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 |
|---|---|
| 44614 | Why should not useful knowledge be imparted to the Chinese as well in China as it can be in Europe or America? |
| 30743 | What then is a proposition? |
| 16964 | If we say,"A bar 81/2 feet long is to be cut into five pieces of equal length; how long should each piece be? |
| 16964 | The boy was unable to lay out the work, although when asked by the foreman,"Do n''t you know how to divide 81/2 by 5? |
| 16964 | What can I do to improve it?" |
| 40380 | Why permit traditions or precedent to rob us of choice benefits within our reach? |
| 19701 | How large must be the type in textbooks in order that young children may easily read it? |
| 19701 | Is light chalk on a dark ground better or worse than dark chalk on a light ground? |
| 19701 | Is prismatic window glass superior to plain? |
| 19701 | Shall blackboards be of slate, composition board, or glass? |
| 19701 | Shall they be colored black, green, or ivory white? |
| 19701 | To what extent is glare from polished desks detrimental to eyesight? |
| 12138 | In University Extension so described may we not see a germ for the University of the Future? |
| 12138 | What are we aiming at? |
| 12138 | What will be our agencies? |
| 12138 | What will be our methods? |
| 12138 | Who shall our teachers be? |
| 27963 | Cicero asked the question,"What have we to learn?" |
| 27963 | Each morning the wife was expected to ask her husband nine times,"What do you wish me to do?" |
| 27963 | REIN, W. Am Ende Der Schulreform? |
| 27963 | Shall I tell you what knowledge is? |
| 27863 | And how can you preach the doctrine of"earning bread by the sweat of your brow"when the labor that sweat presupposes is unnecessary? |
| 27863 | And what shall be said of the protection of San Isidro invoked by the agriculturists? |
| 27863 | How can one help being grateful to the demons who received him in the other hall instead of letting him fall on the floor? |
| 27863 | How can you condemn laziness when the angels protect it? |
| 27863 | Is there a positive increase of immorality? |
| 27863 | Is there real cause for alarm because of a moral retrogression of our society? |
| 27863 | Lacking in will, dispossessed of any idea of struggle with himself, how can he triumph over himself? |
| 27863 | The Height of Absurdity Is it possible to invent or suppose greater absurdities than those here mentioned? |
| 27863 | What about Mary, wife of the Father, of her own son, of Joseph, and Saint Domingo? |
| 27863 | What mastery over self does a man have who for the purpose of controlling his habit of dirty and obscene speech seeks the intervention of a saint? |
| 27863 | Who on reading this would not envy a friar having a diversion so entertaining and so sane and economical? |
| 20958 | Are your parents rich? |
| 20958 | Domine Joannes,he says,"whence do you come? |
| 20958 | What are we to do with him? |
| 20958 | Cur? |
| 20958 | Do you not see that masters are present, venerable men, in whose presence it becomes you to stand?" |
| 20958 | His tormentors then affect to be sorry for him and make touching references to his mother''s feelings("Quid, si mater sciret, quae unice eum amat? |
| 20958 | Joannes stretches out his hand, but is met with the indignant question,"Do you come to attack me with your nails? |
| 20958 | Quis est locus? |
| 20958 | Quo procurante? |
| 20958 | Quo tempore? |
| 20958 | Quomodo? |
| 20958 | Sumptu Quis jussit? |
| 20958 | The master takes him to the Rector to be admitted, and then asks him,"Where do you intend to have your''deposition''as a bajan?" |
| 20958 | Were they to dictate lectures or to speak so fast that their pupils could not commit their words to writing? |
| 20958 | What is a University? |
| 20958 | Why do you sit down, wild ass? |
| 48194 | ''So yous wants the school, does you?'' 48194 Can you cipher?" |
| 48194 | Do you know how to count by long division? |
| 48194 | Well,says the boy,"would you tell me what our teacher meant by saying that Berlin is on the Spree?" |
| 48194 | You do n''t know grammar? |
| 48194 | 90 Can Upper Canada Emulate the State of New York in Educational Matters? |
| 48194 | As no answer was given, I... asked whether a King, Queen or President governed in Great Britain? |
| 48194 | CAN UPPER CANADA EMULATE THE STATE OF NEW YORK IN EDUCATIONAL MATTERS? |
| 48194 | He said:--"Was there ever a more auspicious period than the present for literary reform? |
| 48194 | How can I, therefore, regard without emotion the events of to- day? |
| 48194 | How many men in this latter end of the century get into the thick of the fight and make their influence felt while under 40 years of age? |
| 48194 | I finally asked what is the form of Government in Great Britain? |
| 48194 | My first question, therefore was-- Where is Great Britain? |
| 48194 | Or in that of the historical or geographical exercises? |
| 48194 | The trustee continued:--"Can you read?" |
| 48194 | Under these circumstances how can I, therefore, regard without emotion the events of to- day? |
| 48194 | What advancement has education made since? |
| 48194 | What was his answer? |
| 48194 | Who, that had once participated in the excitement of its natural history class, ever forgot it? |
| 48194 | Why, sir; my son Bill comes home the other night and says he,"''Father, what is grammar?'' |
| 48194 | Will you kindly say a word for me to the proper person? |
| 37739 | But no, it is true he was devising a system of education for Canada, but what had the wants or wishes of the people to do with it? |
| 37739 | Did it appear from this that the rich did not attend the common schools of Massachusetts? |
| 37739 | Had the German teachers by accident blundered upon better_ methods_ of teaching than were practised by other nations? |
| 37739 | He had sold their fathers for pelf, why not sell the sons also? |
| 37739 | How are we to explain it? |
| 37739 | Is he not a member of that Methodist Committee which bargained away to a worthless Ministry the Methodist votes for £ 1,500 to Victoria College? |
| 37739 | Is it not melancholy that so crooked, so visionary a man as this should be at the head of the literary institutions of the country?" |
| 37739 | Let our school system, the source of light and intelligence, be destroyed, and what remains to us of hope for the country? |
| 37739 | Now, what are the distinguishing features of this School Act that reflect credit upon its author? |
| 37739 | Some readers of the present day may ask, Why not also for other religious denominations-- Methodists, Baptists, and Congregationalists? |
| 37739 | The Episcopalians are ready to say the same, and we ask whether in fairness we can refuse to one what we grant to the other? |
| 37739 | The question may naturally be asked, why did the legislation of 1837 not effect greater changes? |
| 37739 | What can twenty- two clergymen do, scattered over a country of nearly six hundred miles in length? |
| 37739 | When is the measure of the iniquity of this Government to be filled up?... |
| 37739 | Where is this to stop? |
| 37739 | Why not exchange school lands for an equal area of Crown Reserve land? |
| 37739 | Why was Ryerson''s appointment vested in the Governor and not in the Executive Council? |
| 37739 | Will it rise in the scale of nations, ever to be distinguished for the intelligence of its people, for its prosperity and advancement? |
| 37739 | Would the schools of 1876 have been what they were had there been no Ryerson? |
| 15005 | In such cases,--he said in effect,--"how shall I come to any definite belief unless I first reason it out?" |
| 15005 | What note then shall the noisy goose emit in the presence of the clear- songed swans? 15005 (_ x_)_ First objection_: Why is the projecting continent then, not circular, since the motion of these stars is circular? 15005 (_ y_)_ Second objection_: Why is this elevation in this particular place? 15005 ... is shown so reasonably, should be read? 15005 Can the happy memory of deeds so great pass away? 15005 Do they do these things to learn, or to cook a new dish? 15005 Else John when the soldiers to be baptized came to him saying,And what shall we do?" |
| 15005 | In what order should they be studied? |
| 15005 | Likewise, the town of Vercelli will not allow provisions within the town limits to be withdrawn from their markets[ in order to raise the price?] |
| 15005 | Or, from Metaphysics,"Is it substance or quality?" |
| 15005 | Oxford, 1267 and(?) |
| 15005 | Physics? |
| 15005 | Shall he offer new things, or things well known? |
| 15005 | Shall we not go so far as to call these laws unjust or rather no laws at all? |
| 15005 | THE QUESTION: IS WATER, OR THE SURFACE OF THE SEA, ANYWHERE HIGHER THAN THE EARTH, OR HABITABLE DRY LAND? |
| 15005 | What comments should be read? |
| 15005 | What ethical teacher has not an abundance of rules for good living so long as they exist only on his lips? |
| 15005 | What portions of his works should be studied for the various degrees in Arts? |
| 15005 | What respecter of the wise was ever so pious, what supporter of them so efficient, what patron of the sciences, of virtues, and of books so generous? |
| 15005 | What translations should be used? |
| 15005 | Who else besides you is there beneath the sky who has not thought Paris the place of delights, the garden of plantations, the field of first fruits? |
| 15005 | Would any one wonder what they can find to do in matters that are perfectly open, very simple and elementary? |
| 15005 | [ 5] What was there in the teaching of Abelard which brought together this extraordinary gathering? |
| 15005 | [ SHALL PRIESTS BE ACQUAINTED WITH PROFANE LITERATURE, OR NO?] |
| 15005 | in(?) |
| 36553 | Must I part with my books? |
| 36553 | Not a Breviary? 36553 You, yourself, a nobody, are you not said to have taught as a master sixty or one hundred clerks, more or less? |
| 36553 | [ 166] What does this phrase precisely mean? 36553 [ 259] One other important question still remains to be considered: when were definite school houses first erected? |
| 36553 | [ 357] What place does chivalric education occupy in the evolution of educational thought and practice? 36553 [ 4] What means could be adopted by the missionaries to accomplish the ends they had in view? |
| 36553 | [ 72] Were these parochial grammar schools to be found in England? 36553 Again we ask, what models were available? 36553 But what does this termgrammar"exactly denote? |
