany, and geography? |
| 19659 | Why should the teacher rely upon his own unaided example more than the preacher? |
| 19659 | Why should we not, instead of dead books, open the living book of nature? |
| 19659 | _ Are_ there materials for school study which are adapted fully to interest first grade children? |
| 13398 | Can we have a word with you, before school takes up? |
| 13398 | Do you mean to say that you do n''t know what it is to lean against a tree? 13398 Dodd"wondered what was wanted, but arose, as he was bidden, and went to the door,"Do you see that tree, away down the road?" |
| 13398 | How old is your boy? |
| 13398 | Is that the actual truth of the matter? |
| 13398 | It is a fine time for you to plead your mother now, is n''t it? |
| 13398 | So you will not give me money to pay my fine? |
| 13398 | That''s what I think it means; what do you think it means? |
| 13398 | Well, what have I got to do if I go back? |
| 13398 | Well, will you give the boy a trial? |
| 13398 | What do I think it means? |
| 13398 | What is your name, my dear? |
| 13398 | What line? |
| 13398 | Where do you suppose I hid? |
| 13398 | Why are you leaving the room,''Dodd''? |
| 13398 | Why do n''t you want to try,''Dodd?'' |
| 13398 | Why, what is this? |
| 13398 | Why, what is this? |
| 13398 | You do n''t think I''d lie about a thing like that, do you? |
| 13398 | All this you may do, and yet, of what avail is it all? |
| 13398 | And do not content yourself, either, by merely saying,"But what are we going to do about it?" |
| 13398 | And for you, good people, who do not believe in this sort of thing, what about this case? |
| 13398 | And if not a crime in"Dodd''s"case, why in other cases like his? |
| 13398 | And the question is, what are we to do about it? |
| 13398 | And what are you going to do about it? |
| 13398 | And why not? |
| 13398 | Are you a drunkard, with an appetite for drink that is gnawing your life away? |
| 13398 | As people are born, so are they always, and what do all our strivings to change thy decrees amount to? |
| 13398 | But what were the world without martyrs? |
| 13398 | Did you ever hook a big fish, when angling with a light rod and line? |
| 13398 | Did you ever think that when the Master received his severest temptation it was when he was alone? |
| 13398 | Do n''t you suppose, good people, that it would be a great deal better, all around, if we each one got what we really deserve just when we deserve it? |
| 13398 | Do you intend to mind me?" |
| 13398 | Do you see any relation between"Dodd"and Amanda, good folks? |
| 13398 | Do you understand?" |
| 13398 | Does Mary whisper too much? |
| 13398 | Eh? |
| 13398 | Gentle teacher, you who read these lines, you know who was to take care of this specimen, do n''t you? |
| 13398 | He may never become famous, but what is fame? |
| 13398 | His heart sank, but, inspired by that same power which had so often come to him in an emergency, he said:"What is it''Dodd''?" |
| 13398 | How is it in your own household, beloved? |
| 13398 | I wonder if it is worth while to try to do anything with these boys, or for them? |
| 13398 | If not, is it not remarkable? |
| 13398 | If such is the effect on a dry old stump of a lawyer, what must the effect be on a green, sensitive child? |
| 13398 | Indeed, what had he to care for, in all that great city? |
| 13398 | Is John doing something that he should not do? |
| 13398 | Is it, or is it not, better so? |
| 13398 | It would have been a crime to treat in like manner a gentle little girl with a sweet disposition, but was it a crime in the case of"Dodd?" |
| 13398 | Miss Stone was alarmed, and she almost trembled as she asked:"''Dodd,''where are the beans?" |
| 13398 | Now, what is meant by that?" |
| 13398 | Now, who thinks he can take the pointer and point to the kind of girl I ask for?" |
| 13398 | Oh, Mr. Sliman, you were very sharp, were n''t you? |
| 13398 | Rather young for such ideas? |
| 13398 | She came down to his desk and said:"It''s a bad kind of a morning for boys, is n''t it,''Dodd''?" |
| 13398 | So"Dodd"took a room down town, and then if the devil went to sleep, sure of his victim, you do not wonder, do you? |
| 13398 | The boy glanced up and giggled just a little-- such a knowing giggle, too, as much as to say:"What do you take me for? |
| 13398 | The question strikes one, then, why should he have been promised this, and why led to hope for and expect it? |
| 13398 | The world is much the same now as it was a good many years ago, is n''t it? |
| 13398 | There are multitudes in like case, and what are we going to do about it? |
| 13398 | There is no pleasing feature in its early stages, but does not its outcome warrant all its ugly phases? |
| 13398 | Under these circumstances his parents did not force him to school, and who shall say they did wrong by letting him stay at home and work? |
| 13398 | Was this the fault of his education, thus far? |
| 13398 | What are you going to do about this? |
| 13398 | What does that mean? |
| 13398 | What is it to this great mill if the pupils do fall out of the hopper? |
| 13398 | What kind o''folks hev you got? |
| 13398 | What, indeed? |
| 13398 | Why should anyone comment on such a fact? |
| 13398 | Why should he not revere such a source of help; such an everlasting tower of strength? |
| 13398 | Why should he not take it? |
| 13398 | Why should it? |
| 13398 | Why, where was you raised? |
| 13398 | Yet the question remained, what should be done when they did meet? |
| 13398 | Yet you all know Miss Spinacher, do n''t you, ladies and gentlemen? |
| 13398 | You all know this boy, do n''t you, beloved? |
| 13398 | You do n''t believe this? |
| 13398 | You have found it so in your own experience, have n''t you, my friend? |
| 13398 | You have found it so yourself, have n''t you, beloved? |
| 13398 | You have had dollars of your own that have been appropriated thus, have you not? |
| 13398 | You have seen such wrecks by the score, have you not, good friends? |
| 13398 | You know what followed, do you not, ladies and gentlemen? |
| 13398 | he retorted;"what do I think it means? |
| 16987 | But how about the teachers? |
| 16987 | But,I objected,"is that consistent with the doctrine of spontaneity?" |
| 16987 | How do you get the beautiful results that you exhibit? |
| 16987 | Tell me,he would say,"who are the great men of your country? |
| 16987 | What do they make at this table? |
| 16987 | What,he asked,"is the dominant characteristic of the child''s mind?" |
| 16987 | Again you say to me, What can education do when the spirit of the times speaks so strongly on the other side? |
| 16987 | Again, how may the story be best presented? |
| 16987 | And should not we who teach stand for idealism in its widest sense? |
| 16987 | And since I have made this personal reference, may I violate the canons of good taste and make still another? |
| 16987 | And what will be the result of this new point of view? |
| 16987 | Are we losing our hold upon the sterner virtues which our fathers possessed,--upon the things of the spirit that are permanent and enduring? |
| 16987 | But after all, are not the basic and fundamental things these ideals that I have named? |
| 16987 | But is the situation absolutely hopeless? |
| 16987 | But what is the relation of the craft spirit to these facts? |
| 16987 | But when I graduated, what did I find? |
| 16987 | But, you ask, what can education do to alleviate a condition of this sort? |
| 16987 | Can general education help us out at all in this matter? |
| 16987 | Could a pupil who has lived vicariously through such experiences as these easily forsake principle for policy? |
| 16987 | Did he follow them out consistently in the operation of his school? |
| 16987 | HOW MAY WE PROMOTE THE EFFICIENCY OF THE TEACHING FORCE? |
| 16987 | How are we to do it? |
| 16987 | How many of our boys and girls have ever heard of MacDowell, or James, or Whistler, or Sargent? |
| 16987 | How many of the allusions need be run down in order to give the maximal effect of the masterpiece? |
| 16987 | How may the weak influence of the school make itself felt in an environment that has crystallized on every hand this unfortunate standard? |
| 16987 | How, then, is the efficiency of instruction( as distinguished from training or habit building) to be tested? |
| 16987 | I have said that we must ask of every subject that we teach, How does it influence conduct? |
| 16987 | II The first question for which we should seek an answer in connection with the value of any school subject is this: How does it influence conduct? |
| 16987 | IV But what has all this to do with school supervision? |
| 16987 | If this is not our function in the scheme of things, then what is our function? |
| 16987 | Is it to cower in dread of a criticism that is not only unjust but often ill- advised of the real conditions under which we are doing our work? |
| 16987 | Is it to stand with bated breath to catch the first whisper that will usher in the next change? |
| 16987 | Is it to surrender all initiative and simply allow ourselves to be tossed hither and yon by the waves and cross- waves of a fickle public opinion? |
| 16987 | Is there any other useful outcome of a general nature that we may rank in importance with these two? |
| 16987 | It is easy to preach the simple life, but who will live it unless he has to? |
| 16987 | It reminded me of the spirited discussion that one of the Sunday papers started some years since on the world- old query,"Is marriage a failure?" |
| 16987 | Now if this ideal of persistent effort is the most useful thing that can come out of education, what is the next most useful? |
| 16987 | Now what was the secret of its utility? |
| 16987 | Now what was the secret of the efficiency of this school? |
| 16987 | Should the story be sketched through first, and then read in some detail, or will one reading suffice? |
| 16987 | The young teacher''s tendency is always to ask himself,"Do my pupils like me?" |
| 16987 | What are these facts? |
| 16987 | What do men find to be the useful thing in their lives? |
| 16987 | What do we mean by national traits? |
| 16987 | What does the true artist care for the plaudits or the sneers of the crowd? |
| 16987 | What is their relation to our problem? |
| 16987 | What laws govern their operation? |
| 16987 | What part shall the pupils read in class? |
| 16987 | What part shall they read at home? |
| 16987 | What part, if any, shall we read to them? |
| 16987 | What questions are necessary to insure appreciation? |
| 16987 | What type of achievement have you been led to imitate and emulate and admire?" |
| 16987 | What will be their answer? |
| 16987 | What, after all, is the"useful"study in our schools? |
| 16987 | When will the good public cease to insult the teacher''s calling with empty flattery? |
| 16987 | Where shall we introduce_ The Tale of Two Cities_? |
| 16987 | Who are the men toward whom the youth of your land are led to look for inspiration? |
| 16987 | Who are the men whom your boys are led to imitate and emulate and admire?" |
| 16987 | Why not let a little of it go out to the teacher of this child? |
| 16987 | Why not plan a little for her comfort and welfare and encouragement? |
| 16987 | Why not tell these young people the truth and let them be prepared for the fate that must come sooner or later? |
| 16987 | Why revamp and refurbish the old platitudes and dole them out each succeeding year? |
| 16987 | Why should they fail to be depressed? |
| 16987 | Why, he asks, should we create an illusion that must thus be rudely dispelled? |
| 16987 | Why? |
| 16987 | Will it be in the second year, or the third, or the fourth? |
| 16987 | Would it not be possible so to frame examination questions that the"cramming"process would be practically valueless? |
| 16987 | he cried;"what are they? |
| 16987 | ~III~ HOW MAY WE PROMOTE THE EFFICIENCY OF THE TEACHING FORCE? |
| 31067 | Do you still wish me to whip you? |
| 31067 | If I can buy 6 marbles with 1 penny, how many marbles can I buy with 5 pennies? 31067 Where are your skates, Charlie?" |
| 31067 | Where is your fishing- line and your ball? |
| 31067 | Where is your sled? |
| 31067 | You think, then, Professor, that the boy has decided indications of musical talent? |
| 31067 | A primary teacher asks her class this question:"If I can buy 6 marbles with 1 penny, how many marbles can I buy with 5 pennies?" |
| 31067 | And will you now indolently lay aside the sickle, and let the golden grain fall to the ground ungathered? |
| 31067 | Are they light matters which those twelve men are to determine? |
| 31067 | Are they persons of education, or are they in the main persons deplorably ignorant? |
| 31067 | Are we to give the fullest development of which they are capable, to anger, envy, jealousy, cunning, avarice, and lust? |
| 31067 | Are you a deliberate, predetermined, contented dwarf, or will you resolutely grow? |
| 31067 | Are you, as a teacher, growing? |
| 31067 | Because, however, we can not see into the essence of a pebble or a grain of sand, shall we shut our eyes to it altogether? |
| 31067 | Beginning with the question, What is Teaching? |
| 31067 | But apart from all these considerations, taking the question in its naked form, is it true that mere intellectual education has the tendency alleged? |
| 31067 | But go into the main school- room-- what can the teacher do? |
| 31067 | But how is this love to be gained? |
| 31067 | But what is to secure this moderate amount? |
| 31067 | But who can hold himself up to an exact fulfilment of his intentions for a whole term? |
| 31067 | Can He who gave our bodies all their power of growth and strength, not give growth and strength to our minds? |
| 31067 | Can I influence your thinking faculties, and can not the infinite God, who made those faculties? |
| 31067 | Could there be a more egregious mistake? |
| 31067 | Did he utter an audible voice, by undulating the air, as we do? |
| 31067 | Did you ever notice what life and power the Holy Scriptures have, when well read? |
| 31067 | Did you never enter a room in the dark? |
| 31067 | Does the community, by the diffusion of knowledge and education, gain enough to counterbalance the large expense which such education involves? |
| 31067 | For a very juvenile class, the questioning might proceed on this wise:_ T._ Where was Jesus led after his baptism? |
| 31067 | Has he direct relations to matter, as we have? |
| 31067 | Have you made up your mind to be stationary, or have you resolved to go forward? |
| 31067 | He might then go on with some such questions as these:_ T._ What circumstance is mentioned as showing how very hungry he must have been? |
| 31067 | How could his offer of worldly power and riches be any real temptation to the Saviour, when Jesus knew that Satan had no power to make his offer good? |
| 31067 | How did he feel after that? |
| 31067 | How do we learn language in childhood? |
| 31067 | How is the teacher to know whether you are talking about the lesson, or about the last cricket- match? |
| 31067 | How may this art be acquired? |
| 31067 | How much more intense and pure the joy, when there is a consciousness of growth in this higher department of mental power? |
| 31067 | How shall the teacher secure attention? |
| 31067 | How, then, is the knowledge of the use of words to be imparted to children? |
| 31067 | I know I have done wrong, but ca n''t you inflict some other punishment? |