| 36553 | From whom was the necessary authority to establish the school derived? |
| 36553 | Have you not been a greedy seller of words to them, and perhaps have wickedly deceived them in their ignorance as you have deceived yourself? |
| 36553 | He urges:"Are there not everywhere on earth masters of the liberal arts, who also are called clerks? |
| 36553 | How were they to approach and solve the problem? |
| 36553 | Not even the Psalms of David?" |
| 36553 | Or to the labouring classes? |
| 36553 | The question is: what general principles arise as a result of a consideration of these examples? |
| 36553 | To the gentry and nobility? |
| 36553 | To the middle classes? |
| 36553 | To what authority was this appeal to go? |
| 36553 | To whom did the Church offer facilities for education? |
| 36553 | Was the Church a"reality,"or was it merely the name of certain individuals who professed a certain allegiance? |
| 36553 | Was the State a"reality,"or simply a name? |
| 36553 | Was the school the outcome of a dispute between the civic and the ecclesiastical authorities, as was the school at Exeter in the seventeenth century? |
| 36553 | Was the ultimate appeal to be to the chancellor of the diocese, to the patron of the school, to the bishop, to the archbishop, or to the pope? |
| 36553 | What happened then? |
| 36553 | Where then, I pray, is this want of clerks of yours? |
| 36553 | Where was this education to be gained? |
| 36553 | You yourself, a nobody, are you not said to have taught as a master sixty or one hundred clerks, more or less? |
| 36553 | [ 126] Which of these two classes did the Church endeavour to educate? |
| 36553 | [ 139] How was this interest in letters to be secured? |
| 36553 | [ 149] The question at issue is: did the monasteries in England make any provision for the education of external pupils? |
| 36553 | _ B._--"Why do you ask me that? |
| 36553 | _ M._--"And how about the others?" |
| 36553 | _ M._--"Were you flogged to- day?" |
| 36553 | _ Master_:"Will you be flogged while learning?" |
| 12864 | A Senior Optime? |
| 12864 | A what? |
| 12864 | Are you aware who the learned author is? |
| 12864 | Have the_ passmen_ done their paper work yet? |
| 12864 | Have you_ wet_ that new coat yet? |
| 12864 | How much Euclid did you do? 12864 How the_ goney_ swallowed it all, did n''t he?" |
| 12864 | Lord bless you, master,says she,"who I reading? |
| 12864 | Mr.----, what is logic? |
| 12864 | What is the meaning of this noise? |
| 12864 | What will you drink? |
| 12864 | When you go into Cheshire, and upon your ramble, may I trouble you with a commission? 12864 Who would not place this precious boon Above the Greek Oration? |
| 12864 | Why, what was he then? |
| 12864 | _ Gonus_,echoed I,"what''s that mean?" |
| 12864 | _ Ques._ What is the name of this University? 12864 _ Ques._ Who was your father? |
| 12864 | And has the Bursch his cash expended? |
| 12864 | And what shall I say of Morse? |
| 12864 | And who asks for a richer heritage, or a more enduring epitaph, than that he too is a Brother in Unity?" |
| 12864 | But if they, capricious through long indulgence, did not choose to get up, what then? |
| 12864 | But who are those three by- standers, that have such an air of submission and awe in their countenances? |
| 12864 | But yearneth not thy laboring heart, O Tom, For those dear hours of simple_ Freshmanhood_? |
| 12864 | Did not the_ Præses_ himself most kindly and oft reprimand me? |
| 12864 | Did not thy starting eyeballs think to see Some goblin_ pariètal_ grin at thee? |
| 12864 | Fifteen?" |
| 12864 | Hast spent the livelong night In smoking Esculapios,--in getting jolly_ tight_? |
| 12864 | Have I been screwed, yea,_ deaded_ morn and eve, Some dozen moons of this collegiate life, And not yet taught me to philosophize? |
| 12864 | Have I been_ screwed_, yea, deaded morn and eve, Some dozen moons of this collegiate life? |
| 12864 | How now, ye secret, dark, and tuneless chanters, What is''t ye do? |
| 12864 | I asked her what she was reading? |
| 12864 | Of what_ standing_ are you? |
| 12864 | Or men"_ get high_"by drinking abstract toddies? |
| 12864 | She says,"What makes you look so very pale?" |
| 12864 | The following is a translated specimen:--"_ Ques._ What is your, name? |
| 12864 | Then an anthem,''The voice of my beloved sounds,''& c. Then a forensic dispute,_ Whether Christ died for all men_? |
| 12864 | Then,"How do you know them?" |
| 12864 | Univ._ Of this word, De Quincey says:"But what is the meaning of a lecture in Oxford and elsewhere? |
| 12864 | Were there any_ Goodies_ when you were in college, father? |
| 12864 | What are parietals, parts,_ privates_ now, To the still calmness of that placid brow? |
| 12864 | Who can tell what eagerness fills its ranks on an exhibition- day? |
| 12864 | Who would not brave the heat, the dust, the rain, To march the leader of that valiant train?" |
| 12864 | Who would not choose the wooden spoon Before a dissertation? |
| 12864 | are they? |
| 12864 | can ye surpass these enormous piles? |
| 12864 | the stern_ pariètal_ monitions? |
| 12864 | wert ever beset by a dun? |
| 12864 | with what exultation they mark their banner, as it comes floating on the breeze from Holworthy? |
| 12864 | with what spirit and bounding step the glorious phalanx wheels into the College yard? |
| 51409 | ''And, after all,''they said,''why should n''t you take the prize? |
| 51409 | ''Any one over 90?'' |
| 51409 | ''Any one over 95?'' |
| 51409 | ''Are you quite sure?'' |
| 51409 | ''But after spending £ 250 a year on him for five years what do we get in return? |
| 51409 | ''But did you flick him?'' |
| 51409 | ''But what on earth, Morcombe, is the meaning of this?'' |
| 51409 | ''Harold, dear,''she says,''it''s not like that really, is it? |
| 51409 | ''How did they do that?'' |
| 51409 | ''How many did I give you for that, Evans?'' |
| 51409 | ''I say, you chaps, like to buy a complete set of Borneos surcharged Labuan?'' |
| 51409 | ''Is this,''he asked,''anything serious?'' |
| 51409 | ''May I have that one?'' |
| 51409 | ''Now, how does he get that out of it?'' |
| 51409 | ''Oh, but I say, Stewart, what about the new men''s concert?'' |
| 51409 | ''Oh, do n''t you know?'' |
| 51409 | ''Please,''he asks,''what Latin prose book do we use?'' |
| 51409 | ''Then how on earth can you tell that you did not make that bruise?'' |
| 51409 | ''What does_ crates favorum_ mean?'' |
| 51409 | ''You knew about this,''he would say,''while my son was still innocent: why did you not protect him? |
| 51409 | And what focus does a Public School provide for this eager emotionalism? |
| 51409 | And what is Harold to say? |
| 51409 | And when, an hour later, the house master is summoned by an indignant matron to view the battlefield, who will be held responsible? |
| 51409 | Are they more startling? |
| 51409 | Are you working honestly?'' |
| 51409 | Are, that is to say, the vices of the lower orders actually more startling than those of Mayfair? |
| 51409 | At a lecture that I gave about three years ago, a young woman rose from the back of the hall and asked''what Mr. Waugh thought about co- education?'' |
| 51409 | But does he gain anything else? |
| 51409 | But is it that you appreciate a difference between the written and the printed word? |
| 51409 | Can it be possible that he and they are members of the same society? |
| 51409 | Did Frobisher get his firsts because he was worth them, or because he was in the Captain''s house? |
| 51409 | Do you think the drains are all right?'' |
| 51409 | Every time any one passed him they said:''Owned up yet?'' |
| 51409 | F._: How do you mean, Socrates? |
| 51409 | F._: How is that? |
| 51409 | Five days, six days, a week? |
| 51409 | Have you made these things plain to him? |
| 51409 | Have you not just told me that each boy must produce in form the results of solitary, unaided labour? |
| 51409 | He sees a good deal of new boys in other houses, and the usual question in break on Saturday morning is:''Where were you this week?'' |
| 51409 | He wonders which is Featherstone, the head of the House? |
| 51409 | How long do you imagine that it would last? |
| 51409 | If they see me going in and chucking away my wicket in a school match, they''d think me a pretty sort of captain, would n''t they? |
| 51409 | If, two years later, you were to say to him:''Would you rather have gone to Bedales than Uppingham?'' |
| 51409 | Is it not likely, therefore, that he will write out the meaning of the passage and hand it to the third party? |
| 51409 | Is it worth it?'' |
| 51409 | Is the pursuit of athletic success a sufficiently engrossing occupation for such a boy? |
| 51409 | It is noticed by other members of the house:''Hallo, Jones,''they say,''seen anything of Morrison this morning?'' |
| 51409 | It is probable that his affection will not be returned; and, indeed, why should it be? |
| 51409 | No? |
| 51409 | O.?'' |
| 51409 | Suppose a half- holiday was stopped-- what on earth should I do with a half- holiday all to myself? |
| 51409 | Suppose an attempt was made to run a house without them? |
| 51409 | Surely that is your profession-- to teach the young to distinguish between what is good and what is not good? |
| 51409 | That is so, is it not? |
| 51409 | The blood of sixteen feels like this; can he have achieved so swiftly his ambition? |
| 51409 | Then at last:''Who are"we"?'' |
| 51409 | There is a whisper of:''Where''s the place?'' |
| 51409 | To whose account is he to debit the broken jugs and the torn pillows? |
| 51409 | Was not this what they had been saying so long, in other words-- the sublimation of the sexual impulse? |
| 51409 | We are both in our own ways working for the good of the school; why must we quarrel? |
| 51409 | We have agreed, have we not, that this work can be divided into two duties only? |
| 51409 | We hear a great deal about the value of home influence, but what does home mean for the day boy? |
| 51409 | Well, what would happen then? |
| 51409 | What can public school life mean to such as these? |
| 51409 | What chance have they after all? |
| 51409 | What chemical steps must be taken for national safety in an armed or disarmed world? |
| 51409 | What does he gain to compensate for that loss? |
| 51409 | What has happened to him? |
| 51409 | What international disarmament measures can be taken in this field? |
| 51409 | What is he feeling?'' |
| 51409 | What master would have the cheek to''bottle''Meredith? |
| 51409 | What purpose has his existence? |
| 51409 | What will happen to him now, he wonders? |
| 51409 | What would happen to a house that had no prefects? |
| 51409 | What, after all, can the house master say? |
| 51409 | What, after all, is to be expected? |
| 51409 | When he has changed after football on a half- holiday he asks himself:''What ought I to be doing now?'' |
| 51409 | Where does one learn to turn straight round and walk towards the pavilion? |
| 51409 | Where had he learnt to swear? |
| 51409 | Where is he? |
| 51409 | Who can tell what the next six years may hold? |
| 51409 | Whom can he deprive of office? |
| 51409 | Why are we paying away a third of that small sum in income- tax? |
| 51409 | Why had n''t he stayed on there another year? |
| 51409 | Why not leave things where they are? |
| 51409 | Why should he be any different from his fellows? |
| 51409 | Why should he? |
| 51409 | Why should you knowingly subject him to such a risk?'' |
| 51409 | Why stir up trouble? |
| 51409 | Why worry about me? |
| 51409 | Will Butler get the cricket cup? |
| 51409 | Will all new boys be subjected to some common lot? |
| 51409 | Will they make him stand on a chair? |
| 51409 | Would such conduct be unacceptable to you? |
| 51409 | You say that the more stupid members of your form are in the habit of copying the exercises of their more clever comrades? |
| 51409 | You''ve got to stop it-- see? |
| 51409 | [ 1] Is that imposing figure with the black hair brushed back from his forehead, the G. O. Evans, who made 121 in the Public School''s match at Lords? |
| 51409 | _ Father_: History, my boy, whatever for? |
| 51409 | _ Soc._: And such an arrangement would be accepted by you? |
| 51409 | _ Soc._: But how is that? |
| 51409 | _ Soc._: But, to whom have we allotted the task of unravelling the sense: to the cleverest, have we not? |
| 51409 | _ Soc._: If, therefore, you discovered one boy asking another to explain to him a difficult passage, you would punish him severely? |
| 51409 | _ Soc._: In what, then, lies the essential difference between the printed translation and the one that was copied out for him by his companion? |
| 51409 | _ Soc._: Now is it a rule that a boy may not give another assistance in his Latin prose? |
| 51409 | _ Soc._: Now, if two people attempt a certain task, what procedure would they follow? |
| 51409 | _ Soc._: Now, is this task of translation limited to the co- operation of two persons, or may three or more persons take their share in it? |
| 51409 | _ Soc._: The position is not the same as that of the Latin translation, where two boys were permitted to co- operate? |
| 51409 | _ Soc._: Then do you see any real difference between hearing a translation and reading a translation? |
| 51409 | _ Soc._: Then it is not between the written and the printed word that the difference lies? |
| 51409 | _ Soc._: Then what share of the work will the third partner take? |
| 51409 | _ Soc._: Then where does it lie? |
| 51409 | _ Soc._: Then would you allow a boy during the holidays to copy out one of Dr. Giles''s aids to the classics? |
| 51409 | _ Soc._: Therefore, we may assume that in all tasks that are undertaken by two persons, the work is divided into two duties? |
| 51409 | _ Soc._: You object, Mr. Featherbrain, to the cribbing that is prevalent in your form? |
| 51409 | _ Son_: I say, father, do n''t you think all these classics are rather a waste of time? |
| 51409 | he will say,''I ca n''t be finished with; what''s going to happen now?'' |
| 51409 | to do? |
| 51409 | will they throw boots at him if his voice quavers, or if he forgets the words? |
| 51409 | would you immediately report that boy to the head master? |
| 34721 | A short passage of Scripture,suggest the Anglicans;"a Collect, mayhap; and a few words of helpful instruction-- eh? |
| 34721 | After all,drawled a supercilious man sprawling across a chair,"the courts were built for the boys, were n''t they?" |
| 34721 | Are Panama hats permitted by the statutes of the School? 34721 Are they Mr. Allnutt''s prizes?" |
| 34721 | Are you quite sure you_ know_ him? |
| 34721 | Are your people coming for Speech Day? |
| 34721 | Blucher, sir? |
| 34721 | Blutcher? 34721 Did n''t you meet him all the time you were at school?" |
| 34721 | Do I scribble English words in the margin of my Xenophon? |
| 34721 | Do you chuck it or light it? |
| 34721 | Do you mean Blutcher, sir? |
| 34721 | Do you remember his Sunday trousers? 34721 Do you remember his apologising to that young swine Sowerby before the whole House for losing his temper and clouting him over the head? |
| 34721 | Do you remember how he broke down at prayers the night little Martin died? |
| 34721 | Do you remember how he tanned Goat Hicks for calling The Frog a_ cochon_? 34721 Do you remember the grub he gave the whole House the time we won the House- match by one wicket, with Old Mike away?" |
| 34721 | Do you remember the jaw he gave us when the news came about Macpherson''s V.C.? |
| 34721 | Do you remember the old man''s daily gibe when he found us chucking bread at dinner? 34721 Does it belong to the glacial period, sir?" |
| 34721 | Have you got a court? |
| 34721 | Have you your form- room key? |
| 34721 | He growled:--''Boy, do you consider roller- skating a Sunday pastime?'' 34721 He stopped to capture a brewery, sir, did n''t he?" |
| 34721 | How do you do, sir? 34721 How shall I begin, sir?" |
| 34721 | How was that? |
| 34721 | I beg your pardon? |
| 34721 | Is that you, Rotterson? |
| 34721 | Just tell him I want a Squash Court this afternoon, will you? |
| 34721 | Me, sir? 34721 Of what, Adams?" |
| 34721 | Oh, come, I say, is n''t that rather drastic? 34721 Please, sir, can I be Coalheaver?" |
| 34721 | Please, sir, can I be Inkslinger? |
| 34721 | Please, sir, can I be Obliterator? |
| 34721 | Please, sir, can I be Scavenger? |
| 34721 | Please, sir, can I be Window- opener? |
| 34721 | Sha n''t we get damaged? |
| 34721 | Take you on this afternoon, Jacker? |
| 34721 | The Grampian Hills? |
| 34721 | Then what is your name-- or possibly title? 34721 Vaterloo?" |
| 34721 | Was he a great athlete? |
| 34721 | Well, do you mind if I flog him? |
| 34721 | What about us, Stinker? |
| 34721 | What can you expect from a tripe- dresser,inquire the experts in chorus,"but a eulogy of the stereotyped method of dressing tripe?" |
| 34721 | What is that silver bowl for? |
| 34721 | What was that, Woolley? |
| 34721 | What''s that, Allnutt? 34721 What''s that?" |
| 34721 | What''s up? |
| 34721 | Where does the patent come in? |
| 34721 | Who broke that window? |
| 34721 | Who was de boy who did dat? |
| 34721 | Who was he, sir? |
| 34721 | Who''s going to do it? |
| 34721 | Why,they inquired bitterly,"should_ we_ be the only people educated? |
| 34721 | Wo n''t work, wo n''t it? |
| 34721 | You haf not heard of Blucher? |
| 34721 | _ Conversation?_ Bless you, he never_ conversed_ with anybody. 34721 ''What have I ever done to you young blackguards that you should treat me thus? 34721 (Who are you,"inquired his friends afterwards,"to get up and jaw? |
| 34721 | A form- master overtakes a Housemaster hurrying to morning chapel, and inquires carelessly:"By the way, is n''t Binks tertius your boy?" |
| 34721 | Again, do, or did, English schoolboys ever behave like this? |
| 34721 | Allnutt?" |
| 34721 | Allnutt?" |
| 34721 | And what is his remuneration? |
| 34721 | Are they to learn the Catechism? |
| 34721 | Are they to praise Him from a printed page, or merely listen to their teacher doing so out of his own head? |
| 34721 | Are this heavenly host to be admitted one by one, or in a body? |
| 34721 | At school sports you often hear such a conversation as this:"Good time for the mile, was n''t it?" |
| 34721 | But in what way?" |
| 34721 | But vere would your Engleesh army haf been at Vaterloo without Blucher?" |
| 34721 | But which? |
| 34721 | DEAR EGGSTER,--Well, old sport, how goes it? |
| 34721 | Did he really imagine that chaps would be such mugs as to own up? |
| 34721 | Did the old Man try to cut you down?" |
| 34721 | Did you see Jinks in the high jump, though? |
| 34721 | Do I surreptitiously produce loose pages of Euclid from my pocket and copy them out, when I am really supposed to have learned them by heart? |
| 34721 | Do n''t you see you are molesting Mr. Methuselah Cayley, M.A.? |
| 34721 | Do you remember the story of the fat man--"the jelly- bellied flag- flapper"--who came down to lecture to the school on patriotism? |
| 34721 | Does he call them"cheeky young swine,"and knock their heads together? |
| 34721 | For instance:"Pretty good, Sparkleigh getting a Schol, was n''t it?" |
| 34721 | For what would the"result"be? |
| 34721 | Fourteen, was n''t it?" |
| 34721 | Grubbe? |
| 34721 | Hallo, Stinker, what''s that?" |
| 34721 | Has he made you one too?" |
| 34721 | Have I ever been a bully? |
| 34721 | Have I ever harmed one of you? |
| 34721 | Have you a visiting card about you?" |
| 34721 | Have you a visiting card about you?" |
| 34721 | Have you any theories about the teaching of boys?" |
| 34721 | Have you ever considered Tom Brown''s first day at school? |
| 34721 | Have you got your House colours?") |
| 34721 | How are you going to get over''maypole''? |
| 34721 | How did he spend his half- holidays? |
| 34721 | How did his conversation impress you?" |
| 34721 | How far are the characteristics of the boy discernible in the Man? |
| 34721 | I know"V. K."and"O. P. H.": they are Killick and Higginson, are n''t they? |
| 34721 | If the former, how long will it take to work through the entire rota, and when will the ordinary work of the day be expected to begin? |
| 34721 | If this be mediocrity, who would soar? |
| 34721 | In what attitude does the ordinary educational expert approach educational problems? |
| 34721 | Is the Lord''s Prayer to be regarded as an Anglican or Nonconformist orison? |
| 34721 | Just remembered it is your birthday, so send you 9_d._ in stamps-- all I have but 2_d._ How is your mangy school? |
| 34721 | Must the poor_ always_ be oppressed, while the rich go free? |
| 34721 | No? |
| 34721 | Now, how can we galvanise Education into a vote- catching machine?" |
| 34721 | Shall I go into the sort of temptations he''ll meet with? |
| 34721 | Shall I tell him to mind his work, and say he''s sent to school to make himself a good scholar? |