| 31067 | Is honesty a thing of place and time? |
| 31067 | Is it not more probable that these rapid muscular actions are resolvable, in some way, into the law of habit? |
| 31067 | Is it not solely on authority and by example? |
| 31067 | Is there not something false and rotten in the prevailing sentiment on this subject among young persons at school? |
| 31067 | Is this standard of recitation too high? |
| 31067 | Is this wise? |
| 31067 | Let a man go back and ask himself, What actual scriptural knowledge have I gained by the sermons of the last six months? |
| 31067 | May they not become in some sense mechanical and automatic, so as to require no intervention of the will? |
| 31067 | Mr. H., wo n''t you_ please_ to flog me?" |
| 31067 | Now what is the result? |
| 31067 | Now, when Jesus had fasted forty days and forty nights, he was afterward a---- what? |
| 31067 | Of what use were parents or teachers, in instructing a child which required proof for every statement that father, mother, or teacher gives? |
| 31067 | Shall we not look at it, first as an infant does, then as a child, then as a youth, then as a man, then as a philosopher? |
| 31067 | WHAT IS EDUCATION? |
| 31067 | WHAT IS TEACHING? |
| 31067 | Was Christ tempted, as the devil tempts us, by suggesting thoughts in the mind? |
| 31067 | Was the devil present in a bodily shape? |
| 31067 | What a fund of consolation for pious hearts through all time is laid up in the hymns of that other sweet singer, Mrs. Steele? |
| 31067 | What adequate motive can you imagine for a teacher''s marking you otherwise than impartially? |
| 31067 | What assurance have you, save that which comes from popular education, that these men will understand and do their duty? |
| 31067 | What in fact do I retain in my mind, at this moment, of the sermons I heard only a month ago? |
| 31067 | What is Education? |
| 31067 | What is Teaching? |
| 31067 | What is a definition? |
| 31067 | What is a"grown- up"_ teacher_? |
| 31067 | What is its essence? |
| 31067 | What is the record of criminal statistics on this point? |
| 31067 | What is the thing which we have called by this unfortunate name? |
| 31067 | What right have you to talk that is not enjoyed by your neighbor? |
| 31067 | What satisfaction is equal to that of feeling that one is steadily increasing in the power of guiding and moulding the minds of others? |
| 31067 | What then are some of the elements which enter into our idea of education? |
| 31067 | What then do we mean by a Normal School? |
| 31067 | What, then, is teaching? |
| 31067 | When Dr. Johnson was asked,"Who is the most miserable man?" |
| 31067 | When a community is taxed for the support of common schools, the question naturally rises among the taxpayers, Is the system worth the cost? |
| 31067 | Whence this change, and what does it purport? |
| 31067 | Where shall he place his blackboard? |
| 31067 | Wherein does obedience really consist? |
| 31067 | Which faculties do most naturally ripen early in life, and which late in life? |
| 31067 | Who are the men and women that people our jails and prisons? |
| 31067 | Who by searching can find out God? |
| 31067 | Who can tell what it is, absolutely? |
| 31067 | Who do you think is meant by the tempter?--the devil? |
| 31067 | Who knows the meaning, absolutely, of a single article of the Creed? |
| 31067 | Who knows what matter is? |
| 31067 | Who then came to Jesus and said, If thou be the Son of God, command that these stones be made bread? |
| 31067 | Who would like to trust his legal rights or his personal safety to the verdict of a jury of Neapolitan lazzaroni? |
| 31067 | Why has geometry in all ages been found to be of such peculiar value as a means of intellectual training? |
| 31067 | Why not a school- house? |
| 31067 | Why should not a school- teacher, who is conscious of not succeeding as he would desire, spend an hour occasionally in observation? |
| 31067 | Why should persons act so differently in this matter from what they do in any other? |
| 31067 | Will the teacher, who reads these paragraphs, consider the matter? |
| 31067 | Will you remain in the wilderness, or will you advance into the promised land and take possession? |
| 31067 | Would it not have been passing strange, had they continued as they were, contented to cower and to crawl, when they had acquired the power to soar? |
| 31067 | Yet after the hour''s performance, what does the speaker or the reader remember of all these countless volitions? |
| 31067 | Yet what long years of toil and study it took for him to become a really great painter? |
| 31067 | _ T._ By whom was he led there? |
| 31067 | _ T._ By whom was he to be tempted? |
| 31067 | _ T._ For what purpose was he led into the wilderness? |
| 31067 | _ T._ Mention any way in which_ you_ might be tempted to sin, if you were suffering from hunger? |
| 31067 | _ T._ The t----? |
| 31067 | _ T._ What bodily want was made the means of his first temptation? |
| 31067 | _ T._ What was the condition of Jesus, when the devil proposed his first temptation? |
| 31067 | and ending with the wider question, What is Education? |
| 31067 | or are you working on in dull content in the same old routine? |
| 31067 | where shall he exhibit his specimens? |
| 31067 | where shall he hang up his maps? |
| 31067 | where shall he suspend his models? |
| 31067 | who impart to their students no quickening impulse? |
| 31067 | why should the Spirit of Mortal be Proud? |
| 29604 | Can you put your conclusions into adequate words? |
| 29604 | Does Present- Day Engineering College Education Produce Accuracy and Thoroughness? |
| 29604 | Have you thought it out clearly? |
| 29604 | [ 59]= Methods Of teaching= What should be the method of teaching the history of education in college? 29604 ), or entirely confined to musical history and appreciation? 29604 ----_ What Is It to be Educated?_ Houghton Mifflin Company, 1914. 29604 = History of education should be an elective course= Should the history of education be a required or an elective course in the college curriculum? 29604 = The practical course as disciplinary as the theoretical= Shall practical courses in playing and singing be accepted? 29604 = The variety of aims that may govern teaching= What aim should we select to guide us in formulating principles of collegiate teaching? 29604 = Value of the history of education= Now, what is the value of the history of education? 29604 Aim of Subject_ X_ in the College Curriculum: Is it taught for disciplinary values? 29604 All prescribed? 29604 And do the colleges extract from them the values they should? 29604 And is not the half- baked designer in as sorry a plight as the half- baked artist of any kind? 29604 Are colleges for the training of merely mediocre minds? 29604 As future citizens, has the motive to improve schools been awakened? 29604 Ask him to write a brief but careful autobiography answering the questions-- How have I come to be what I am? 29604 B. Shall We Have an Introductory Course in Social Sciences? 29604 Bernardo? 29604 But how? 29604 But the questions immediately arise: Is not a preparation as long and arduous required to make a designer as to make a painter or a sculptor? 29604 But what is meant by thoroughness? 29604 Can it be tamed and fettered by the old conceptions of mental discipline and scholastic routine? 29604 Can one change the nature with which he was born? 29604 Can pedagogy furnish better teachers than specialized scholarly training? 29604 Clear conception of use or value in teaching is as vital as it is in life-- for what is teaching if not the process of repeating life''s experiences? 29604 Consider the earnestness with which the student will discuss with his friends such questions as these: What sense is there in a labor strike? 29604 Course Offer to the Future Artists? 29604 Course Offer to the Future Writer on Art? 29604 Course Offer to the Future Writer on Art? |
| 29604 | Do the aims vary for different groups of students? |
| 29604 | Do they think differently about works of art from what they did before entering the courses? |
| 29604 | Does this apply to all the courses in your specialty? |
| 29604 | Education as a science is constantly confronted by the questions,"What are the ends and aims of education?" |
| 29604 | Even an unattainable ideal can be defined,--why not thoroughness? |
| 29604 | Footnotes:[ 102] Tolstoi, L. N.,_ What Is Art?_ Thomas Y. Crowell Company, 1899. |
| 29604 | For all groups of students? |
| 29604 | For example, who ever heard of a practicing engineer preferring a liberal arts student to a civil engineering student as a rodman? |
| 29604 | GENERAL AIMS OF BIOLOGY IN EDUCATION What are the general adaptive contributions of biology to human nature? |
| 29604 | Gradation of successive difficulties or logical sequence of facts? |
| 29604 | Have you had a quiet guard? |
| 29604 | Here again why not follow the egocentric plan of starting with what the student knows? |
| 29604 | How can one who is ignorant of the existence and characteristics of rotational inertia understand a galvanometer? |
| 29604 | How can teachers or students know that they are attaining that degree of comprehension known as thoroughness? |
| 29604 | How can waves be discussed unless in terms of period, amplitude, frequency, and the like, that find definition in simple harmonic motion? |
| 29604 | How can we overcome them? |
| 29604 | How does one visualize the mechanism of a gas, unless by means of such ideas as momentum interchange, energy conservation, and forces of attraction? |
| 29604 | How does the aim govern the methods of teaching? |
| 29604 | How judge whether the subject has been of worth to the student? |
| 29604 | How often has he not been told that his business is not to teach French culture or Spanish life, but French and Spanish? |
| 29604 | How test how much the student has carried away? |
| 29604 | How test whether the aims of this subject have been realized? |
| 29604 | How would you formulate the ideal for the vocational life of the factory worker? |
| 29604 | How would you read the second line? |
| 29604 | If a practice like prostitution is common, what makes it wrong? |
| 29604 | If so, should it be on examination or certificate, for practical or theoretical work, or both? |
| 29604 | If what is right in one age or place is wrong in another, is it fair to object when moral laws are broken? |
| 29604 | In homes? |
| 29604 | In what years should the elective work be offered? |
| 29604 | Is a conscientious objector justified in refusing military service? |
| 29604 | Is it possible to establish a systematic progress from step to step similar to that which exists in many of the old established lines? |
| 29604 | Is it taught for cultural reasons? |
| 29604 | Is it taught to give necessary information? |
| 29604 | Is it taught to prepare for professional studies? |
| 29604 | Is it, therefore, the best way to rediscover facts? |
| 29604 | Is representative drawing the only form of practice available for the lay student who undertakes the study of art? |
| 29604 | Is the aim single or eclectic? |
| 29604 | Is the"research"man the best teacher for the introductory courses? |
| 29604 | Is there a change in their habit of thought? |
| 29604 | Is violence justified in the name of social reform? |
| 29604 | MOORE, ERNEST C._ What is Education?_ Ginn and Co., 1915. |
| 29604 | May a lawyer defend a rogue whom he knows to be guilty? |
| 29604 | Need the"movies"be the only ones to profit by the animated cartoon? |
| 29604 | Now, how do they fulfill this function? |
| 29604 | Of what possible use is it to him to learn the various theoretic explanations of Boehm- Bawerk''s cost and value? |
| 29604 | Or is there an even better ideal or ideals_ for them_? |
| 29604 | Or shall we begin with the more complex but better- known forms and go downward? |
| 29604 | Particularly do more men want to teach, despite small pay and slight male companionship? |
| 29604 | Place of the Subject in the College Curriculum: In what year or years should it be taught? |
| 29604 | Shall a few forms be studied thoroughly, or many forms be studied more superficially? |
| 29604 | Shall we begin with the simple, little- known, lower forms and follow the ascending order, which is analogous at least to the evolutionary order? |
| 29604 | Should musical degrees be granted, and if so, for what measure of knowledge or proficiency? |
| 29604 | Should the college give entrance credits for musical work? |
| 29604 | Should the effort be to establish a continuity of study and promotion, such as that which exists in such subjects as Latin and mathematics? |
| 29604 | Should these courses be elective or prescribed? |
| 29604 | The question is, why? |
| 29604 | The questions are these: Can some form of practice in art be used to aid in the understanding of the principles of art? |
| 29604 | What Do Students Know about American government before Taking College Courses in Political Science? |
| 29604 | What about its concrete realization? |
| 29604 | What are the darker sides of the picture? |
| 29604 | What are the obstacles to the fulfillment of such an ideal in industry? |
| 29604 | What are the personal obstacles to clear understanding of the meaning of right? |
| 29604 | What are the results in the individual which biology should aim to bring to every student? |
| 29604 | What are they? |
| 29604 | What changes will be necessary in order that they may fulfill it better? |
| 29604 | What do the workers want? |
| 29604 | What do they mean by liberty? |
| 29604 | What does he need, what must he have in a writing way, in a speaking way, when he has passed through all the education you see fit to give him? |
| 29604 | What efforts are being made today to raise the moral code in this vocation? |
| 29604 | What else does the teacher need? |
| 29604 | What have been the consequences in America of reliance upon this formula? |
| 29604 | What influences personal or otherwise have played upon me? |
| 29604 | What is its relation to life? |
| 29604 | What is likely to be the effect of the possession of power upon the possessor himself? |
| 29604 | What is the basis of this sequence? |
| 29604 | What is the best service it can accomplish today? |
| 29604 | What is the difference between demanding a redress of your grievance and making a moral demand? |
| 29604 | What is the meaning of it all? |
| 29604 | What is the practice in other colleges? |
| 29604 | What kind of life is best? |
| 29604 | What makes the cry of fraternity as uttered by the workers repugnant to those who otherwise would accept fraternity as an ideal? |
| 29604 | What means, methods, and indices exist aside from the traditional examination? |
| 29604 | What part of the college course-- in terms of time or credits-- should be allotted to it? |
| 29604 | What particular advantages have they to offer as a college subject? |
| 29604 | What possible reason can there be for this? |
| 29604 | What proportion of time should be given to morphology in relation to other interests? |
| 29604 | What proportion of time should be given to the various methods of work? |
| 29604 | What shall be done with an agency so fierce and absorbing as this? |
| 29604 | What should be the relation between the college and the secondary schools? |
| 29604 | What should be the relation of the college to the university in respect to the musical courses? |
| 29604 | What should he possess of such ability in order to satisfy the world and himself? |
| 29604 | What should the granting of these demands contribute to their lives? |
| 29604 | What traits does it require in those who pursue it? |
| 29604 | What traits is it likely to encourage in them for better and for worse? |
| 29604 | What were the circumstances under which Mill formulated his principle of"liberty within the limits of non- infringement?" |
| 29604 | What words must be emphasized to show the surprise of the challenged guard? |
| 29604 | What, then, are the teaching practices that make for greater thoroughness, that increase the qualitative and intensive character of knowledge? |
| 29604 | What, then, is meant by proper organization? |
| 29604 | Who will tell me which ideas we shall need most tomorrow? |
| 29604 | Who''s there? |
| 29604 | Why do workers often become oppressors when they themselves become employers? |
| 29604 | Why does it break down in practice? |
| 29604 | Why does this experienced guard so far forget the customary forms as to challenge the guard on duty? |
| 29604 | Why not help him to find the way-- as in Latin, or surveying, or English literature? |
| 29604 | Why not the race? |
| 29604 | Why should any one oppose easy divorce laws? |
| 29604 | Would it be better to present the subject as a single and unified whole in two or three semesters? |
| 29604 | Would it not be better to give a single course called mathematics rather than these successive subjects? |
| 29604 | Would you judge of a boy just graduated entirely by the acts he had performed in college? |
| 29604 | [ 58]= Texts and contents= What should be the content of the one- semester general course? |
| 29604 | [ 59]"Can a College Department of Education Become Scientific?" |
| 29604 | and"What are the means of accomplishing these ends?" |
| 29604 | degree be allowed to take accredited work in the music school? |
| 29604 | degree be given for musical work, and if so, ought they to include performance, or only theory and composition? |
| 29604 | | course in Latin? |
| 29604 | | section related directly listens and takes notes|| to the lectures? |
| 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? |
| 22251 | ''I see,''the stranger might say by this time,''that there is a great difference among these boys; have you told me about them all?'' 22251 ''What are they thinking of?'' |
| 22251 | ''What are they writing?'' 22251 ''What is the next boy to him thinking of?'' |
| 22251 | ''Why?'' 22251 And what is one third of forty- five?" |
| 22251 | And what were you doing with it? |
| 22251 | Are there any other scholars in the school who think it would be well for them to join this class? |
| 22251 | Are you willing to pledge yourselves to adopt it? |
| 22251 | Because I have observed that when two great friends are seated together, they are always more apt to whisper and play.--Have not you observed it? |
| 22251 | Boys, do you know what the difference is between stealing and robbery? |
| 22251 | Boys,said he,"do you know what this is?" |
| 22251 | But I can not tell you his name; for what return do you think he made to me? 22251 But what is this rough prickly covering for?" |
| 22251 | But why,asked one of the boys,"do not apples grow so?" |
| 22251 | Can any one propose a plan which will remedy the difficulty? |
| 22251 | Can it be noon here, and at a place ten miles west of us, at the same time? |
| 22251 | Can it be noon, then,continues the teacher,"here and at a place fifteen degrees west of us, at the same time?" |
| 22251 | Can you name any of them? |
| 22251 | Can you say the Multiplication Table? |
| 22251 | Did you all recite together? |
| 22251 | Did you hear that noise? |
| 22251 | Do n''t you know any thing about it? |
| 22251 | Do you know what books are between the Acts and the book of Revelation? |
| 22251 | Do you know what it is for? |
| 22251 | Do you know what it is? |
| 22251 | Do you like frank, open dealing, James? |
| 22251 | Do you mean that you will be honest, or that you would like to have a committee appointed? |
| 22251 | Do you mean you would like to have the inquiry made? |
| 22251 | Do you prefer sitting together, or are you willing to have me separate you? |
| 22251 | Do you remember the noise to which I called your attention early this afternoon? 22251 Do you see now, boys, what I mean to teach you by this long supposition?" |
| 22251 | Do you see that boy?'' 22251 Do you stand easily in that position?" |
| 22251 | Do you suppose it would be safe to leave the decision of important questions to the scholars in this school? |
| 22251 | Do you suppose that you will perfectly keep this rule, from this time? |
| 22251 | Do you think it would be a good plan,I inquired,"to have it a common amusement in the recess, for the girls to hunt each other among the desks?" |
| 22251 | Do you think of any other common motive of action, besides love of money and friendship? |
| 22251 | Do you think that these written excuses are, after all, a fair test of the real reasons for tardiness? 22251 Does any body here know?" |
| 22251 | Does he get opposite to the Rocky Mountains, before, or after, he is opposite to us? |
| 22251 | Does he go towards the west, or towards the east, from us? |
| 22251 | Does this fault,he would say to himself,"prevail among my pupils? |
| 22251 | George, what did you have in your hand? |
| 22251 | Have I ever treated any boy or girl in this school unjustly or unkindly? |
| 22251 | Have these boys done right, or wrong? |
| 22251 | How can I tell? |
| 22251 | How did you like the discourse? |
| 22251 | How large a part of that, then, will he pass, in one hour? |
| 22251 | How long did you say it takes the sun to go round the globe, and come to us again? |
| 22251 | How long does it take the meat to grow? |
| 22251 | How long to go half round? |
| 22251 | How long will it take him to go to the Rocky Mountains? |
| 22251 | How many degrees will the sun pass over in three hours? |
| 22251 | How many desks do you think will be found to be disorderly, when we come to make the examination? |
| 22251 | How many motives have I got now? 22251 How many of you think you need better accommodations?" |
| 22251 | How many of you think, and are willing to avow your opinion, that I have_ not_ been fully informed of the case? |
| 22251 | How many plead guilty to it? |
| 22251 | How many,I then asked,"have ever been put to the trouble to go to the door, when the bell has thus been rung? |
| 22251 | How may we overcome prejudice? 22251 How much of the chestnut is good to eat, William?" |
| 22251 | I am very often prejudiced against new scholars, without knowing why? |
| 22251 | I know what it is for; it is to defend yourself against me with, is it not, boys? |
| 22251 | I was talking to you yesterday about the motives of action; how many had I made? |
| 22251 | Is he ever exactly south of us? |
| 22251 | Is it twelve o''clock here, then, before, or after it is twelve o''clock there? |
| 22251 | Is not this the fact? |
| 22251 | Is the sun ever exactly over our heads? |
| 22251 | Lucy,said the master, to a bright- eyed little girl, near him,"what is this?" |
| 22251 | May I speak to one of the class, to ask about it? |
| 22251 | More than once? |
| 22251 | More than twice? |
| 22251 | Mr. B. is this right? |
| 22251 | Now boys,continued the master,"will you assist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter? |
| 22251 | Now what do you think I ought to do with such a boy? |
| 22251 | Now, does the sun, in going round the earth, pass over the Rocky Mountains, or over us, first? |
| 22251 | Quarter round? |
| 22251 | Right,said the master,"but would not the boys know this, and so all agree to let the little chestnuts stay, and not eat them while they were small?" |
| 22251 | Roger,said the master,( for this boy''s name was Roger)"can you get me a chestnut burr?" |
| 22251 | Should you not think it would take a minute apiece? |
| 22251 | Should you think_ that_ is more or less than an inch? |
| 22251 | Sir,we might say to him,"what is the matter?" |
| 22251 | Suppose a thief were to go into a man''s store in the day time, and take away something secretly, would it be stealing or robbery? |
| 22251 | Suppose he should meet him in the road and take it away by force? |
| 22251 | Suppose it was his own hat, would he have been right? 22251 Suppose now I were to make one more experiment, and let you try to be good boys in your present seat, would you really try?" |
| 22251 | Suppose the river Mississippi is fifteen degrees from us, how long is it twelve o''clock here, before it is twelve o''clock there? |
| 22251 | Suppose then it takes the sun one hour to go from us to the river Mississippi, how many degrees west of us, would the river be? |
| 22251 | Suppose they were quarter round? |
| 22251 | The fifth? |
| 22251 | The next? |
| 22251 | The next? |
| 22251 | The next? |
| 22251 | The next? |
| 22251 | The second? |
| 22251 | The third? |
| 22251 | Then has noon gone by, at that river, or has it not yet come? |
| 22251 | Then why should any boy or girl wish to give me trouble or pain? |
| 22251 | Then will it be eleven, or one? |
| 22251 | Then will it be one hour before, or one hour after noon? |
| 22251 | Then,asked they,"did we do wrong?" |
| 22251 | There are two classes then? |
| 22251 | Was it real robbery? |
| 22251 | Was that of the nature of stealing or robbery? |
| 22251 | Was there any thing on it? |
| 22251 | Well, now, what do you think I ought to do next? |
| 22251 | Well, what harm would there be in that; would it not be as well to have the chestnuts early in the summer, as to have them in the fall? |
| 22251 | Well, what would that motive be? |
| 22251 | Were it not for the boys? 22251 Were you not in the class at the time?" |
| 22251 | What comes next? |
| 22251 | What comes next? |
| 22251 | What did he do at this time? |
| 22251 | What do you suppose a prophet is? |
| 22251 | What harm does it do? |
| 22251 | What is the first book of the New Testament? |
| 22251 | What is this? |
| 22251 | What shall I do? |
| 22251 | What shall I do? |
| 22251 | What was the other? |
| 22251 | What? |
| 22251 | What? |
| 22251 | When he is opposite to the Rocky Mountains, what o''clock is it there? |
| 22251 | When it is twelve o''clock here then, what time will it be there? |
| 22251 | When the sun is exactly opposite to us, can he be opposite to the Rocky Mountains? |
| 22251 | When will vacation commence? |
| 22251 | Which way,asks the teacher,"are the Rocky Mountains from us?" |
| 22251 | Why is it that so many of our countrymen are, or seem to be prejudiced against the unfortunate children of Africa? 22251 Why not? |
| 22251 | Why sir? |
| 22251 | Why, do n''t you remember that you got me a new baize? |
| 22251 | Why, sir? |
| 22251 | Why? 22251 Will the sun go towards, or from, the Rocky Mountains, after leaving us?" |
| 22251 | Would that be about right? |
| 22251 | Yes; and the fourth? |
| 22251 | ''Miss A.,''said a teacher,''how many kinds of magnitude are there?'' |
| 22251 | *****"Is it not right to allow prejudice, to have influence over our minds as far as this? |
| 22251 | A child comes to you, for example, and says,"Will you tell me, sir, where the next lesson is?" |
| 22251 | A fourth began,''Are you acquainted with that new scholar?'' |
| 22251 | After he had finished his narrative, he said,"Now should you like to know who this boy was?" |
| 22251 | After speaking of several individuals, who were among their former acquaintances, one asked,''Do you remember Miss W.?'' |
| 22251 | Am I right in my supposition?" |
| 22251 | And why? |
| 22251 | Another teacher looks calmly at the scene, and says to himself,"What shall I do to remove effectually these evils? |
| 22251 | Are you both willing to leave it just where it is, till to- morrow, and try to forget all about it till then? |
| 22251 | Are you not satisfied that it is?" |
| 22251 | Are you willing to adopt this plan?" |
| 22251 | Are you willing to do it?" |
| 22251 | But at any rate, it showed my good wishes for him,--it showed that I was his friend, and what return do you think he made me for it? |
| 22251 | But do you suppose that it will be enough for you merely to resolve here, that you will reform?" |
| 22251 | But how shall he secure greater pains? |
| 22251 | But that is not the greatest difficulty; can any of you think of any other?" |
| 22251 | But to proceed:"When the sun is exactly opposite to us, in the south, at the highest point to which he rises, what o''clock is it?" |
| 22251 | But what are you making this formidable club for?" |
| 22251 | By stern commands and threats? |
| 22251 | Can any of you think what they are? |
| 22251 | Can any one tell what it is?" |
| 22251 | Can not we have another place?" |
| 22251 | Can you do it as well as not?'' |
| 22251 | Can you tell me of any other fruits which are preserved in this way?" |
| 22251 | Cases of deliberate, intentional wrong will occur, and the question will rise, what is the duty of the teacher in such an emergency? |
| 22251 | Did I ask for pencils?" |
| 22251 | Did it?" |
| 22251 | Do any of you think of any plan?" |
| 22251 | Do not you think so yourselves?" |
| 22251 | Do you know what is the last book of the New Testament?" |
| 22251 | Do you know who wrote the letters?" |
| 22251 | Do you like this plan?" |
| 22251 | Do you not think it would be so?" |
| 22251 | Do you not think you shall find this the pleasantest course?" |
| 22251 | Do you now understand the principles of the arrangement of the epistles?" |
| 22251 | Do you remember my speaking on this subject, in school the other day?" |
| 22251 | Do you think it does depend upon that?" |
| 22251 | Do you think it would be possible for us to have as good an exercise every day?" |
| 22251 | Do you think the girls who rang the bell might have known this, by proper reflection?" |
| 22251 | Do you think they would be safe?" |
| 22251 | Do you think this was wrong or not?" |
| 22251 | Do you think you can remember?" |
| 22251 | Do you understand how I mean?" |
| 22251 | Do you understand so far?" |
| 22251 | Do you, or not, experience these inconveniences from our present plans?" |
| 22251 | Do you?" |
| 22251 | Does he notice a child''s ringing a door bell in play? |
| 22251 | Eight times six?--Eight_ and_ six? |
| 22251 | For example, suppose I should say to a fifth boy,''Will you copy this piece of poetry? |
| 22251 | Had he discovered the trick?--and if so what_ was_ he going to do? |
| 22251 | Has a boy a right to do what he pleases with his own hat?" |
| 22251 | Have I ever had to speak to you before for playing together in school?" |
| 22251 | Have I_ done_ well should always be the question, not have I managed to_ appear_ well? |
| 22251 | Have you any objection to the indictment?" |
| 22251 | Have you any particular preference for that seat?" |
| 22251 | Have you neither seen nor heard of Alabaster, and had no means of ascertaining any thing in regard to it? |
| 22251 | He looked over the field and said to himself, what are the objects I wish to accomplish in this writing exercise, and how can I best accomplish them? |
| 22251 | Her mother was always moved by her tears, and would not her aunt relent? |
| 22251 | How do they all read? |
| 22251 | How do they all write? |
| 22251 | How do they calculate? |