| 34721 | Shall he tackle the disturbing element boldly, invoking if necessary the assistance of the Housemaster, or let things slide for the sake of peace? |
| 34721 | Sis, what on earth did you go smiling and grinning at that chap for? |
| 34721 | Something quite simple and non- contentious, like that?" |
| 34721 | Still, has the present generation developed no new characteristics? |
| 34721 | The question arises: What attitude are the youth of the country to be taught to adopt towards their Maker? |
| 34721 | They said:--"How would you like a subsidy, now, wherewith to build a new science laboratory? |
| 34721 | Under these new conditions, what manner of man is the great Head of to- day? |
| 34721 | Warwick, is n''t old Etherington in your House?" |
| 34721 | Was it possible that he had been singled out as a likely oar already? |
| 34721 | What about a few State- aided scholarships? |
| 34721 | What about these public schools of yours-- the seminaries of the bloated and pampered Aristocracy? |
| 34721 | What are the characteristics of a_ great_ Headmaster? |
| 34721 | What chance can a boy have had whose egregious parent insisted upon outraging every canon of schoolboy law on his behalf? |
| 34721 | What has he done?" |
| 34721 | What impression of bygone schoolboy life do_ Tom Brown_ and_ Eric_ make upon our minds? |
| 34721 | What is an educational expert? |
| 34721 | What is he like, the Headmaster of to- day? |
| 34721 | What is he sent to school for? |
| 34721 | What is his actual salary? |
| 34721 | What is the prevailing characteristic of the new, as compared with the old? |
| 34721 | What manner of man is he that the English public school system has contributed to the service of the State and the Empire? |
| 34721 | What of the Headmaster of Fact? |
| 34721 | What of those who did not? |
| 34721 | What other virtues must he possess? |
| 34721 | What shall we do with it? |
| 34721 | What shall we do?" |
| 34721 | What will young Jackson do? |
| 34721 | Where did you get it?" |
| 34721 | Who am I, to discriminate between my colleagues''Houses?" |
| 34721 | Who are these two nice- looking boys sitting on that bench?_ Not so loud! |
| 34721 | Who is head of Games this term?" |
| 34721 | Who shall tell how oft he offendeth? |
| 34721 | Why not permit all the clergy of the various denominations to enter the School and minister to the requirements of their various young disciples? |
| 34721 | Why wo n''t''Saturnalia''do? |
| 34721 | Why? |
| 34721 | Will it scan? |
| 34721 | Will you kindly stand up, Mr. Corbett, in order that we may study you in greater detail?" |
| 34721 | Will you pay cash, or shall I knock it off your pocket- money at the end of the week?" |
| 34721 | Wo n''t you let us help you? |
| 34721 | You see the idea? |
| 34721 | [ Illustration: THE MAN OF THE WORLD] From what does this national self- consciousness spring? |
| 34721 | _ He took his hat off?_ Well, you must have begun it, that''s all! |
| 34721 | _ How dare I say such a thing to a master?_ Well, I did n''t say it in so many words, but he knew what I meant all right. |
| 34721 | _ How is young Smith getting on?_ Let me see-- Smith? |
| 34721 | _ How is young Smith getting on?_ Let me see-- Smith? |
| 34721 | _ What do we do to him?_ Oh, all sorts of things. |
| 34721 | _ What, Mum? |
| 34721 | _ Who is that dear little boy with brown eyes?_ Great Scott, how should I know all the rotten little ticks in the Lower School?... |
| 34721 | _ Who is that dear little boy with brown eyes?_ Great Scott, how should I know all the rotten little ticks in the Lower School?... |
| 34721 | _ Will I ask them to tea to amuse Dolly?_ Certainly, if you do n''t mind my leaving the School for good to- morrow morning!... |
| 34721 | _"Is the work difficult?_ Bless you, we do n''t do any_ work_: we just rot Duck- face. |
| 37677 | Dear,he said to the youth who, for the time, is deputy post master,"have you anything for me this evening?" |
| 37677 | Do you regard it as a saving ordinance? |
| 37677 | Does not this show that baptism is not necessary to salvation, that it is not a saving ordinance? |
| 37677 | How can I leave the brethren? |
| 37677 | How do you make it? |
| 37677 | How do you prosper? |
| 37677 | I asked myself, is this the truth? 37677 May we come too?" |
| 37677 | Miss Mattie: Dear Sister--What is this? |
| 37677 | No association with second- class passengerswas the edict; and was not the priest first- class? |
| 37677 | Then what is the trouble? |
| 37677 | Though a stranger to you in person--What is this? |
| 37677 | What is Campbellism? |
| 37677 | Which church is right? |
| 37677 | Will you please tell me where I can get a meal for twenty- five cents? |
| 37677 | Yes, we believe that: of course, we believe the Scriptures, but what do YOU THINK? 37677 You do not believe that baptism is necessary to salvation,"the disciples said;"then why do you baptize?" |
| 37677 | ''What is it, Janie?'' |
| 37677 | ( Only for our health?) |
| 37677 | --a laughing matter to Babe, but not to Oliver, for he sees her drawn aside, and hears the whispered demand,"_ Is_ he a rebel?" |
| 37677 | About what? |
| 37677 | And Lydia''s household-- what right has one to presume her mistress over a nursery? |
| 37677 | And how can we forgive, if we do not forget? |
| 37677 | And what of Bethany College? |
| 37677 | And what of Mrs. Carr? |
| 37677 | And when President Milligan gives a levee, who comes for Mattie to escort her thither? |
| 37677 | And why did the denominations regard the people they thus designated much as, at a later day, the Mormons were regarded? |
| 37677 | And why"Campbellite"? |
| 37677 | And why? |
| 37677 | Are you on your way to school?" |
| 37677 | Are you sorry you missed it? |
| 37677 | At last, she accosted Mr. Surber with her oft repeated question:"Will you tell me what I must do to be saved?" |
| 37677 | At the conclusion he cried out,"Is there any one here who believes?" |
| 37677 | BAPTISM IS A BIBLE THEME, AND WHY NOT WRITE ABOUT IT IN BIBLE LANGUAGE? |
| 37677 | Brother Lowber came up and said,''Well, here is Brother Stover; how_ do_ you come on, Brother Stover?'' |
| 37677 | But did he present the truth? |
| 37677 | But does that matter? |
| 37677 | But if I come-- for I can not even yet decide_ not_ to do so-- could the trip improve me sufficiently to labor there? |
| 37677 | But in my case, what is success? |
| 37677 | But shall we not forgive all? |
| 37677 | But though fighting, will not his valor be tempered with the tenderness of tears? |
| 37677 | But was the work now ended? |
| 37677 | But what of that? |
| 37677 | But what shall we say of this boy who stands ten minutes unable to speak for tears of joy, while his friends wait, unable to hear for weeping? |
| 37677 | But when we are old and feeble, who will gather in the golden sheaves? |
| 37677 | But, after all, is it so strange? |
| 37677 | Can falsehood wound beyond the grave? |
| 37677 | Can not some of our young brethren in Australia come out here and prepare themselves to preach to poor dying sinners? |
| 37677 | Can you not come home by way of Tasmania? |
| 37677 | Come back to you, did you say? |
| 37677 | Could n''t you come for me next week? |
| 37677 | Could not, truly; but why"happier"days? |
| 37677 | Did_ I_ know what you could say about John Stuart Mill and the C. W. B. M.? |
| 37677 | Do n''t you want me to bring you up here, to do some shopping?" |
| 37677 | Do the school girls move uneasily in the straight- backed benches? |
| 37677 | Do they think Longan is right on the ghost question? |
| 37677 | Do you think a person can not be saved without baptism?" |
| 37677 | Does he know, now, how we all loved him? |
| 37677 | Does the little boy really cry for_ you_, when you start for town, or is n''t it for Brother Gore? |
| 37677 | Forget you, did you say? |
| 37677 | Had he not graduated with honors and degree of A. M. from the University of Jerusalem? |
| 37677 | Has it been for nothing, after all? |
| 37677 | Have you read''Gold Foil,''and''Bitter Sweet,''or''Dream Life,''and''Reveries of a Bachelor''? |
| 37677 | He has gone; and shall we ever see his like again? |
| 37677 | He would sit in his Library at night and read until absorbed in some happy thought he would say:"Jeff., what does this Scripture mean?" |
| 37677 | How about that Biography? |
| 37677 | How are Brother and Sister Magarey and family? |
| 37677 | How can I speak his praise? |
| 37677 | How can it survive the loss of those illustrious men? |
| 37677 | How did you happen to write''Six shillings are too much for the book?'' |
| 37677 | How shall I be able to tell them goodby, if I am to go away with no hope of meeting them in heaven? |
| 37677 | I have through all my life received wondrous good from God; shall I not patiently receive evil, also? |
| 37677 | I know I will lose time, and distract my attention from my studies, but what is that in comparison to saving a soul? |
| 37677 | I wonder if he_ ever_ did anything that was wrong?'' |
| 37677 | I wonder what you did with my poetry? |
| 37677 | Instead of assigning reasons to the''Fulton Public,''would it not be better,--''To the Public?'' |
| 37677 | Instead of preaching in a jail, why not have occupied the biggest house in Phillippi? |
| 37677 | Is it a wonder that the nights often witnessed her tears? |
| 37677 | Is it a wonder that to Oliver Carr, that voice"sounded like sweetest music?" |
| 37677 | Is it not enough? |
| 37677 | Is it not hard for the human heart, so full of pride, to pass submissive under the rod? |
| 37677 | Is it possible that I shall see my dear wife so soon? |
| 37677 | Is it possible that you have come all this distance to talk about that?" |
| 37677 | Is it strange that there should have grown up within her, the intense desire to go to her brother? |
| 37677 | Is n''t he impudent? |
| 37677 | Is not woman the best burden- bearer? |
| 37677 | Is she not to devote her life to teaching her sex? |
| 37677 | Is she taking music lessons-- or do you think she is still too young? |
| 37677 | Is she trying to keep me waiting another half hour?'' |
| 37677 | It was, indeed, heresy; for if all had deserted creeds for the Bible, what would have become of the creeds? |
| 37677 | It will be to their loss, if they do so; for what life is to be understood, without an understanding of the principles that direct its course? |
| 37677 | Later comes,"Heaven is fair, earth pitiless; why is life so dear?" |