| 22251 | How many are in favor of having shorter lessons, and having them read but once?----How many prefer longer lessons, and having them read twice?" |
| 22251 | How many are in favor of requesting William Jones to perform this duty?" |
| 22251 | How many find this the case with their work?" |
| 22251 | How many plead guilty to this?" |
| 22251 | How many suppose so?" |
| 22251 | How many will the sun pass, in going half round? |
| 22251 | How much is four times five?--Four_ and_ five? |
| 22251 | How much is seven times nine?--Seven_ and_ nine? |
| 22251 | How shall I write it? |
| 22251 | I can not say anything about_ civil_, in it, can I?" |
| 22251 | I never thought of any thing but giving him trouble and pain.--I wonder who told him I could make whistles?" |
| 22251 | If so, how extensively?" |
| 22251 | If so, the step is too long, and may be subdivided thus:"When it is noon here, is the sun going towards the Mississippi, or has he passed it?" |
| 22251 | If you now sincerely determine never more to use a profane word, will you not easily avoid it?" |
| 22251 | In going quarter round?" |
| 22251 | In one hour then, how many degrees will the sun pass over?" |
| 22251 | In parsing nouns, what is the first particular to be named?" |
| 22251 | Is a public building going forward in the neighborhood of your school? |
| 22251 | Is any body aggrieved or injured? |
| 22251 | Is it considered so now?" |
| 22251 | Is that what I ought to do?" |
| 22251 | Is there a question before the community, on the subject of the location of a new school- house? |
| 22251 | Is there any other harm?" |
| 22251 | Is there discontent in the school? |
| 22251 | It will be dreadfully dark by and by, wo n''t it? |
| 22251 | James have you a Bible in your desk?" |
| 22251 | Must every thing in education go on in a uniform and monotonous manner; and while all else is advancing, shall our cause alone stand still? |
| 22251 | Nine times seven?--Nine_ and_ seven?" |
| 22251 | Now am I not compelled to conclude that this latter is the case?" |
| 22251 | Now should you rather have me talk with you or not?" |
| 22251 | Now suppose a stranger should come in, and seeing them all busy, should say to me,"''What are all these boys doing?'' |
| 22251 | Now the point which I wish to bring before you is this; do you know in what order, I mean on what principles, the books are arranged?" |
| 22251 | Now what can the gardener do? |
| 22251 | Now what is the duty of the teacher in such a case? |
| 22251 | Now, how long does it take the sun to pass round the earth?" |
| 22251 | Shall the government of school be a_ monarchy_ or a_ republic_? |
| 22251 | Shall the practice of prompting in the classes be any longer continued? |
| 22251 | Should you like to adopt the plan?" |
| 22251 | Should you not suppose it would?" |
| 22251 | Suppose then the Rocky Mountains were half round the globe, how long would it take the sun to go to them?" |
| 22251 | The question is asked a thousand times,"How shall I ever learn to keep my resolutions?" |
| 22251 | The reader will perhaps ask, shall we make no efforts at improvement? |
| 22251 | The teacher may, perhaps, say to those in their seats,"Do you not know any thing of this subject? |
| 22251 | The teacher then makes a memorandum of this, and then inquires;"And what lesson came after this?" |
| 22251 | Unit figure?" |
| 22251 | Vernon School? |
| 22251 | Was a building burnt by lightning in the neighborhood? |
| 22251 | Was n''t it a bear? |
| 22251 | What are you making, Joseph?" |
| 22251 | What could the teacher mean? |
| 22251 | What is it her duty to do?" |
| 22251 | What shall this contain?" |
| 22251 | What should you say to such a company as that?" |
| 22251 | What useful practice has not its dangers? |
| 22251 | What were you doing?" |
| 22251 | What would, in ordinary cases, be the effect? |
| 22251 | Which do you think you should rather do?" |
| 22251 | Which now do you think is the worst?" |
| 22251 | Which of these teachers understood human nature best? |
| 22251 | Which way are they from us?" |
| 22251 | Who could it be? |
| 22251 | Who ever heard of such a thing? |
| 22251 | Whose sled was it that Richard took away?" |
| 22251 | Why did n''t you know bears were stronger than men? |
| 22251 | Why, is there any peculiar depravity in them which you could not have foreseen?" |
| 22251 | Will you all think, and answer together? |
| 22251 | Will you see whether it is longer than any that come after it?" |
| 22251 | Will you try the moral one? |
| 22251 | Will you try the physical one? |
| 22251 | Would it be just?" |
| 22251 | Would it be the same with the other?" |
| 22251 | You do not want her to be punished; do you?" |
| 22251 | You will ask,"Can not we obtain permission of you or of the teachers to leave our seats or to whisper, if it is necessary?" |
| 22251 | You will then say, are we never on any occasion whatever to leave our seats in study hours? |
| 22251 | _ Charles._ Have we? |
| 22251 | _ Emily._ But if we ca n''t find our way back, what shall we do? |
| 22251 | _ Emily._ O Charles, do you believe we shall ever find the way out of this dreadful long wood? |
| 22251 | _ Emily._ Where do you think they are? |
| 22251 | _ Miss X._ How do you like the looks of Miss A., who entered school to- day? |
| 22251 | _ Miss X._ She does not strike me very pleasantly; did you ever see such a face? |
| 22251 | _ Miss Y._ I wonder if she has a taste for Arithmetic? |
| 22251 | _ Never_, do I say? |
| 22251 | _ T._"Hundreds?" |
| 22251 | _ Teacher._"Can any one of the boys inform me what was the first lesson that the former master used to hear in the morning?" |
| 22251 | _ Teacher._"Did he hear_ any_ recitation immediately after school began?" |
| 22251 | _ Teacher._"How long was it before he began to hear lessons?" |
| 22251 | _ Teacher._"Tens?" |
| 22251 | _ Teacher._''Will you try to speak a little louder, Miss A.?'' |
| 22251 | did n''t you hear that dreadful noise just now? |
| 22251 | five, six,& c.''Should you call that reciting well?" |
| 22251 | she continued,"what shall I do? |
| 12291 | ''But why not? 12291 ''Do you see that boy in the back seat? |
| 12291 | ''I see,''the stranger might say by this time,''that there is a great difference among these boys; have you told me about them all?'' 12291 ''What are they writing?'' |
| 12291 | ''Why?'' 12291 And what is one third of forty- five?" |
| 12291 | And what were you doing with it? |
| 12291 | Are there any other scholars in the school who think it would be well for them to join this class? |
| 12291 | Are you willing to pledge yourselves to adopt it? |
| 12291 | Boys,said he,"do you know what this is?" |
| 12291 | But I can not tell you his name; for what return do you think he made to me? 12291 But what is this rough, prickly covering for?" |
| 12291 | But why,asked one of the boys,"do not apples grow so?" |
| 12291 | Can any body answer that question? |
| 12291 | Can any one propose a plan which will remedy the difficulty? |
| 12291 | Can it be noon here and at a place ten miles west of us at the same time? |
| 12291 | Can it be noon, then,continues the teacher,"here and at a place fifteen degrees west of us at the same time?" |
| 12291 | Can you name any of them? |
| 12291 | Can you say the Multiplication Table? |
| 12291 | Did you all recite together? |
| 12291 | Did you hear that noise? |
| 12291 | Do n''t you know any thing about it? |
| 12291 | Do you know what books are between the Acts and the book of Revelation? |
| 12291 | Do you know what it is for? |
| 12291 | Do you know what it is? |
| 12291 | Do you mean that you will be honest, or that you would like to have a committee appointed? |
| 12291 | Do you mean you would like to have the inquiry made? |
| 12291 | Do you prefer sitting together, or are you willing to have me separate you? |
| 12291 | Do you see now, boys, what I mean to teach you by this long supposition? |
| 12291 | Do you stand easily in that position? |
| 12291 | Do you suppose that you will perfectly keep this rule from this time? |
| 12291 | Do you think it would be a good plan,I inquired,"to have it a common amusement in the recess for the girls to hunt each other among the desks?" |
| 12291 | Do you think of any other common motive of action besides love of money and friendship? |
| 12291 | Do you think that these written excuses are, after all, a fair test of the real reasons for tardiness? 12291 Does any body here know?" |
| 12291 | Does he get opposite to the Rocky Mountains before or after he is opposite to us? |
| 12291 | Does he go toward the west or toward the east from us? |
| 12291 | Does this fault,he would say to himself,"prevail among my pupils? |
| 12291 | Eight times six? 12291 George, what did you have in your hand?" |
| 12291 | Have I ever treated any boy or girl in this school unjustly or unkindly? |
| 12291 | Have these boys done right or wrong? |
| 12291 | How can I tell? |
| 12291 | How did you like the discourse? |
| 12291 | How large a part of that, then, will he pass in one hour? |
| 12291 | How long did you say it takes the sun to go round the globe and come to us again? |
| 12291 | How long does it take the meat to grow? |
| 12291 | How long to go half round? |
| 12291 | How long will it take him to go to the Rocky Mountains? |
| 12291 | How many degrees will the sun pass over in three hours? |
| 12291 | How many desks do you think will be found to be disorderly when we come to make the examination? |
| 12291 | How many motives have I got now? 12291 How many of you think you need better accommodations?" |
| 12291 | How many of you think, and are willing to avow your opinion, that I have_ not_ been fully informed of the case? |
| 12291 | How many plead guilty to it? |
| 12291 | How many,I then asked,"have ever been put to the trouble to go to the door when the bell has thus been rung? |
| 12291 | How may we overcome prejudice? 12291 How much is four times five? |
| 12291 | How much is seven times nine? 12291 How much of the chestnut is good to eat, William?" |
| 12291 | In going quarter round? |
| 12291 | Is he ever exactly south of us? |
| 12291 | Is it not right to allow prejudice to have influence over our minds as far as this? 12291 Is it twelve o''clock here, then, before or after it is twelve o''clock there?" |
| 12291 | Is not this the fact? |
| 12291 | Lucy,said the master to a bright- eyed little girl near him,"what is this?" |
| 12291 | May I speak to one of the class to ask about it? |
| 12291 | More than once? |
| 12291 | More than twice? |
| 12291 | Mr. Abbott, will you have the goodness to explain to us what is meant by the Veto Message? |
| 12291 | Mr. B., is this right? |
| 12291 | Nine times seven? 12291 Now does the sun, in going round the earth, pass over the Rocky Mountains, or over us, first?" |
| 12291 | Now what do you think I ought to do with such a boy? |
| 12291 | Now, boys,continued the master,"will you assist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter? |
| 12291 | Quarter round? |
| 12291 | Right,said the master;"but would not the boys know this, and so all agree to let the little chestnuts stay, and not eat them while they were small?" |
| 12291 | Roger,said the master( for this boy''s name was Roger),"can you get me a chestnut burr?" |
| 12291 | Should you not think it would take a minute apiece? |
| 12291 | Should you think_ that_ is more or less than an inch? |
| 12291 | Sir,we might say to him,"what is the matter?" |
| 12291 | Suppose a thief were to go into a man''s store in the daytime, and take away something secretly, would it be stealing or robbery? |
| 12291 | Suppose he should meet him in the road, and take it away by force? |
| 12291 | Suppose it was his own hat, would he have been right? 12291 Suppose the River Mississippi is fifteen degrees from us, how long is it twelve o''clock here before it is twelve o''clock there?" |
| 12291 | Suppose they were quarter round? |
| 12291 | Suppose, now, I were to make one more experiment, and let you try to be good boys in your present seat, would you really try? |
| 12291 | Suppose, then, it takes the sun one hour to go from us to the River Mississippi, how many degrees west of us would the river be? |
| 12291 | The fifth? |
| 12291 | The next? |
| 12291 | The next? |
| 12291 | The next? |
| 12291 | The next? |
| 12291 | The second? |
| 12291 | The third? |
| 12291 | Then has noon gone by at that river, or has it not yet come? |
| 12291 | Then why should any boy or girl wish to give me trouble or pain? |
| 12291 | Then will it be eleven or one? |
| 12291 | Then will it be one hour before or one hour after noon? |
| 12291 | Then,asked they,"did we do wrong?" |
| 12291 | There are two classes, then? |
| 12291 | This is not expressed very well; the phrases''_ to Jericho?_''and''_ dreadful ugly_''are vulgar, and not in good taste. 12291 Was it real robbery?" |
| 12291 | Was that of the nature of stealing or robbery? 12291 Was there any thing on it?" |
| 12291 | Well, Mr. B.,she continued,"what shall I do? |
| 12291 | Well, now, what do you think I ought to do next? |
| 12291 | Well, what harm would there be in that? 12291 Well, what would that motive be?" |
| 12291 | Were it not for their misconduct? 12291 Were you not in the class at the time?" |
| 12291 | What comes next? |
| 12291 | What comes next? |
| 12291 | What did he do at this time? |
| 12291 | What do you suppose a prophet is? |
| 12291 | What harm does it do? |
| 12291 | What is the first book of the New Testament? |
| 12291 | What is this? |
| 12291 | What shall I do? |
| 12291 | What shall I do? |
| 12291 | What was the other? |
| 12291 | What? |
| 12291 | When he is opposite to the Rocky Mountains, what o''clock is it there? |
| 12291 | When it is twelve o''clock here, then, what time will it be there? |
| 12291 | When the sun is exactly opposite to us, can he be opposite to the Rocky Mountains? |
| 12291 | When will vacation commence? |
| 12291 | Which way,asks the teacher,"are the Rocky Mountains from us?" |
| 12291 | Why is it that so many of our countrymen_ are_, or seem to be, prejudiced against the unfortunate children of Africa? 12291 Why not? |
| 12291 | Why not? 12291 Why, do n''t you remember that you got me a new baize?" |
| 12291 | Why, sir? |
| 12291 | Why, sir? |
| 12291 | Will the sun go toward or from the Rocky Mountains after leaving us? |
| 12291 | Will you turn to 1 Samuel, xvi., 7, and then rise and read it? 12291 Would_ that_ be about right?" |
| 12291 | Yes; and the fourth? |
| 12291 | _ Miss Y._ I wonder if she has a taste for Arithmetic? 12291 ''Do you see that boy?'' 12291 ''Miss A.,''said a teacher,''how many kinds of magnitude are there?'' 12291 ''What are they thinking of?'' 12291 ''What is the next boy to him thinking of?'' 12291 A child comes to you, for example, and says,Will you tell me, sir, where the next lesson is?" |
| 12291 | A fourth began,''Are you acquainted with that new scholar?'' |
| 12291 | After he had finished his narrative, he said,"Now should you like to know who this boy was?" |
| 12291 | After speaking of several individuals who were among their former acquaintances, one asked,''Do you remember Miss W.? |
| 12291 | Also, do you think it is right to tell untruths to very little children, as many persons do, or to people who are sick? |
| 12291 | Also, whether it would be right to tell a falsehood to an insane man in order to manage him?" |
| 12291 | Am I right in my supposition?" |
| 12291 | And why? |