| 37677 | Mattie, do you think I would let you stop at home and slave away, for_ me_ to have all the fun, just because of what Dr. Campbell says about one lung? |
| 37677 | Mattie, what do you think of my going? |
| 37677 | Men who had not been to church for years expressed themselves to this effect:"Ol going to preach? |
| 37677 | Miss Mattie, why not? |
| 37677 | Mr. Carr went away, but soon returned to the stranger, saying,"Will you be so kind as to tell me where I could get the quarter?" |
| 37677 | Mrs. Carr to Mr. Carr, while he was on his visit to Sidney:"It is very stormy today on land,--what will it be on the sea? |
| 37677 | Nay, will he ever consent? |
| 37677 | Not a word had been preached, nor had they ever looked upon the faces of their prospective auditors; but did they not have the truth? |
| 37677 | Now, Mattie, I have always paid much attention to your advice; what do you think on the subject? |
| 37677 | Now, will you do it?" |
| 37677 | Of course a year''s experience would increase my usefulness, but why not acquire it where the brethren want me? |
| 37677 | Oh, will that ever be? |
| 37677 | On one occasion, Mrs. Carr was obliged to walk to the station from a distant farm- house-- do you know those muddy Texas roads in the"Black Lands?" |
| 37677 | On such provocation as that, who can blame Oliver for having doubts about Mattie''s conscience? |
| 37677 | One subject discussed was,"Should we in the administration of law, be influenced by Justice alone?" |
| 37677 | Pretty good for a start, is n''t it? |
| 37677 | Shall I get you any boarding pupils? |
| 37677 | Shall not the daughters receive the torch of truth from the hands of the mothers? |
| 37677 | Shall we not enter this church on Main street, and watch the young ladies as they seat themselves in a bright oblong of femininity, if not of beauty? |
| 37677 | So this brother has come, a Mr. Murby of some distinction; for does he not edit the music department of the_ Cornhill Magazine_? |
| 37677 | Surely not the boy from May''s Lick? |
| 37677 | That all religious bodies should take the name of Christian, and worship according to the Scriptures-- could anything be simpler? |
| 37677 | The jailer, too,--was there no water in the courtyard? |
| 37677 | The old man would pause with,"Well, dears, how do you do, this nice morning? |
| 37677 | The same points were preached over and over,"What must I do to be saved?" |
| 37677 | Then he goes from city to city afoot, in danger of being robbed-- why was n''t he provided with a buggy? |
| 37677 | Then how could I have thought you in the way, as''a pig,''or as a man? |
| 37677 | Then,"Oh life, is all thy song, Endure and die?" |
| 37677 | Think you that because the stream now flows smoothly, and the thunder of the cataract has transiently ceased, that you are far removed from danger? |
| 37677 | To rest? |
| 37677 | To the President of the Bible College, what was more important than carrying the Bible across the sea? |
| 37677 | WHOEVER READ IN THE BIBLE THAT BAPTISM IS A SIGN OR A SEAL, OR A SYMBOL OF ANYTHING? |
| 37677 | Was he not a citizen of no mean city( the Kentucky of his day?) |
| 37677 | Was he not senior wrangler under Prof. Gamaliel? |
| 37677 | Was there any one to care? |
| 37677 | We wandered over the beautiful fields, gathering the wild flowers daily, and hourly left our little(?) |
| 37677 | We''ll have a chapel, wo n''t we? |
| 37677 | Well, what kind of preparation? |
| 37677 | What did you think of that poetry? |
| 37677 | What do Brothers Wilkes and Rogers think of his''One Word More''in the last_ Christian_? |
| 37677 | What do you think my first work here was? |
| 37677 | What happy fortune has brought the University for young men into the same town that affords a college for young ladies? |
| 37677 | What is the result? |
| 37677 | What more simple? |
| 37677 | What preacher who has ever been at May''s Lick does not remember Eneas Myall and his family? |
| 37677 | What shall I say of myself? |
| 37677 | What to do this session? |
| 37677 | What was this"Campbellite Church"of which some spoke thus disparagingly? |
| 37677 | What were you going to study? |
| 37677 | What will she do with_ that_? |
| 37677 | What_ was_ it? |
| 37677 | When I knew beyond a doubt that I could not be present, the question rose, Who will occupy the vacant chair? |
| 37677 | When Mr. Carr was challenged with the inquiry,''What do you think is the design of baptism?'' |
| 37677 | When we wanted to add to the amount for Brother Darly''s school( the mission school in Jamaica), it was asked, What can the children do? |
| 37677 | Where are the future reapers and sowers? |
| 37677 | Whereupon Santo remarked:"Do you think that any man of ordinary sense can understand what you have been saying?" |
| 37677 | Who can it be? |
| 37677 | Who is this man that is in such terrible danger? |
| 37677 | Who shall say what element of charm did not steal unconsciously from such beautiful surroundings into the hearts of the missionaries? |
| 37677 | Who will say he would better have kept his calf? |
| 37677 | Who? |
| 37677 | Why argue further? |
| 37677 | Why not get an appointment to lecture at Galveston? |
| 37677 | Why not stay with Joe during the school year? |
| 37677 | Why not? |
| 37677 | Why was Paul allowed to waste so much time and energy? |
| 37677 | Will Sister Rogers be satisfied with delay of the Biography till fall? |
| 37677 | Will brother Joe be satisfied? |
| 37677 | Will not he who weeps with joy at the opportunity to deliver his message, also fight for it? |
| 37677 | Will others believe? |
| 37677 | Will you kindly send a photo, or cut, to Mrs. Bantz at St. Louis? |
| 37677 | Will you please send some suggestions regarding arrangements, program, etc?" |
| 37677 | Wilt come and see us, and help peel and eat, while we talk of Australia? |
| 37677 | With such glorious love to lead me Can my heart its thrilling tell? |
| 37677 | Would it be possible for you to do so? |
| 37677 | Would you go with me? |
| 37677 | Would you say, this is not true, and give as a reason,"a GOAT can never become a SHEEP?" |
| 37677 | Yield I? |
| 37677 | You heard the sermon on,''What must I do to be saved''"? |
| 37677 | You say it will be too warm? |
| 37677 | _ Now do you hear?_ That is from headquarters! |
| 37677 | _ Would_ you come?" |
| 37677 | and the boy, what was he? |
| 37677 | came to the United States the next time it was for the express purpose of bearing to his Australian home a bride-- niece of Alexander Campbell? |
| 37677 | exclaimed Smith;"and how can I leave Jane?" |
| 37677 | says Oliver, wounded and perplexed,"What can it be?" |
| 37677 | thus the father of Frank Kibbey from his doorway,"who''s that you have with you?" |
| 37677 | what next?) |
| 37677 | who indeed could have done so well? |
| 36576 | And are all the students, then, accustomed to take their dinners there? |
| 36576 | And his former wife? |
| 36576 | And may I ask,I added,"what you pay this precious Bursche for his important services? |
| 36576 | And the ribands with the many inscriptions and the dates? |
| 36576 | And what wants she? |
| 36576 | And whose likeness is this which hangs in the midst? |
| 36576 | Ay, but wilt thou marry me? |
| 36576 | But for God''s sake, then,asked the Fox,"may one then speak in this manner to a professor of the university?" |
| 36576 | But should all this have withheld me from warding off more imminent danger from my country? 36576 But what has the Boot- fox brought?" |
| 36576 | Does the fellow think I''m afraid of him? |
| 36576 | Has your pipe a good chair- way? |
| 36576 | Hast thou heard the anecdote,interrupted Eckhardt,"of Schmidt''s answer to our boot- fox the other morning?" |
| 36576 | How is it, friends, that we feel ourselves too effeminate to contend for this loftiest laurel of courage and obedience? 36576 In God''s name,"Mrs. Trollope will exclaim,"what are you going to do? |
| 36576 | In his smoking- room? |
| 36576 | Knowest thou,asked friend Eckhardt,"whence comes the term school- fox?" |
| 36576 | Not clearly? |
| 36576 | Now, how does the goose please you, Herr Pfarrer? |
| 36576 | Shall I light the lamp? |
| 36576 | Shall you soon depart to your estate? |
| 36576 | That this may be, who shall rush upon this pitiful fellow, upon this hireling traitor, Kotzebue? 36576 Well, and how did he like it?" |
| 36576 | What are you doing there? |
| 36576 | What be we? 36576 What becomes then of the student at the last?" |
| 36576 | What is it? |
| 36576 | What shall I now do? 36576 What would the silly Knoten?" |
| 36576 | Whom do they bury there? |
| 36576 | Why do you call him a boot- fox? |
| 36576 | Yes; why not? 36576 ''Where are we?'' 36576 ''Where then, where?'' 36576 --Are you really the Herr Court- actor F----r?" |
| 36576 | --"No, it was the heel,""The heel-- So? |
| 36576 | And do I mistake your love, or would I wantonly sport with it? |
| 36576 | And do you know that we have an equivalent for your word_ comfort_, of which you are so proud?" |
| 36576 | And for the town, what doth he, pray? |
| 36576 | And has the Bursch his cash expended? |
| 36576 | And how shall his wine and his beer smack without his pipe? |
| 36576 | And how we then, both true unto our paction, In Carcer two long moons each other cheered? |
| 36576 | And how will people draw conclusions from the very vault of the brain? |
| 36576 | And of our brethren is there one departed-- By pale Death summoned in his bloom? |
| 36576 | And of our brethren, is there one departed-- By pale Death summoned in his bloom? |
| 36576 | And suppose one should let the lover come down into the kitchen, the question then is, which way would you bring him first upon the roof? |
| 36576 | And true is the cry; or tell me who is freer than he? |
| 36576 | And will not we, to whom the salvation and the working out of the highest blessings are so near and dear, will we do nothing to that end? |
| 36576 | And would you blindly condemn all these? |
| 36576 | Are German hearts with strength and courage beating? |
| 36576 | Are gardens with boards and bars all fenced too? |
| 36576 | Are head and stomach both distracted; For eating have I little zest; A plaguy cold have I contracted; Have I catarrh within my chest? |
| 36576 | Are there so many sects too, who distinguish themselves by their peculiar dress, and shall this be so sharply objected to in the student? |
| 36576 | Are you mad, that you would seek the bear in his den?" |