| 12291 | Another teacher looks calmly at the scene, and says to himself,"What shall I do to remove effectually these evils? |
| 12291 | Are you both willing to leave it just where it is till to- morrow, and try to forget all about it till then? |
| 12291 | Are you not satisfied that it is?" |
| 12291 | Are you willing to adopt this plan?" |
| 12291 | Are you willing to do it?" |
| 12291 | But do you suppose that it will be enough for you merely to resolve here that you will reform?" |
| 12291 | But how shall he secure greater pains? |
| 12291 | But if we ca n''t find our way back, what shall we do? |
| 12291 | But that is not the greatest difficulty; can any of you think of any other?" |
| 12291 | But to proceed:"When the sun is exactly opposite to us, in the south, at the highest point to which he rises, what o''clock is it?" |
| 12291 | But what are you making this formidable club for?" |
| 12291 | But, at any rate, it showed my good wishes for him; it showed that I was his friend; and what return do you think he made me for it? |
| 12291 | By stern commands and threats? |
| 12291 | Can any of you think what they are? |
| 12291 | Can any one of the boys inform me what was the first lesson that the former master used to hear in the morning? |
| 12291 | Can any one tell me what it is?" |
| 12291 | Can not we have another place?" |
| 12291 | Can you do it for me?'' |
| 12291 | Can you tell me of any other fruits which are preserved in this way?" |
| 12291 | Cases of deliberate, intentional wrong will occur, and the question will rise, What is the duty of the teacher in such an emergency? |
| 12291 | Charles, did n''t you hear that dreadful noise just now? |
| 12291 | Did I ask for pencils?" |
| 12291 | Did he hear_ any_ recitation immediately after school began? |
| 12291 | Did it?" |
| 12291 | Did you ever see such a face? |
| 12291 | Do any of you think of any plan?" |
| 12291 | Do you know what is the last book of the New Testament?" |
| 12291 | Do you know who wrote the letters?" |
| 12291 | Do you like this plan?" |
| 12291 | Do you not think it would be so?" |
| 12291 | Do you not think so yourselves?" |
| 12291 | Do you not think you will find this the best course?" |
| 12291 | Do you now understand the principle of the arrangement of the epistles?" |
| 12291 | Do you remember my speaking on this subject in school the other day?" |
| 12291 | Do you suppose it would be safe to leave the decision of important questions to the scholars in this school?" |
| 12291 | Do you think I shall succeed?" |
| 12291 | Do you think it does depend upon that?" |
| 12291 | Do you think it would be possible for us to have as good an exercise every day?" |
| 12291 | Do you think that the girls who rang the bell might have known this by proper reflection?" |
| 12291 | Do you think they would be safe?" |
| 12291 | Do you think this was wrong or not?" |
| 12291 | Do you think you can remember?" |
| 12291 | Do you understand how I mean?" |
| 12291 | Do you understand so far?" |
| 12291 | Do you, or not, experience these inconveniences from our present plans?" |
| 12291 | Do you?" |
| 12291 | Does He notice a child''s ringing a door- bell in play? |
| 12291 | Eight_ and_ six? |
| 12291 | For example, suppose I should say to a fifth boy,''Will you copy this piece of poetry? |
| 12291 | Four_ and_ five? |
| 12291 | Had he discovered the trick? |
| 12291 | Has a boy a right to do what he pleases with his own hat?" |
| 12291 | Has any one any plan to propose?" |
| 12291 | Have I ever had to speak to you before for playing together in school?" |
| 12291 | Have I_ done_ well? |
| 12291 | Have we? |
| 12291 | Have you any objection to the indictment?" |
| 12291 | Have you any particular preference for that seat?" |
| 12291 | Have you neither seen nor heard of alabaster, and had no means of ascertaining any thing in regard to it? |
| 12291 | Have you not observed it?" |
| 12291 | Her mother was always moved by her tears, and would not her aunt relent? |
| 12291 | How do they all read? |
| 12291 | How do they all write? |
| 12291 | How do they calculate? |
| 12291 | How long was it before he began to hear lessons? |
| 12291 | How many are in favor of having shorter lessons, and having them read but once? |
| 12291 | How many are in favor of requesting William Jones to perform this duty?" |
| 12291 | How many find this the case with their work?" |
| 12291 | How many had I made?" |
| 12291 | How many plead guilty to this?" |
| 12291 | How many prefer longer lessons, and having them read twice?" |
| 12291 | How many suppose so?" |
| 12291 | How many will the sun pass in going half round?" |
| 12291 | How shall I write it? |
| 12291 | I can not say any thing about_ civil_ in it, can I?" |
| 12291 | I wonder who told him I could make whistles?" |
| 12291 | If so, how extensively? |
| 12291 | If so, the step is too long, and may be subdivided thus:"When it is noon here, is the sun going toward the Mississippi, or has he passed it?" |
| 12291 | If you now sincerely determine never more to use a profane word, will you not easily avoid it?" |
| 12291 | In concluding what he said, he addressed the boys as follows:"Now, boys, the question is, do you wish to abandon this habit or not? |
| 12291 | In one hour, then, how many degrees will the sun pass over?" |
| 12291 | In other words, What are the punishments which are resorted to in the Mount Vernon School? |
| 12291 | In parsing nouns, what is the first particular to be named?" |
| 12291 | Is any body aggrieved or injured? |
| 12291 | Is it considered so now?" |
| 12291 | Is it not, boys?" |
| 12291 | Is that what I ought to do?" |
| 12291 | Is the erection of a public building going forward in the neighborhood of your school? |
| 12291 | Is there a question before the community on the subject of the location of a new school- house? |
| 12291 | Is there any other harm?" |
| 12291 | Is there discontent in the school? |
| 12291 | It is useless to resist, thought she; indeed, why should I wish to? |
| 12291 | It will be dreadfully dark by- and- by, wo n''t it? |
| 12291 | James, have you a Bible in your desk?" |
| 12291 | Must every thing in education go on in a uniform and monotonous manner, and, while all else is advancing, shall our cause alone stand still? |
| 12291 | Nine_ and_ seven?" |
| 12291 | Now I did not tell you to make the margins_ exactly_ an inch and half an inch, but only as near as you could judge?" |
| 12291 | Now I wish to know, at the outset, whether you do or do not wish to help me?" |
| 12291 | Now am I not compelled to conclude that this latter is the case?" |
| 12291 | Now have you never noticed any objection to it?" |
| 12291 | Now how long does it take the sun to pass round the earth?" |
| 12291 | Now suppose a stranger should come in, and, seeing them all busy, should say to me,"''What are all these boys doing?'' |
| 12291 | Now the point which I wish to bring before you is this; do you know in what order, I mean on what principles, the books are arranged?" |
| 12291 | Now what can the gardener do? |
| 12291 | Now what is the duty of the teacher in such a case? |
| 12291 | Now will you look into your desks, and tell me whether they are, on these three principles, well arranged?" |
| 12291 | Now, should you rather have me talk with you or not?" |
| 12291 | Oh, Charles, do you believe we shall ever find the way out of this dreadful long wood? |
| 12291 | On the walk the teacher thus accosted the criminal:"Do you like frank, open dealing, James?" |
| 12291 | Seven_ and_ nine? |
| 12291 | Shall the practice of prompting in the classes be any longer continued? |
| 12291 | Should you like to adopt the plan?" |
| 12291 | Should you not suppose it would?" |
| 12291 | Suppose, hereafter, when you are about to take a journey, you reach the pier five minutes after the steamer has gone, what good will excuses do you? |
| 12291 | Suppose, then, the Rocky Mountains were half round the globe, how long would it take the sun to go to them?" |
| 12291 | The question is asked a thousand times,"How shall I ever learn to keep my resolutions?" |
| 12291 | The reader will perhaps ask, Shall we make no efforts at improvement? |
| 12291 | The teacher makes a memorandum of this, and then inquires,"And what lesson came after this?" |
| 12291 | The teacher may perhaps say to those in their seats,"Do you not know any thing of this subject? |
| 12291 | Unit figure?" |
| 12291 | Was a building burned by lightning in the neighborhood? |
| 12291 | Was n''t it a bear? |
| 12291 | What are you making, Joseph?" |
| 12291 | What could the teacher mean? |
| 12291 | What is it her duty to do?" |
| 12291 | What is your objection to her?'' |
| 12291 | What should you say to such a company as that?" |
| 12291 | What useful practice has not its dangers? |
| 12291 | What were you doing?" |
| 12291 | What would, in ordinary cases, be the effect? |
| 12291 | Where do you think they are? |
| 12291 | Which do you think you should rather do?" |
| 12291 | Which of these teachers understood human nature best? |
| 12291 | Which way are they from us?" |
| 12291 | Which, now, do you think is the worst?" |
| 12291 | Who could it be? |
| 12291 | Who would have conceived of it? |
| 12291 | Whose sled was it that Richard took away?" |
| 12291 | Why did not these reasons prevent your doing it?" |
| 12291 | Why, did n''t you know bears were stronger than men? |
| 12291 | Why, is there any peculiar depravity in them which you could not have foreseen?" |
| 12291 | Will you all now look into your desks, and see whether you consider them in good order? |
| 12291 | Will you all think and answer together? |
| 12291 | Will you see whether it is longer than any that come after it? |
| 12291 | Will you try the moral one? |
| 12291 | Will you try the physical one? |
| 12291 | Would it be just?" |
| 12291 | Would it be the same with the other?" |
| 12291 | Would it not be as well to have the chestnuts early in the summer as to have them in the fall?" |
| 12291 | You do not want her to be punished, do you?" |
| 12291 | You will ask,"Can not we obtain permission of you or of the teachers to leave our seats or to whisper if it is necessary?" |
| 12291 | You will then say,"Are we never, on any occasion whatever, to leave our seats in study hours?" |
| 12291 | _ Never_, do I say? |
| 12291 | _ Now is there any rule in this school against selfishness?" |
| 12291 | _ T._"Hundreds?" |
| 12291 | _ Teacher._"Tens?" |
| 12291 | _ Teacher._''Will you try to speak a little louder, Miss A.?" |
| 12291 | and, if so, what was he going to do? |
| 12291 | five, six,''& c. Should you call that reciting well?" |
| 12291 | should always be the question, not, Have I managed to_ appear_ well? |
| 12291 | you and Joseph are particular friends, then, I suppose?" |
| 17588 | = Environment.=--In what measure is a man the product of his environment? |
| 17588 | = Machinery.=--She must challenge every piece of machinery that meets her gaze with the question"Whence camest thou?" |
| 17588 | = Story of a boy.=--A seven- year- old boy who was lying on his back on the floor asked his father the question,"How long since the world was born?" |
| 17588 | And while their eyes are weeping their hearts are saying:"Wha will be a traitor knave? |
| 17588 | Are such affairs as are described in the beginning of the chapter peculiar to democracies? |
| 17588 | Are the pupils( and perhaps the teacher) likely to overestimate what is done in the socialized recitation? |
| 17588 | As corroborating evidence or as a final proof of competence? |
| 17588 | By what means may public schools assist in the transformation of illiterate foreigners into"intelligent American citizens"? |
| 17588 | Can a teacher lead pupils to regard work as a privilege rather than as a task, unless she has that attitude herself? |
| 17588 | Can enthusiasm result if there is a lack of joy in one''s work? |
| 17588 | Can one do his best without it? |
| 17588 | Can one instill high ideals in others without frequently absorbing inspiration himself? |
| 17588 | Can one teacher utilize all of the interests of a child within a nine- month term? |
| 17588 | Chairman:--Miss Brown, have you any suggestion as to time limit? |
| 17588 | Could Abraham Lincoln have withheld his pen from the Emancipation Proclamation and permitted the negro race to continue in slavery? |
| 17588 | Could Christopher Columbus possibly have done otherwise than discover America? |
| 17588 | Could Julius Cæsar have turned back from the Rubicon and refrained from saying,"The die is cast"? |
| 17588 | Could any influence have deterred Walter Scott from writing"Kenilworth"? |
| 17588 | Did some influence of home, or school, or playground give him an impulse and an impetus toward this event? |
| 17588 | Do most teachers realize to what extent they have influence? |
| 17588 | Do people seem to realize this truth when they do not build their world as they might? |
| 17588 | Do the duties of a superintendent have to do only with curriculum and discipline, or have they to do also with teaching power? |
| 17588 | Do you and your pupils in actual practice regard examinations as an end or as a means to an end? |
| 17588 | Do you mean to take them article by article? |
| 17588 | Does acquaintance with the great in history tend to produce merely a good static character, or does it do more? |
| 17588 | Does education have anything whatever to do in determining what a man will or will not do? |
| 17588 | Does wit or humor cause most of the laughter in school? |
| 17588 | Electrical engineering? |
| 17588 | For what purpose? |
| 17588 | From what should interest start, and in what should it function? |
| 17588 | From your experience or observation do you find this true? |
| 17588 | Has a high degree of culture been attained by a person who must ever be on his guard? |
| 17588 | Have we been able to eliminate physical defects and develop physical merits in people to the same extent that we have in domestic animals? |
| 17588 | He made out examination questions in accordance with this plan fifteen years ago and the heavens did n''t fall; then why, pray, change the method? |
| 17588 | How and by what means may the school bring about a more intelligent choice of tangible and intangible things? |
| 17588 | How are culture and refinement related to patriotism? |
| 17588 | How can he be led to larger aims? |
| 17588 | How can one acquire a clear- cut method? |
| 17588 | How can one add to his culture? |
| 17588 | How can teaching be timed approximately? |
| 17588 | How can the contemplation of a rainbow educate? |
| 17588 | How can the trained mind get the most out of life and contribute the most to it? |
| 17588 | How can this be done? |
| 17588 | How can you make it more of a center than it is? |
| 17588 | How convince an indolent pupil of this truth? |
| 17588 | How did Lincoln make use of humor? |
| 17588 | How direct the pupils''choice of reading matter? |
| 17588 | How do the motives of the artisan differ from those of the artist? |
| 17588 | How do the typical recitations of your school contribute to the happiness of your pupils? |
| 17588 | How do you make your school a center for community life? |
| 17588 | How does agriculture lead to the exercise of faith? |
| 17588 | How does socialized class work affect the home and society? |
| 17588 | How does the author define education? |
| 17588 | How does the repeating of answers by the teacher affect the pupils? |
| 17588 | How does the response of the school to a laughable incident reflect the leadership of the teacher? |
| 17588 | How is an operation in a factory timed? |
| 17588 | How is his plan applicable in your school? |
| 17588 | How is the principle applicable in your school? |
| 17588 | How is the spirit of jealousy among teachers injurious to our school system? |
| 17588 | How may an understanding of the mutual reaction of the child and his environment assist the teacher in planning for character building in pupils? |
| 17588 | How may education give rise to self- reliance? |
| 17588 | How may elementary teachers inculcate the principles of true democracy? |
| 17588 | How may examinations test intelligence? |
| 17588 | How may it unfit them? |
| 17588 | How may lack of thoroughness limit freedom? |
| 17588 | How may motivation in teaching the multiplication table be assisted by vitalization? |
| 17588 | How may school discipline recognize democratic principles, thereby laying the foundation of respect for law and order by our future citizens? |
| 17588 | How may the child''s experience, imagination, and expression be interrelated? |
| 17588 | How may the monarchical government of a school fit pupils for a democracy? |
| 17588 | How may the vitalized teacher be distinguished from the traditional teacher in her attitude toward facts? |
| 17588 | How may the vitalized teacher encourage in pupils the formation of habits of careful diction? |
| 17588 | How may this difference of concept affect the work of the teacher? |
| 17588 | How may words be vitalized in composition? |
| 17588 | How remove unnatural stilted words and expressions from the oral and written expressions of pupils? |
| 17588 | How shall the teacher proceed in order to make the substitution? |
| 17588 | How should dividends on school investments be estimated? |
| 17588 | How should the industrial work in a school be linked with that in the community? |
| 17588 | How will the reading of such authors improve the teaching ability of elementary teachers? |
| 17588 | How will this increase the pupils''knowledge of chemistry? |
| 17588 | How would you demonstrate to pupils that mental work is more exhausting than manual labor? |
| 17588 | How? |
| 17588 | If a hundred musicians were writing musical compositions at the same moment, would they offer similar explanations of their behavior? |
| 17588 | If his property at the school is not in order? |
| 17588 | If not, why not? |
| 17588 | If pupils fail to realize it, what can the teacher do to help them? |
| 17588 | If so, is it the best sort of interest? |
| 17588 | If so, is this condition peculiar to that type of recitation? |
| 17588 | If so, what sort of recitation- lesson will stimulate each kind? |
| 17588 | If the teacher can have lessons finished with greater rapidity, what can be done with the time thus remaining? |
| 17588 | If there is a deficiency of physical strength? |
| 17588 | If there is a poor knowledge of the subject? |
| 17588 | If this is an effect, what and where was the cause? |
| 17588 | In Hawthorne''s story of the_ Great Stone Face_ what qualities were attained by those whom Ernest expected to grow into the likeness? |
| 17588 | In our present civilization what conditions may give rise to mental thralldom? |
| 17588 | In the case of any type of human behavior can we postulate antecedent causes? |
| 17588 | In the vitalized school, he finds himself busy all day long trying to find answer to the question: What is Truth? |
| 17588 | In what other ways is the socialized recitation likely to produce better reactions? |
| 17588 | In what particular way do many teachers lose much of the recitation- lesson or study- lesson period? |
| 17588 | In what respects do you regard teaching as a privilege? |
| 17588 | In what respects does society resemble a vitalized school? |
| 17588 | In what respects is agriculture a noble pursuit? |
| 17588 | In what respects is it drudgery to you? |
| 17588 | In what way besides the direct waste of the minutes is the expenditure of undue time unfortunate? |
| 17588 | In what ways and to what extent should patriotism affect conduct? |
| 17588 | In what ways is agriculture a typical study? |
| 17588 | In what ways is good fiction of value to teachers? |
| 17588 | In what ways is one who has had private instruction likely to be a poorer citizen than one who has attended school? |
| 17588 | In what ways is vitalization of subject matter related to its socialization? |
| 17588 | In what ways may the following institutions raise the level of democracy: centralized schools? |
| 17588 | Is Luther Burbank''s work to be regarded as botanical or as agricultural? |
| 17588 | Is feeling an important element of culture? |
| 17588 | Is interest in a subject as an abstract science likely to be an adequate interest? |
| 17588 | Is it a compliment to be easily recognized as a teacher? |
| 17588 | Is it comfortable to think that one is an example? |
| 17588 | Is it fair to demand a higher standard of the teacher and preacher? |
| 17588 | Is it more desirable to have the pupils develop these powers or to memorize facts? |
| 17588 | Is it only teachers who need to feel that they are examples? |
| 17588 | Is it probable that more of this will be done in the future by supervisors and investigators? |
| 17588 | Is memory of facts the best test of knowledge? |
| 17588 | Is one likely to overestimate the value of one''s possessions, mental or physical? |
| 17588 | Is one who reads good literature to acquire culture as yet an"artist"teacher? |
| 17588 | Is the fact that a class is unusually aroused a reason for decrying a method as sensational? |
| 17588 | Is the"Golden Rule"a vital principle of patriotism? |
| 17588 | Is there another subject as important for the city school as agriculture is for the rural school? |
| 17588 | Is there any humor in the Gettysburg speech? |
| 17588 | Is there danger of adopting an ideal that, while it is worthy as far as it goes, is merely incidental and not worth while? |
| 17588 | Is there danger that a teacher may become too appreciative or susceptible-- too poetic in temperament? |
| 17588 | Is there danger that one may have too much of a good quality, or is the danger not in having too little of some other quality? |
| 17588 | Is this difference in the concept of the school a vital one? |
| 17588 | Is this particular episode in his life merely happening, or does some causative influence lie back of this event somewhere in the years? |
| 17588 | Is this true? |
| 17588 | Is what one knows or what one does the more important part of it? |
| 17588 | Just what is meant by"narrowness"in a teacher? |
| 17588 | Law? |
| 17588 | May there not be an obscure element in the teacher''s character that is having a deleterious effect? |
| 17588 | May writing have the essentials of poetry and yet have no regular rhythm? |
| 17588 | Mr. Chairman, may we have the secretary read the points brought out by yesterday''s recitation? |
| 17588 | Of the teacher? |
| 17588 | Or is it only the outstanding features of his conduct that affect the pupils? |
| 17588 | Or, in other words, are the activities of his earlier life functioning on the bit of paper before him? |
| 17588 | Self- respect? |
| 17588 | Should teachers try to eradicate or sublimate these sentiments? |
| 17588 | Should the chief aim of language work in the grades be force, accuracy, or elegance in the use of language? |
| 17588 | So, when this boy asks What is Truth? |
| 17588 | Subject to what limitations should a successful teacher be a politician? |
| 17588 | Teacher:--Mr. Chairman, may we have the secretary read the several points in the assignment? |
| 17588 | Teaching? |
| 17588 | That one may have influence is it enough for one to be good, or is it what one does that counts? |
| 17588 | The question"Is she a school- teacher?" |
| 17588 | Then after another interval, he asked,"What was there before the world was born?" |
| 17588 | Then the very pertinent question is asked,"Which century will see Life?" |
| 17588 | To what extent does the richness of our lives depend on the way we react to stimuli? |
| 17588 | To what extent does the school share the responsibility for the improvement of the physical and moral quality of the children of the future? |
| 17588 | To what extent is a man able to influence his environment? |
| 17588 | To what extent is education the process of enlarging the content of words? |
| 17588 | To what extent is the study of agriculture important in the city school? |
| 17588 | To what extent must individual differences be recognized by the teacher in the recitation? |
| 17588 | To which of these sciences do plant variation and improvement properly belong? |
| 17588 | Under what conditions can one have joy in his work? |
| 17588 | Upon what does the vitalization of a school mainly depend? |
| 17588 | Upon what else does it depend in part? |
| 17588 | Upon what is mental freedom conditioned? |
| 17588 | Was Robert Fulton''s invention of the steamboat inevitable? |
| 17588 | Was this a satisfactory response? |
| 17588 | Wha can fill a coward''s grave? |
| 17588 | Wha so base as be a slave? |
| 17588 | What advantages are there in having variety in one''s plans? |
| 17588 | What agencies have been employed with the expectation that they would improve the school? |
| 17588 | What are some items of school work upon which some teachers spend time that they should devote to finding materials suited to the child''s interests? |
| 17588 | What are some of the characteristics that gain one the distinction of being an"artist"teacher? |
| 17588 | What are some of the results that have accrued from the timing of work by efficiency experts? |
| 17588 | What are some of the things that have been done to improve physical man? |
| 17588 | What are some of the ways in which you have known superintendents successfully to increase the teaching power of the teachers? |
| 17588 | What are some of the weaknesses of democracy which the public school may remedy? |
| 17588 | What are some reasons for the scarcity of physically perfect men and women? |
| 17588 | What are suitable sources? |
| 17588 | What are the benefits of such a type of training as military training? |
| 17588 | What are the characteristics of sensationalism? |
| 17588 | What are the distinguishing characteristics of the vitalized teacher? |
| 17588 | What are the inherent rights of childhood? |
| 17588 | What are the objections to teaching the book? |
| 17588 | What are the objections to teaching the subject? |
| 17588 | What are the proper remedies for this? |
| 17588 | What are the reasons why some of these have not accomplished more? |
| 17588 | What are the reasons? |
| 17588 | What are the results of an undue expenditure of time in this way? |
| 17588 | What are the teacher''s functions in such a recitation? |
| 17588 | What are the teacher''s functions in the traditional recitation? |
| 17588 | What attainments or qualities have you yet to acquire in order to stand out as"distinctive and regnant"to a good many pupils? |
| 17588 | What benefits accrue to a teacher from the study of a subject in its ramifications? |
| 17588 | What books could you read to the pupils to enliven some of the subjects that you teach? |
| 17588 | What branches of study should have for their sole function to stimulate the growth of patriotism? |
| 17588 | What can be done to bring humor into essays written by the students? |
| 17588 | What can be done to bring more or better humor into the school? |
| 17588 | What causes historical facts to seem commonplace? |
| 17588 | What conditions might cause some of those who go through school to be polluted instead of rectified? |
| 17588 | What constitutes character? |
| 17588 | What corollary can be drawn on the advisability of the employment of no teachers except those recommended by competent supervisors? |
| 17588 | What definition of education will best harmonize with the ideals of this chapter? |
| 17588 | What diseases that invade society would be checked if in school the stream of life were rectified? |
| 17588 | What do these functions of the school and of its studies teach us regarding the adaptation of subjects and methods to the individual? |
| 17588 | What do you think is the practicable way of helping the pupils in your school to develop along the lines of their natural endowment? |
| 17588 | What do you think of a person who prefers new books? |
| 17588 | What do you think of a teacher who asserts that no important advance has been made in educational theory and practice since, say, 1910? |
| 17588 | What do you think of a teacher who persists in"meaningless formalities"? |
| 17588 | What do you think of his practice? |
| 17588 | What do you think of one who prefers sensational books? |
| 17588 | What education should result from a view of Niagara Falls? |
| 17588 | What educational agency in your state first reflected the need of scientific instruction in agriculture? |
| 17588 | What elements should be emphasized in history to make it seem alive with meaning? |
| 17588 | What evils necessarily accompany examinations? |
| 17588 | What evils usually accompany them? |
| 17588 | What further training should the school give in better living than to teach the pupils what it is? |
| 17588 | What have they in common to justify this? |
| 17588 | What hint may the teacher of geography receive from the brief description of London''s points of interest? |
| 17588 | What is essential in vitalizing a school? |
| 17588 | What is meant by an"aptitude for vicariousness"? |
| 17588 | What is meant by the school''s being the"melting- pot"? |
| 17588 | What is meant by the time element in teaching? |
| 17588 | What is meant by the"socialized recitation"as the term is here used? |
| 17588 | What is meant by"bigness"? |
| 17588 | What is now the general attitude toward it? |
| 17588 | What is poetry? |
| 17588 | What is the effect on society when a man does work for which he is not fitted? |
| 17588 | What is the essence of the"gang spirit"? |
| 17588 | What is the general function of the school? |
| 17588 | What is the inference concerning one''s culture if his clothes and body are not clean? |
| 17588 | What is the measure of how far she should be expected to do so? |
| 17588 | What is the primary purpose of each school study, for instance, language? |
| 17588 | What is the purpose of rhyme? |
| 17588 | What is the relation between the waste of time in school and the exodus of children from the upper grades? |
| 17588 | What is the relation of pathos to humor? |
| 17588 | What is the relation of the school to complete living? |
| 17588 | What is the result on one''s work of brooding over troubles? |
| 17588 | What is the source of humor in a humorous story? |
| 17588 | What is the teacher''s chief reward? |
| 17588 | What is the true purpose of grammar? |
| 17588 | What is their effect if the teacher is taken as an ideal? |
| 17588 | What is to be included in the term"read"in the sentence"She can teach reading because she can read"? |
| 17588 | What kind of teaching is needed to meet this responsibility? |
| 17588 | What kinds of arts are there other than the fine arts? |
| 17588 | What may be done to prevent a child going outside the school to find something congenial? |
| 17588 | What may be done, in the matter of bodily positions, to improve mental time- reactions of the student? |