| 36576 | Billows dark blue foaming, Tell me, are ye coming From that dear distant strand? |
| 36576 | But is it then the material portion of the wine which confers on us its witchcraft? |
| 36576 | But is this of such mighty importance? |
| 36576 | But on whom must this feeling have seized more powerfully than on the student? |
| 36576 | But shall these be the only advantages which this sense shall procure him? |
| 36576 | But were the youths who fell under the power of the law, the only ones who trod the same dangerous path? |
| 36576 | But what is really the consequence? |
| 36576 | But what is the cause of this? |
| 36576 | But when the bleeding wound gave satisfaction, How heartier than ever we smollirt? |
| 36576 | By what right has he only so many set forth; and why is a boundary drawn here? |
| 36576 | Canst"thou"it yet? |
| 36576 | Chore-- And smokes the Fox tobac? |
| 36576 | Chore-- What doth the Frau Mamma? |
| 36576 | Chore-- What doth the Herr Papa? |
| 36576 | Chore-- What doth the Mamsell S[oe]our? |
| 36576 | Chore-- What doth the Monsieur Frere? |
| 36576 | Come grievous tidings by the post? |
| 36576 | Comes there no bill my needs to better? |
| 36576 | Do all Germans then sing, and sing they everywhere? |
| 36576 | Do the students then also present each other with Christmas gifts? |
| 36576 | Eckhard.--How do you like our new protegé, Mr. Traveller, then? |
| 36576 | Freisleben.--What will come of it then? |
| 36576 | Hast thou cause for shame? |
| 36576 | Hast thou written any thing that thou art ashamed to acknowledge? |
| 36576 | Have I at play my money lost? |
| 36576 | Have I into the inn ascended, Most like some noble cavalier? |
| 36576 | Have I not been open- hearted with thee? |
| 36576 | Have I stolen thy affections? |
| 36576 | Have you any other commands?'' |
| 36576 | Heavenly joy entrances me Far beyond exploring; Shall it one day bear me up To the star- lands soaring? |
| 36576 | Hoffmann.--Where then have you left our Briton, who is seldom so dilatory when a cup of tea is in question? |
| 36576 | How shall I describe you, ye golden hours, ye choral- songs of brotherly love? |
| 36576 | I shall describe thee? |
| 36576 | I sprung out of bed, threw on my clothes, again demanding,''Tell me though, where is the fire?'' |
| 36576 | If no other will do that, where will the Fatherland be? |
| 36576 | If the talk was of foxes, or of some other reasonable cattle? |
| 36576 | If thou wert unworthy of me, would I weep and lament over thee? |
| 36576 | In Carcer even clinked glasses,--cared for none? |
| 36576 | Is a horse in the meadow, his strength to recruit? |
| 36576 | Is he indeed the only one who herein overleaps the bounds of etiquette? |
| 36576 | Is his lord in danger? |
| 36576 | Is it fought in the ordinary manner, that is, twenty- four rounds with a conclusive wound? |
| 36576 | Is it not to be sought rather in external influences, which especially develope this kind of memory? |
| 36576 | Is the strength gone forth? |
| 36576 | Is''t Styrian, or Bavarian land? |
| 36576 | Is''t Swabian- land? |
| 36576 | Is''t what the Princes''hollow theft, From Emperor and from Empire reft? |
| 36576 | Is''t where on Rhine the red grapes hang? |
| 36576 | Is''t where the Danube foaming flows? |
| 36576 | Is''t where the Marsen''s herds do wind? |
| 36576 | Is''t where the sand from sea- down blows? |
| 36576 | It was much more probable under the name of a Courlander; and Kotzebue actually said--''You are from Mietau?'' |
| 36576 | Kindly meet her, Kindly greet her? |
| 36576 | Knoten be we? |
| 36576 | Know you then whether the strength which gives to life poetry and fresh grace, may not be one and the same? |
| 36576 | Lose the wine its worth? |
| 36576 | Mr. Traveller enters.--How are you, gentlemen? |
| 36576 | Must not your unspeakable love for me directly spur me on to set death at defiance for the common good and the object of all our endeavours? |
| 36576 | My Sword, why ring''st thou so? |
| 36576 | Our second wish-- to whom then flies it? |
| 36576 | Pittschaft.--And what, I wonder, will she write? |
| 36576 | Rememb''rest then, what glad throngs thou didst see soon As Brothers greet thee-- true in joy and wo? |
| 36576 | Rememberest thou each tragi- comic action-- How we did fight, since I had thee touchirt? |
| 36576 | Section 146.--When the song is sung, one president asks the rest,"Has any of the brother presidents any thing to dictate, or to recommend?" |
| 36576 | See ye not, no purply winking, Blood of nature, rich and rare? |
| 36576 | Shall I advise them to imitate the students of Cambridge? |
| 36576 | Shall I advise them to quit their songs for the grossnesses sung by the wild portion of the students at Cambridge and Oxford? |
| 36576 | Shall I for fame and freedom stand then; For Burschen weal the sword lift free? |
| 36576 | Shall I for fame and freedom stand, For Burschen- weal the sword lift free? |
| 36576 | Shall a young man only educate himself under the instructions of experienced teachers? |
| 36576 | Shall the student then carry over with him into the Philisterium, his singular attire, and his Chore- colours? |
| 36576 | Si, sa, Herr Papa-- What doth the Herr Papa? |
| 36576 | Si, sa, Mamsell S[oe]our? |
| 36576 | Si, sa, Monsieur Frere-- What doth the Monsieur Frere? |
| 36576 | Singest thou not through all thy lifelong hours? |
| 36576 | Such instances are not rare, and they----but, hear I right? |
| 36576 | Such was his observation to his father:--"Of what use is the man''s literary talent, when the German heart is wanting?" |
| 36576 | Sword on my left side gleaming, What means thy clear eyes''beaming? |
| 36576 | The Chore-- And doth the Fox drink beer? |
| 36576 | The Chore-- What brings the postilion? |
| 36576 | The Prince.--What helps me now my lofty throne, My sceptre, wad my Burschen- crown? |
| 36576 | The beadle had the keys belonging to the different rooms in the house, just then in his hand,--"How came you here, Herr von Plauen?" |
| 36576 | The land of Hofer?--or of Tell? |
| 36576 | There is a righteous God, and how then shall we not have the victory?" |
| 36576 | Thereat he wonders;--I tread on it again;-- Then grows he wroth:--"Hark ye,"he cries,"was that Foot on purpose set there?" |
| 36576 | Think''st thou thereon how in the Burschen season, So light and free, life unto thee did show? |
| 36576 | Think''st thou thereon-- how, and with fullest reason, Lovely it seemed to feel young friendship''s glow? |
| 36576 | Thinkest thou that I shun the truth, even when it strikes me to the earth? |
| 36576 | Thou askest what I think, and not what I feel? |
| 36576 | To whom must the situation of Germany have occasioned more serious apprehensions than to him? |
| 36576 | To whom shall first our thanks be pealed? |
| 36576 | Traveller.--Where, then, have you found the name of Rapunzel, Von Kronen? |
| 36576 | Traveller.--Will they return soon? |
| 36576 | True, eternally true souls!_"Why still more aggravate your pain? |
| 36576 | Ubi sunt, qui ante nos In mundo fuere? |
| 36576 | Very true; and the genuine healing of sickness comes from within, and you shall and can not subdue it by art? |
| 36576 | Von Kronen.--Have you seen the huge tree at the Sattlermüllerei,[45] where the Hanseatic students hold their Christmas? |
| 36576 | Von Kronen.--In thy bore of a Stammbook? |
| 36576 | Von Kronen.--Tell me then how it comes to pass that cats have holes in their skins exactly where their eyes are? |
| 36576 | Von Kronen.--Tell me, Hoffmann, can a man blush red in the dark? |
| 36576 | Wait in thy chamber narrow, What wouldst thou here, my marrow? |
| 36576 | Was it not in earnest? |
| 36576 | Westphalian, or Pomerian land? |
| 36576 | What brings the postilion? |
| 36576 | What colours to thee, thou never- comprehended chaos? |
| 36576 | What country can show an institution so well organized and ordered as our High Schools? |
| 36576 | What does he carry with him out of it? |
| 36576 | What doth the Frau Mamma? |
| 36576 | What doth the Herr Papa? |
| 36576 | What doth the Mamsell S[oe]our? |
| 36576 | What doth the Mamsell S[oe]our? |
| 36576 | What doth the Monsieur Frere? |
| 36576 | What doth the leathern- a Frau Mamma?-- Si, sa, Frau Mamma-- What doth the Frau Mamma? |
| 36576 | What doth the leathern- a Herr Papa? |
| 36576 | What doth the leathern- a Mamsell S[oe]our? |
| 36576 | What doth the leathern- a Monsieur Frere? |
| 36576 | What gains the student by this academical life? |
| 36576 | What have I done in the last quarter of a year? |
| 36576 | What helps me now my high command? |
| 36576 | What is the German''s Fatherland? |
| 36576 | What matters its fall? |
| 36576 | What rings and what sings in the streets so down there? |
| 36576 | What tone shall I give to you to make myself understood? |
| 36576 | What, then, must be thought of men to whom the duel is become a chief business of life? |
| 36576 | Where and at what time has more been done for the education of the people than now? |
| 36576 | Where go the cats when they are three years old? |
| 36576 | Where o''er the Baltic sea- mews clang? |
| 36576 | Where see we the idea of freedom so beautifully realized as in the German student- life? |
| 36576 | Wherefore then do you imagine that wine was made? |
| 36576 | Whether the strength which is here bound to the material substratum, be not the same which there seizes thee mightily in the creations of Shakspeare? |
| 36576 | Which is the German''s Fatherland; Is''t Prussian- land? |
| 36576 | Which is the German''s Fatherland? |
| 36576 | Which is the German''s Fatherland? |
| 36576 | Which is the German''s Fatherland? |
| 36576 | Which is the German''s Fatherland? |
| 36576 | Which is the German''s Fatherland? |
| 36576 | Which is the German''s Fatherland? |
| 36576 | Who is he who has looked upon its picturesque environs with a healthful mind, and has not been enraptured with them? |
| 36576 | Who, then, would wish to live in such a world? |
| 36576 | Whoever saw him shrink a- back, Or do a coward deed? |
| 36576 | Why do the hares sleep with open eyes? |
| 36576 | Why forsakes he me now? |
| 36576 | Why hast thou not told me the truth? |
| 36576 | Why in thy scabbard ringing, Thou Iron- joy art springing In such wild battle- glow? |
| 36576 | Will not the greatest disaster befall us? |
| 36576 | Will not the history of our day be blackened with everlasting shame? |
| 36576 | Will you do that? |