| 17588 | What may the school do to give helpful direction and needed modifications to the instinct of acquisition? |
| 17588 | What may the vitalized teacher do to assist in the development of self- expression? |
| 17588 | What modes of self- expression should be used by pupils of elementary schools? |
| 17588 | What objection is there to the expression"getting an education"? |
| 17588 | What of the Psalms? |
| 17588 | What powerful appeal for clean living may be made to the adolescent youth? |
| 17588 | What principle of the drama comes into play in teaching, when a teacher desires to invest the subject with life? |
| 17588 | What principles of teaching did Tom Sawyer apply? |
| 17588 | What purposes are actually achieved by examinations? |
| 17588 | What qualities of citizens are inconsistent with a high level of democracy? |
| 17588 | What qualities would a teacher have to possess that her influence aside from her teaching might be of more value than the teaching itself? |
| 17588 | What questions should we ask ourselves about the things that are being done in our schools? |
| 17588 | What resemblances has the process of education to the evolution of machinery? |
| 17588 | What result besides waste of time may come of a cumbersome method of teaching? |
| 17588 | What should be a student''s motive in choosing a course? |
| 17588 | What should be the teacher''s rule in regard to digressions? |
| 17588 | What should she refrain from doing? |
| 17588 | What suggestion is made in this chapter in regard to the planning of school buildings? |
| 17588 | What suggestions are offered for the vitalization of mathematics? |
| 17588 | What things do we need to know about a child in order to utilize his interests? |
| 17588 | What things may offset this tendency? |
| 17588 | What two factors must be considered in estimating mental work with a view to time considerations? |
| 17588 | What use may be made of play in the education of children? |
| 17588 | What usually makes one teacher disparage the work of another? |
| 17588 | What works of Dante have you read? |
| 17588 | What would be a better expression to indicate the purpose of attending school? |
| 17588 | What would you expect to gain from a course in school administration? |
| 17588 | When should she not do so? |
| 17588 | When should the teacher laugh with the school? |
| 17588 | Wherein does physical training seem to have failed to attain its ends? |
| 17588 | Which of these have to do primarily with heredity and which with rearing or training? |
| 17588 | Who first stated this definition? |
| 17588 | Whose fault would it be? |
| 17588 | Why are there fewer students in the higher than in the lower grades of most schools? |
| 17588 | Why are"question and answer"publications antagonistic to modern educational practice? |
| 17588 | Why did Ernest''s face come to resemble that of the great stone face? |
| 17588 | Why does the character of the books one reads most serve as an index of one''s own character? |
| 17588 | Why harmful to students? |
| 17588 | Why has the question of school lunches gained so much prominence recently? |
| 17588 | Why is education not satisfactorily defined by saying that it is a preparation for complete living? |
| 17588 | Why is extended reading essential to success in teaching? |
| 17588 | Why is it a calamity to a community for a boy to fail to graduate from the high school? |
| 17588 | Why is it desirable that pupils shall not lose their individuality in passing through school? |
| 17588 | Why is it especially important for a teacher to be thoroughly acquainted with the great characters of history? |
| 17588 | Why is it more important to acquire ideals than to acquire knowledge? |
| 17588 | Why is it unwise for teacher or pupils to boast of the achievements of the school? |
| 17588 | Why is one who is living the complete life sure to be altruistic? |
| 17588 | Why is poetry especially valuable to the teacher? |
| 17588 | Why is the possession of healthy bodies a matter of national concern? |
| 17588 | Why is the twentieth century called the"age of the child"? |
| 17588 | Why is work a blessing? |
| 17588 | Why or why not? |
| 17588 | Why or why not? |
| 17588 | Why should a teacher have great joy in the teaching of science? |
| 17588 | Why should care be taken in choosing the decorations of a school? |
| 17588 | Why should every teacher strive to be a"ten- minute"teacher, and why should every supervisor strive to recommend no others? |
| 17588 | Why should one avoid the sensational in school work? |
| 17588 | Why was its importance not realized until recently? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | Why? |
| 17588 | With what spirit should a teacher prepare to teach about the thirteen colonies? |
| 17588 | Would these prove effective in a class taught in the ordinary way? |
| 17588 | Would you appreciate it? |
| 17588 | Would you resent the timing of your work? |
| 17588 | a thousand voices in the school and outside the school repeat the question to him: What is Truth? |
| 17588 | and"Does this apply in our own city?" |
| 17588 | and"In case the President or Congress failed in their duty, what could the people do about it?" |
| 17588 | evening schools? |
| 17588 | history? |
| 17588 | in discipline? |
| 17588 | junior high schools? |
| 17588 | language? |
| 17588 | means one thing; but the question"Can she teach school?" |
| 17588 | moonlight schools? |
| 17588 | of Shakespeare? |
| 17588 | of Victor Hugo? |
| 17588 | of high schools? |
| 17588 | public officials? |
| 17588 | reading? |
| 17588 | the attitude of the pupil? |
| 17588 | the people? |
| 17588 | the press? |
| 17588 | thrift? |
| 17588 | to the evolution of biological species? |
| 17588 | vocational schools? |
| 6109 | Could you read this aloud to your family? |
| 6109 | Did Sarah[ the maid] say that you ironed it well? |
| 6109 | Have you a good teacher? |
| 6109 | Then what will you choose to write about? |
| 6109 | Well,she replied,"but why did n''t you use your own judgment and take one of the other pieces?" |
| 6109 | What do you mean by that? |
| 6109 | Why not? |
| 6109 | Why? |
| 6109 | A certain very intelligent ten- year- old girl studying arithmetic read the problem,"What is the interest on$ 500 at six per cent for one year?" |
| 6109 | Above all, why should two minutes of reflection on the subject mark their limit? |
| 6109 | Additional suggestions will often be obtained by inquiring,"What part of this lesson, if any, would you like to represent by drawings? |
| 6109 | After a fortnight or so of this, Catherine said,"Why do n''t you relate to me the events of the day, instead of recalling them to yourself? |
| 6109 | After the making of the tile has been proposed, the teacher might simply ask,"How will you plan this piece of work?" |
| 6109 | Again, In what ways has his discovery of America proved of benefit to the world? |
| 6109 | Also, How would you do it?" |
| 6109 | Also, what different steps should be taken to secure each kind? |
| 6109 | Also,"Why is the custom not more common?" |
| 6109 | An eight- year- old girl said to her mother,"May I iron my apron? |
| 6109 | And a good pillow, too? |
| 6109 | And is he to determine all this for himself, remembering that thorough study requires the neglect of some things as well as the emphasis of others? |
| 6109 | And is it, accordingly, the duty of the student merely to_ follow_ their presentation without enlarging upon it greatly? |
| 6109 | And is the millennium at hand? |
| 6109 | And is there any explanation of the fact that authors are not able to express themselves more fully and plainly? |
| 6109 | And must the student do much supplementing, even much_ digging_, or severe thinking of his own, in order to get at their meaning? |
| 6109 | And should he, therefore, being a learner, adopt a docile, passive attitude, and accept whatever statements are presented? |
| 6109 | And some of her detailed questions might well be: What object do you see in studying this topic? |
| 6109 | And then? |
| 6109 | And then?" |
| 6109 | And what are specialists for? |
| 6109 | And while many deserve much attention, are there many others that may be slighted and even ignored? |
| 6109 | And why? |
| 6109 | And would the neglect or skipping of many supposedly little things be more likely to result in careless, slipshod work than in thoroughness? |
| 6109 | And, if so, how? |
| 6109 | And, if the memory or the courage fails, the teacher gives help by asking,"What will you tell about first? |
| 6109 | Any pet names applied? |
| 6109 | Are authors, at the best, capable only of suggesting their thought, leaving much that is incomplete and even hidden from view? |
| 6109 | Are my pickaxes and shovels in good order, and am I in good trim myself, my sleeves well up to the elbow, and my breath good, and my temper?'' |
| 6109 | Are not children normally uncritical and imitative or passive? |
| 6109 | Are not those persons preferable as citizens who readily put by their claims and conform? |
| 6109 | Are there other ways of baking them? |
| 6109 | Are they still so prone to error that he should be critical toward them? |
| 6109 | As suggested by the study of other literature_ Does this same hold with regard to other literature? |
| 6109 | Assuming that they are correct, dare the young student pass such a criticism? |
| 6109 | At another time I inquired,"How long has it been since America was discovered?" |
| 6109 | But I suppose that people sometimes make pictures of things that they ca n''t do; do n''t they?" |
| 6109 | But other aims in review might be, Do we owe as much to Washington during this period as during the war just preceding? |
| 6109 | But what about much beyond this minimum? |
| 6109 | But when they were asked,"Is a person under any obligations to judge the worth of the thought?" |
| 6109 | But who shall they be, and to what extent? |
| 6109 | But, then, when is the proper age for study reached? |
| 6109 | By proceeding from principal thoughts to details._ How can one become safe and skillful in this phase of study? |
| 6109 | Can children be expected to assume such responsibility? |
| 6109 | Can he not, therefore, abandon the critical attitude and accept outright what is offered? |
| 6109 | Can one greatly strengthen the memory by special exercises for that purpose? |
| 6109 | Can they think well enough to memorize largely through association of ideas, like older persons?" |
| 6109 | Can you not take it?" |
| 6109 | Could any of them have been more important then than now? |
| 6109 | Could you do it?" |
| 6109 | Could you not use that?" |
| 6109 | Could you take that?" |
| 6109 | Did the father argue at length with the older son? |
| 6109 | Do you know any other families that have a time set apart each day for playing together? |
| 6109 | Does such an arrangement depend on the parents wholly? |
| 6109 | Does the average student, for example, subordinate his teachers and the ideas he acquires to himself? |
| 6109 | Does the father seem to enjoy it? |
| 6109 | Does the same hold for the young student? |
| 6109 | Even though the above discussions reveal the main factors in the study of adults, what light does it throw upon the work of children? |
| 6109 | Failing, however, he impatiently asked,"Why did n''t you tell about so and so"? |
| 6109 | For example: How large should the tile be made? |
| 6109 | Granted that there are numerous very important factors in study, what should be done about them? |
| 6109 | Has the young student any proper basis for carrying that responsibility? |
| 6109 | Have we, then, put off corruption and become perfect? |
| 6109 | Have you found any of these statements questionable? |
| 6109 | Have you heard the story about the Bishop of Bingen in his Mouse- Tower on the Rhine River? |
| 6109 | He should form the habit of often asking himself,"What is my point?" |
| 6109 | How about the methods of study among teachers themselves? |
| 6109 | How about the texts used in the elementary school? |
| 6109 | How can any one find time for the exercise of so much wisdom? |
| 6109 | How can such confidence be cultivated? |
| 6109 | How can these plants be raised? |
| 6109 | How can they be protected against burning? |
| 6109 | How do people about us often resemble the elder son? |
| 6109 | How do the fruits raised there compare with those further east in quality and appearance? |
| 6109 | How do these statements remind you of others that you already know? |
| 6109 | How does this differ from a spelling list, so far as equality of values is concerned? |
| 6109 | How does this one compare in beauty with"Rock- a- bye- baby"? |
| 6109 | How far, then, should the supplementing be carried? |
| 6109 | How get them out without burning one''s self? |
| 6109 | How is farming differently conducted there? |
| 6109 | How is the United States Government reclaiming the arid lands, and in what sections? |
| 6109 | How is the situation changed? |
| 6109 | How make sure of the dimensions? |
| 6109 | How much time is necessary for the baking? |
| 6109 | How must the clay be worked into the desired shape? |
| 6109 | How tell when they are done? |
| 6109 | How was the establishment of a firm Union made especially difficult by the want of certain modern inventions? |
| 6109 | How would the older son have had the father act? |
| 6109 | How would we plan to dramatize this poem? |
| 6109 | How, then, can habits become best established? |
| 6109 | How, then, has she escaped a close acquaintance with the principal factors in study? |
| 6109 | How, then, is he to know what are the important details and what are the unimportant? |
| 6109 | How, then, should the customary recitation be modified? |
| 6109 | How, then, was I in a position to do anything more than to follow your exact directions?" |
| 6109 | How? |
| 6109 | How? |
| 6109 | I asked the class,"What is the color of the Indians?" |
| 6109 | I once asked a fifth- year class in history,"Who discovered America?" |
| 6109 | If so, how? |
| 6109 | If so, what is their nature? |
| 6109 | If so, why? |
| 6109 | If, however, children can study, to what extent can they do it, and at how early an age should they begin to try? |
| 6109 | If, then, the student has not found out what the leading ideas are, what basis of selection has he? |
| 6109 | Imagining that some one has just crossed a desert, what dangers do you think he has encountered, and how may he have escaped from them? |
| 6109 | In particular, how prominent in study should be the effort to memorize? |
| 6109 | In response to the next question,"In what direction does each[ highland] extend?" |
| 6109 | In that case, which is of the former kind, and which is of the latter? |
| 6109 | In the East? |
| 6109 | In the East?" |
| 6109 | In the case of any person whose judgment is really deserving of confidence, how has it become so? |
| 6109 | In what direction does each extend? |
| 6109 | In what respects, if any, is the West more promising than the East to a young man starting in life? |
| 6109 | In which direction do educational institutions, in particular, exert their influence? |
| 6109 | In which direction does human nature most tend? |
| 6109 | Indeed, they knew that they could not think, so what was the use of wasting more than two minutes for the sake of appearances? |
| 6109 | Instead of either condemning or accepting authors, is it his duty merely to understand and remember what they say? |
| 6109 | Is all our knowledge more or less doubtful, so that we should hold ourselves ready to modify our ideas at any time? |
| 6109 | Is he then through with a topic, or is more work to be done? |
| 6109 | Is it best to allow them to lie long in water? |
| 6109 | Is it desirable to have sunshine all the time? |
| 6109 | Is it even highly unsafe for the latter to assume the responsibility of judging relative values? |
| 6109 | Is it necessary to take them out and strike them with the palm of the hand, breaking them slightly? |
| 6109 | Is not the curriculum already full enough, indeed full to completion? |
| 6109 | Is not this, on account of the immaturity of children, necessarily so written as to make such supplementing unnecessary? |
| 6109 | Is one then through with it? |
| 6109 | Is such a contrast justified? |
| 6109 | Is that an entirely passive attitude? |
| 6109 | Is that desirable? |
| 6109 | Is that true, however, of literature for children? |
| 6109 | Is the father shown to be at fault in any respect in the training of his sons? |
| 6109 | Is the weather particularly enjoyable there, or not? |
| 6109 | Is their study to contain these factors also? |
| 6109 | Is there a cradle of some sort? |
| 6109 | Is there a similarly definite end to be reached in the study process? |
| 6109 | Is there any proof that these were especially attractive children? |
| 6109 | Is there any tenderness indicated on the part of the mother? |
| 6109 | Is this standard met when the child understands and can reproduce in substance the definition of desert? |
| 6109 | Is this story told as a warning or as a comfort? |
| 6109 | Must we, then, pass upon everything; and is no person to be fully trusted? |
| 6109 | Now, how much, if anything, must he add to what is directly presented to him by others? |
| 6109 | Numerous other questions were considered, as follows:-- What is the best way to clean them? |
| 6109 | Of a level surface? |
| 6109 | Of square corners? |
| 6109 | Oh sir, she smiled, no doubt, Whene''er I passed her; but who passed without Much the same smile? |
| 6109 | Once more I said,"Four hundred and thirteen years since what?" |
| 6109 | One day I asked them,"When has a book been read properly?" |
| 6109 | One girl soon inquired,"Do you think that she would like to know how I am training my bird to sing?" |
| 6109 | One might ask,"Are not all the statements in a valuable book that one happens to be reading worthy of careful consideration?" |
| 6109 | One of the common questions in the combination of forms and colors, even in the kindergarten, is,"How do you like that?" |
| 6109 | Or at least would such attempts seem to be normal for them? |
| 6109 | Or by constructive work? |
| 6109 | Or by paintings? |
| 6109 | Or can it be that there are two kinds of knowledge? |
| 6109 | Or could the children help much to bring it about? |
| 6109 | Or did it happen only once? |
| 6109 | Or do all facts have much the same value, so that they should receive about equal attention, as is the case with the multiplication tables? |
| 6109 | Or do you always''go on''and''keep going on''?" |
| 6109 | Or does he become subordinated to these, even submerged by them? |
| 6109 | Or has the study then hardly begun? |
| 6109 | Or is knowledge something apart from the active world, ending rather in self? |
| 6109 | Or is that particularly what recitations and marks are for? |
| 6109 | Or shall he assume a view- point of his own? |
| 6109 | Or shall he avoid doing either, preserving an inactive mind? |
| 6109 | Or shall he do neither? |
| 6109 | Or shall he take all statements literally? |
| 6109 | Or should extensive instruction be imparted to them, as well as to adults, on this subject? |
| 6109 | Or should he learn to depreciate himself, to deplore those qualities that distinguish him from others? |
| 6109 | Or the most beautiful? |
| 6109 | Or was it rather an unpleasant time for him? |
| 6109 | Or were other men equally or more prominent? |
| 6109 | Or will it vary? |
| 6109 | Or would such a critical attitude on his part toward a high authority be impertinent? |
| 6109 | Or would such uncertainty too easily undermine his self- confidence and render him vacillating in action? |
| 6109 | Or would that be the height of presumption on his part? |
| 6109 | Or would that be too narrow, indeed, exactly the wrong way? |
| 6109 | Or, do authors-- at least the greatest of them-- say most, or all, that they wish, and make their meaning plain? |
| 6109 | Or, finally, is neither of these attitudes correct? |
| 6109 | Or, if guests are not prompt, is there any way of keeping them in good condition? |
| 6109 | Selection and reorganization of the profitable portion of these materials._"What am I getting from this author?" |
| 6109 | Shall he assume the position of a mere receiver and collector? |
| 6109 | Shall the student of either of these periods adopt the views of the author that he happens to be reading? |
| 6109 | Shall the student recognize exaggeration as such? |
| 6109 | Shall we, then, even while making these eliminations, make additions that may more than equal them? |
| 6109 | Should anything be done with them while baking? |
| 6109 | Should he learn even to ascribe whatever merit he may possess to the qualities that are peculiar to him? |
| 6109 | Should he rather be a collector of facts at large, endeavoring to develop an interest in whatever is true, simply because it is true? |
| 6109 | Should he smother his own desires and opinions in the attempt to satisfy his teacher? |
| 6109 | Should memorizing constitute the main part of study-- as it so often does-- or only a minor part? |
| 6109 | Should the oven be very hot, or is a slow heat preferable? |
| 6109 | Should the statements that he receives be put into order by him? |
| 6109 | Should the student, therefore, be taught to believe in and trust himself, holding his own powers and tendencies in high esteem? |
| 6109 | Should the use of ideas be their goal? |
| 6109 | Should they be prominent, or only a minor part of study? |
| 6109 | Should they be served immediately? |
| 6109 | Since one cookbook says that we want"dry and mealy"potatoes and another states that they should be"moist and sweet,"which is right? |
| 6109 | Still not being satisfied, I went to a hardware store and asked,"Have you a man who can solder a thin metal plate over a small hole in a lead pipe? |
| 6109 | That becomes very important as they mature; for how otherwise will they learn to study alone? |
| 6109 | That is the reason that they so often inquire,"What is the use of it?" |
| 6109 | That some facts are true for all time, and can be learned as absolutely true; and that others are only probabilities and must be treated as such? |
| 6109 | The boy who was called upon for the third question,"Which is the broader and higher?" |
| 6109 | The crucial question in this connection, therefore, is not,"Can children memorize?" |
| 6109 | The fact that many fathers would be bored by such an hour suggests the query,"Did this father really enjoy it?" |
| 6109 | The fact that the custom is so uncommon raises the further inquiry,"Was there any special merit among these children that led to it?" |
| 6109 | The fact that we know this to be a very rare thing prompts the questions,"Was it customary in this family, or did it happen only once?" |
| 6109 | The first of these two questions, therefore, is, Can children from six to fourteen years of age really be expected to study? |
| 6109 | The great question of method, then, becomes, How shall one learn? |
| 6109 | The important question now is, Is this, in general, the way in which the ordinary student should work? |
| 6109 | The questions now arise, Are other kinds of supplementing also generally necessary? |
| 6109 | The spirit of the teacher''s usual general question should be, How have you associated or related these facts? |
| 6109 | These two questions, however, Can children study? |
| 6109 | This can be further seen from the following topics in Biology: What household plants are most desirable? |
| 6109 | To this end one should avoid putting mainly memory questions, such as, Who was it--? |
| 6109 | To what extent must he be a producer in that sense? |
| 6109 | To what extent shall this apply to children? |
| 6109 | To what extent should other branches of knowledge resemble the useful arts in their combination of knowledge with the use of knowledge? |
| 6109 | Under these circumstances, could it be expected that these children, in their teacher''s absence, would exhibit these same qualities? |
| 6109 | Was it in place to argue much about such a matter? |
| 6109 | Was n''t he probably right? |
| 6109 | Was there ever a more vain, heartless, haughty, selfish, bartering gentleman- wretch? |
| 6109 | Was this the custom each day? |
| 6109 | What about noises of various kinds? |
| 6109 | What about the advisability of baking them with butter, sugar, and salt? |
| 6109 | What about the effect of strong winds on the sand? |
| 6109 | What advice should have been given? |
| 6109 | What animals that are common here are seldom found there, or not at all? |
| 6109 | What are the main tasks that should be performed in private study, and how should they be accomplished? |
| 6109 | What are the most important ideas here? |
| 6109 | What are their principal enemies, and how can these best be overcome? |
| 6109 | What attitude shall the adult student assume toward such contradictory and faulty statements? |
| 6109 | What better proof is needed of common laxness of attention? |
| 6109 | What changes does the heat effect in the potato? |
| 6109 | What classes of invalids resort to the West, and to what parts? |
| 6109 | What dangers might cause uneasiness? |
| 6109 | What duty has the less mature student in regard to organization? |
| 6109 | What great highland do you find in the West? |
| 6109 | What great highland do you find in the West? |
| 6109 | What have you to say, Eddie?" |
| 6109 | What indication of the father''s character is given in the fact that he saw his son while yet"a great way off"? |
| 6109 | What is said about--? |
| 6109 | What is the right use? |
| 6109 | What is this minimum limit? |
| 6109 | What is to be done with all these? |
| 6109 | What kind of home must that be? |
| 6109 | What kind of surface must it have? |
| 6109 | What literature or history is there for children that omits the passing of moral judgments? |
| 6109 | What lullabies of our childhood does this recall? |
| 6109 | What marked contrast is there between the two, in the latter part? |
| 6109 | What more remained to be done? |
| 6109 | What pictures of his former life does he call to mind when starving? |
| 6109 | What plants that are common here are not found there? |
| 6109 | What pleasure might a sportsman expect there? |
| 6109 | What recognition is there of varying values of facts in such teaching? |
| 6109 | What sections would be of most interest to the sight- seer? |
| 6109 | What should be its shape? |
| 6109 | What should be the attitude of the young student toward the authorities that he studies? |
| 6109 | What statements here need filling out, and how have you done it? |
| 6109 | What success, then, can come to children when they are sent off to study their lessons in private? |
| 6109 | What suggestions, if any, can be made about the retaining of facts? |
| 6109 | What test has the ordinary student for knowing when he knows a thing well enough to leave it? |
| 6109 | What various thoughts probably induced the young man to leave home? |
| 6109 | What were his thoughts and actions as he approached his father; those also of his father? |
| 6109 | What were the routes of travel, by land, to the Indies? |
| 6109 | What would be some of the pleasures of a walk in the desert? |
| 6109 | What, then, are the best, and why? |
| 6109 | What, then, is the proper attitude for the reader? |
| 6109 | When was it--? |
| 6109 | When you come to a good book, you must ask yourself,''Am I inclined to work as an Australian miner would? |
| 6109 | Where did the Turks live; and what reasons had they for preventing this trade? |
| 6109 | Where is the lowest land between these two highlands? |
| 6109 | Which are they? |
| 6109 | Which is least pleasing? |
| 6109 | Which is perhaps the most interesting scene? |
| 6109 | Which is the best part of the last three stanzas, in which he tells how much he loves them? |
| 6109 | Which is the broader and higher? |
| 6109 | Which is the most beautiful part? |
| 6109 | Which of the two is the better? |
| 6109 | While they are an essential part of knowledge, do they themselves vary indefinitely in worth? |
| 6109 | Who is to pass judgment upon their quality? |
| 6109 | Who will assert that such lack of initiative is natural? |
| 6109 | Who''d stoop to blame This sort of trifling? |
| 6109 | Why are there not more? |
| 6109 | Why could not the first Portuguese captain sail directly to the southern end of Africa? |
| 6109 | Why did he hesitate about returning? |
| 6109 | Why is it necessary to emphasize this matter so much, particularly with reference to young people? |
| 6109 | Why not, if there is anything in habit? |
| 6109 | Why should not the text- book in history and geography lie open in class, just as that in literature, if_ thinking_ is the principal object? |
| 6109 | Why should she, if she has never been conscious of any particular weakness in that respect? |
| 6109 | Why should they? |
| 6109 | Why was it--? |
| 6109 | Why, then, should he receive anything?" |
| 6109 | Why, then, should they be taught to look past this period, to their distant future as the harvest time for their knowledge and powers? |
| 6109 | Why? |
| 6109 | Will''t please you rise? |
| 6109 | Will''t please you sit and look at her? |
| 6109 | Would it be narrowly utilitarian and even foolish to expect that one''s learning shall necessarily function in practical life? |
| 6109 | Would not a class in a normal school or a college show greater capacity for leadership? |
| 6109 | Yet even these may be only ideas; what means has he for knowing when they have been attained? |
| 6109 | Yet is this true? |
| 6109 | Yet no one asked any one else"Why?" |
| 6109 | Yet what better state can be conceived? |
| 6109 | Yet, should his method be the same? |
| 6109 | _ Do children need the help of specific aims?_ The first question to consider is, Do children seriously need the help of such aims? |
| 6109 | _ Do children need the help of specific aims?_ The first question to consider is, Do children seriously need the help of such aims? |
| 6109 | _ Is the spirit of induction here opposed?_ It is pertinent to ask whether this method of study does not oppose the spirit of induction. |
| 6109 | _ Reasons for such prominence._ If the work of memorizing is so uninteresting and even injurious, why is it made so prominent? |
| 6109 | _ Relation of the critical attitude to sympathy and respect._ What is the relation of this critical attitude to sympathy for an author? |
| 6109 | _ The proper attitude toward knowledge._ What, then, is the proper attitude toward knowledge? |
| 6109 | _( 3) Reasons for such neglect._ Why, then, did they so neglect their past? |
| 6109 | also,"What facts have I offered for its support, and have I massed them all as I should?" |
| 6109 | and If so, how can they be taught to do it? |
| 6109 | but rather,"Are they capable of more than mechanical memorizing, or learning by rote? |
| 6109 | or"What profit is this material bringing me?" |