| 36576 | Wilt thou be happy when at thy wedding I sing a song of sorrow, that my friends may weep with me? |
| 36576 | Would you think that a German had so much regard to comfort? |
| 36576 | Yet wherefore make the hearts of each other so heavy? |
| 36576 | You will take care to publish it?" |
| 36576 | _ Quere_--Can one who has drunken so much that he falls dead in the Commers be obliged to drink more? |
| 36576 | and hast thou then no bouquet? |
| 36576 | and what does he leave behind in it? |
| 36576 | but that appears to me very strange?" |
| 36576 | called to wound that they may heal, not to destroy, will you commit that double crime against the state? |
| 36576 | can true honour prevail, where drinking, quarrelling, and insult give the shameful occasions for the duel? |
| 36576 | dirt be we? |
| 36576 | is it not enough that we have to do with the wild student, must we also encounter his unmannerly hound?" |
| 36576 | might not the fosterer of another also thus lament, if he went forth for his Fatherland? |
| 36576 | of youths called hereafter to become the leaders and the lights of your people? |
| 36576 | replied the foreigner,"will you then really become a legal practitioner? |
| 36576 | shall our once awaked salvation perish again? |
| 36576 | the reader will ask--"of him whom we have to this point followed in silent observation through all his ways, and along his whole course?" |
| 36576 | think''st thou yet thereon? |
| 36576 | think''st thou yet thereon? |
| 36576 | think''st thou yet thereon? |
| 36576 | were we so allied; When wilt thou fetch thy bride? |
| 36576 | what can that nosegay do? |
| 36576 | where he who refuses to fight a duel is exposed in rude verses in public places, and is even maltreated with vulgar violence? |
| 36576 | where in aggravation of disobedience, dishonourable lies are also added? |
| 36576 | would they not have them become good citizens, sober judges, domestic men? |
| 6970 | And the diaphragm? |
| 6970 | How much do you want for it? |
| 6970 | How so? |
| 6970 | What are you telling me? |
| 6970 | What is the meaning of this? |
| 6970 | What,_ do trees eat?_you ask. |
| 6970 | Why do people eat? 6970 A child, did I say? 6970 A handful of charcoal- dust, and a few live embers between two layers of ashes, is enough for the whole day; which is economical, is it not? 6970 Accordingly, what happens in the long run to our great eaters and drinkers, whether in India or elsewhere? 6970 And I am obliged to own there is none in the milk itself; but, I daresay, you know curdled milk or_ rennet_? 6970 And even now is there nothing we have forgotten? 6970 And how long does it take to produce that rust- stain, even though it is probably not a hundredth part the size of the paper? 6970 And if we lift up the cuirass which encases it, what do we behold? 6970 And it is a very valuable maid that we have here: what would become of us without her? 6970 And now tell me what cottage roof in the world was ever built so as to be able to stand against such a weight? 6970 And now what do we find here, let me ask you, in this mutilated man, reduced to the soft portions of the trunk, whom I have been imagining? 6970 And now, my dear little pupil, to what conclusion do we come from all this? 6970 And then what happens? 6970 And what becomes of the rest? 6970 And what can throw a stronger light on our duties than a thorough acquaintance with ourselves? 6970 And what is the moral of our history to- day? 6970 And what is the office of a well- instructed porter? 6970 And when you take hold of a kitten or a bird, how do they feel? 6970 And who do you suppose is this audacious animal, which presumes to have an inside so like that of a pretty little girl? 6970 And who is the sufferer? 6970 And who suffered? 6970 And who, do you think, this sly goblin is? 6970 And yet what is his most gracious majesty to you to- day? 6970 And yet why not? 6970 Are you disappointed? 6970 Before the cook lights the fires the maid must go to market, must she not? 6970 Blood does not carry fire only into the muscles; he supplies them with nourishment also, does he not? 6970 But I ask why? 6970 But can you picture to yourself the distance which forty miles high really is? 6970 But how came it that the sheep''s blood had so large a stock of these materials? 6970 But if another man of equal strength were to push you at the same time on the other side, what would happen? 6970 But if nobody has seen this, say you, how can they know it for a fact? 6970 But if she has no bellows at hand, what does she do? 6970 But tell me further, if you please, what is tallow? 6970 But the next question is, what becomes of all the refuse which this perpetual destruction produces? 6970 But then I must push the question further, and ask-- How had you grown? 6970 But what do people make fires for? 6970 But what has all this to do with fishes? 6970 But what in the world am I talking about? 6970 But what is the indispensable thing which the blood obtains in his marketing? 6970 But what is to be done? 6970 But what-- you will ask-- is it going to do now at the heart, towards which it is on its road? 6970 But where am I leading you? 6970 But you are astonished, are you not? 6970 Can you tell me what it proceeds from? 6970 Can you tell me? 6970 Carbon 63 Hydrogen-- You can fill up this number yourself, can you not? 6970 Choose any place you please upon your body, and run the finest needle you can find into it what will issue from the puncture? 6970 Did you ever see a doctor try the pulse of his patient? 6970 Do I say nourished? 6970 Do you ask of what use it is? 6970 Do you ever recollect being very cold? 6970 Do you feel as I do, my dear child? 6970 Do you feel inclined to exclaim,Is this all?" |
| 6970 | Do you know what takes place in such cases? |
| 6970 | Do you remember of my talking of the_ vertebral column_ when I was describing that great artery, the_ aorta_, to which it forms a rampart of defence? |
| 6970 | Do you remember, on your aunt''s wedding- day, that there was a sparkling wine called champagne, at the grand breakfast? |
| 6970 | Do you suppose that the palace of Versailles was illuminated in honor of this marriage? |
| 6970 | Do you think a tumbler is empty, then, when you have drunk out its contents; and that jelly pots are empty when all the jelly is eaten? |
| 6970 | Do you think so really, my child? |
| 6970 | Do you think this is likely to interest you, and be worth the trouble of some thought and attention? |
| 6970 | Do you understand? |
| 6970 | Does not the very name please you? |
| 6970 | Does not the"wet"seem to climb up it thread by thread, till it is damp from one end to the other? |
| 6970 | Each of the instruments in the orchestra performs its own part, does it not? |
| 6970 | First and foremost-- Have you ever asked yourself_ why_ people eat? |
| 6970 | Have I had power, then, to create one with a stroke of the spade?" |
| 6970 | Have you ever amused yourself by watching a large ox lying down in a meadow? |
| 6970 | Have you ever observed a worm or a leech in motion? |
| 6970 | Have you ever seen a bagpiper, I wonder? |
| 6970 | Have you forgotten our steward who looks after everything? |
| 6970 | He would be very unjust in so doing, would he not? |
| 6970 | He would most likely ask at once,"What lamp?" |
| 6970 | How about the remainder, then? |
| 6970 | How are we to get out of this puzzle? |
| 6970 | How can one distinguish-- you will ask me-- an artery from a vein, so as to be able to determine which is a vein and which an artery? |
| 6970 | How can the air below the stone press against it? |
| 6970 | How does it feed? |
| 6970 | How does the tortoise get out of this difficulty then, you will ask? |
| 6970 | How has this come about? |
| 6970 | How is he to get out of his difficulty then, this overwhelmed steward of ours? |
| 6970 | How is this done, do you think? |
| 6970 | How many things should I not have to say to you on this subject, if you were older? |
| 6970 | How was it, then, that the sleeves no longer came down to your wrists, or that the body only reached your knees? |
| 6970 | I said to you long ago, and at a time when you scarcely knew anything,"Have you ever observed a worm or a leech in motion? |
| 6970 | I wonder whether you know him? |
| 6970 | If a good thing is set before you at dinner, do you send for the servants to eat it? |
| 6970 | If a little girl has had a plaything given to her by her mother, would she think to please her by breaking it or throwing it into a corner? |
| 6970 | If a very strong man were to push you on one side, could you resist him? |
| 6970 | If the microscope has not yet caught them in any overt living act, who can be surprised? |
| 6970 | In all? |
| 6970 | In the mansion we were talking about some time ago, to whom would anyone who wanted to light a fire, apply for wood? |
| 6970 | Is it to lose it, then, to find ourselves side by side with inferiors whom the Divine benevolence has visited like ourselves? |
| 6970 | Is there anything inside, do you think? |
| 6970 | Is this because oxygen never unites himself with those substances, nor with heaps of others which are equally useless in lighting a fire? |
| 6970 | It is always black, then, that these things turn, is it not? |
| 6970 | It is very grand for us, is it not, to know that there is phosphorus and lime in our teeth? |
| 6970 | It may be humiliating, perhaps, to be thus only partially mistress at home; but what can you do, my little demi- queen? |
| 6970 | It turns quite black, does it not? |
| 6970 | It would be worthy of a fairy tale, would it not? |
| 6970 | Must I add, too, that I am not working for you only? |
| 6970 | Nay, may I not call it a green field? |
| 6970 | No longer the same? |
| 6970 | Now a sheet of paper is very light, is it not? |
| 6970 | Now comes the question, who provided the sheep''s fat with such a quantity of hydrogen and carbon as to qualify it for making candles? |
| 6970 | Now if any one should come in and hear you say,"Look at my lamp,"what would he reply? |
| 6970 | Now if you touch a frog, a lizard, or a fish, how do they feel to you? |
| 6970 | Now it seems absurd to you, perhaps, that it should be necessary to reward a man for eating a good dinner? |
| 6970 | Now tell me, when you set fire to a bit of paper, how long does it take to burn? |
| 6970 | Now we will suppose you to enter the house; and what do you find there? |
| 6970 | Now, can you guess the weight of the column of air forty miles high which this volume supports? |
| 6970 | Now, how is that? |
| 6970 | Now, if some naughty child had come behind you with a lighted candle, what would you have done? |
| 6970 | Now, then, can you tell me whence comes this warmth? |
| 6970 | Now, where did the blood obtain this phosphorus and lime? |
| 6970 | Of course, you do not suppose that fishes have lungs like ours? |
| 6970 | Of what is he composed? |
| 6970 | Science, and human industry, and unlimited means-- what will they not accomplish? |
| 6970 | Shall I go further, is the question, and take you with me into the fields of supposition, so full of noxious weeds? |
| 6970 | Shall I tell you where this one fails? |
| 6970 | She takes the bellows and blows it, does she not? |
| 6970 | So when I told you oxygen was king of the world, I did not say too much, did I? |
| 6970 | Surely we do n''t eat_ that_? |
| 6970 | Surely, say you, we have nothing like_ that_ in our bodies? |
| 6970 | Tell me now, what connection was there between your overrunning yourself in a race and the extraordinary degree of heat which came over you so soon? |
| 6970 | That seems to you rather a strong expression, does it not? |
| 6970 | The column outside the roof no longer presses upon it, but what is the gain of that? |
| 6970 | The four corners remain in their place, do they not? |
| 6970 | The intestine of the cockchafer floats, did I not say? |
| 6970 | The lizard is very nimble, is it not? |
| 6970 | The molars in both animals are cylindrical and smooth, this is a trifle, but what would you have? |
| 6970 | The next question is, how did charcoal or carbon get into the food so as to justify our talking of its being_ carbonized_ or_ charred_? |
| 6970 | The same God made both; did he not? |
| 6970 | There is a brilliant- colored fly which comes buzzing about the meat- safe-- the bluebottle-- do you know her? |
| 6970 | They are dead to their first life, therefore; now the question is, how are they to be revived into the new one? |
| 6970 | This is easily said, dear child; but suppose that you do not comprehend it? |
| 6970 | This is well worth knowing, is it not? |
| 6970 | This ought to be so, ought it not? |
| 6970 | Though the grain may not have been masticated in the bill, what does it signify? |
| 6970 | To begin with, I shall have to stop here and explain to you before we go any further-- can you guess what? |
| 6970 | To go on further: Have you any idea how many hands have been put in motion merely to enable you to have your coffee and roll in the morning? |
| 6970 | To make pap for infants what do we add to the bread after it is cut in little bits? |
| 6970 | Twenty- eight, did I say? |
| 6970 | Was I not justified in asserting that the unity of the animal plan is to be found in the digestive tube? |
| 6970 | Was I not right? |
| 6970 | Was I wrong, in saying from the beginning, that we become better as we grow in knowledge? |
| 6970 | Was I wrong? |
| 6970 | We know, do we not, that the substances which burn best are those which are full of hydrogen and carbon? |
| 6970 | What are all our buildings after this?--those pyramids and cathedrals which seem so gigantic to us? |
| 6970 | What are our mouthfuls in comparison with his? |
| 6970 | What becomes of it then? |
| 6970 | What becomes of it? |
| 6970 | What could a harpoon have to say for itself? |
| 6970 | What do you owe to him? |
| 6970 | What do you say yourself? |
| 6970 | What do you think became of them when they got there? |
| 6970 | What is bread made of? |
| 6970 | What is there, then, in the paper which pleases the oxygen so much that he unites himself to it so readily, and in such large quantities? |
| 6970 | What is there? |
| 6970 | What may we infer from all this, my dear child? |
| 6970 | What more? |
| 6970 | What say you to the diaphragm now, my child? |
| 6970 | What shall I tell you besides? |
| 6970 | What would become of us all in such a case? |
| 6970 | What would become of you if you were to see a person die in your presence in consequence of some foolish joke, however apparently innocent? |
| 6970 | What would you do at dinner, for instance, if you had no hands? |
| 6970 | What would you say, then, if I were to go really to the depths of the crustacean world? |
| 6970 | When I told you just now that the dance of labor was worth as much as the dance of the ball- room, was I right or wrong? |
| 6970 | When it was ended,--"How is this?" |
| 6970 | When mutton- chops are left too long unturned on the gridiron, what happens to them? |
| 6970 | When the cook wants to light her fire with two or three hot coals, what does she do? |
| 6970 | When you are toasting a slice of bread for breakfast, and hold it too near the fire, what happens to it? |
| 6970 | When you put your hand on your throat, how does it feel to you? |
| 6970 | When you run as fast as you can, how many times, think you, do you move your legs in one second? |
| 6970 | When your brother forgets the apples which he has set to roast, what happens to them? |
| 6970 | Whence comes our superiority at all, but from the gratuitous gifts of Him who has made us what we are? |
| 6970 | Where do the veins begin? |
| 6970 | Where is it not? |
| 6970 | Who made the heavens and the earth? |
| 6970 | Why do people eat, then, even when they have nothing to eat but soup? |
| 6970 | Why should you not, then, feel a certain amount of interest in looking with me into the insides of real animals? |
| 6970 | Wood? |
| 6970 | Worms, crustaceans, mollusks; to which group do these and those belong? |
| 6970 | Yet what is the large sheet but a great quantity of little bits of thread? |
| 6970 | Yet what prevents their doing so? |
| 6970 | You are astonished, and ask, What are we coming to? |
| 6970 | You are going to ask me,"What is all this to me-- this history of the blood and its sweepings? |
| 6970 | You are not much the wiser, are you? |
| 6970 | You ask what I am coming to now? |
| 6970 | You feel quite sure blood is red, do you not? |
| 6970 | You have sometimes played at hide- and- seek yourself, no doubt? |
| 6970 | You know the old oak- tree which stands on the outskirts of the wood, and is called among the country folk_ the patriarch_? |
| 6970 | You know this, do you not? |
| 6970 | You may well ask why I am telling you such horrible stories, and what I am coming to with my carbonic acid? |
| 6970 | You recollect that canal of the liver which I was afraid to tell you the name of because it was so ugly? |
| 6970 | You recollect that yellowish liquid I spoke about, which lies underneath the_ clot_, or_ coagulum_ of the blood? |
| 6970 | You remember a certain door- keeper, or porter, of whom we have already spoken a good deal, who resides in the mouth-- the sense of taste, I mean? |
| 6970 | You remember that comparison of the lamp with which I began my story, and which you could not at the time see the full value of? |
| 6970 | You remember the_ pylorus_--the porter down below, who keeps the door of egress from our stomach? |
| 6970 | You remember what a violent headache your servant suffered from the other day after ironing all those clothes you had in the wash? |
| 6970 | You see a little hole there, do you not, and below the little hole a small piece of leather, which seems to close it up? |
| 6970 | You smile, and exclaim at once,"Then he marries them, does he?" |
| 6970 | You would find it very awkward, would you not? |
| 6970 | _ Warm_, does it not? |
| 6970 | almost all of them have some, and I am heartily ashamed of their scientific designation; but how can we help it? |
| 6970 | and that poison makes part of our teeth?" |
| 6970 | and that this is the unchanging basis upon which the Creator of the animal world had raised his varied constructions? |
| 6970 | do you know what we shall do? |
| 6970 | if you had to breakfast at the bottom of the Thames, and could not swallow a morsel without having your nose filled with water? |
| 6970 | in what does he interest you? |
| 6970 | said he to his conductor;"did you not tell me that I was to see here the most distinguished families of Paris?" |
| 6970 | startled more little girls than one? |
| 6970 | surely to warm themselves, do they not? |
| 6970 | to ask where are the wonders I promised you? |
| 6970 | to protest that I may talk as I please about the inflating and flattening of a pocket- handkerchief? |
| 6970 | what am I saying? |
| 6970 | where do the arteries end? |
| 6970 | you ask; if it is not consumed for use, what becomes of it? |
| 6970 | you exclaim-- have we then two sorts of blood in our bodies? |
| 6970 | you would find yourself dumb;--a serious misfortune, eh? |
| 7521 | How many attributes have nouns? |
| 7521 | Of what class? |
| 7521 | Of what gender? |
| 7521 | Of what sort? |
| 7521 | What are they? |
| 7521 | What are they? |
| 7521 | What is a noun? |
| 7521 | What part of speech is_ arma_? |
| 7521 | Why is not the singular used? |
| 7521 | Why neuter? |
| 7521 | ( b) If a stranger buys a prospective draught of fishes and the fisherman draws up a casket of jewels, does the stranger own the jewels? |
| 7521 | ( b) in Germany? |
| 7521 | ( c) in England? |
| 7521 | ( d) in the United States? |
| 7521 | (_ b_) as adapted to the changed conditions of Imperial Rome? |
| 7521 | (_ b_) assuming the body of knowledge for each subject known to- day? |
| 7521 | ), Empedocles( 460?-361? |
| 7521 | ), Xenophanes( 628?-520? |
| 7521 | A SCHOOL: A LESSON IN GRAMMAR( After a woodcut printed by Caxton in_ The Mirror of the World_, 1481(?). |
| 7521 | About how much training would be represented to- day by the Seven Liberal Arts,(_ a_) assuming the body of knowledge then known? |
| 7521 | About what opportunities for grammar- school education did this afford? |
| 7521 | All towns had to spend money for roads, defense, bridges, and the like, and why not some for schools? |
| 7521 | Are somewhat similar ends served? |
| 7521 | Are the Athenian characteristics, stated in the middle of page 19, characteristics capable of development by training, or are they native, or both? |
| 7521 | Are there universities anywhere to- day of which we know as little as Ticknor was able to find out( 339) a century ago? |
| 7521 | As a State increases in importance and enlarges its world contacts, is a correspondingly longer training and enlarged culture necessary at home? |
| 7521 | Aside from differences in teachers, why are some university subjects today taught much more compactly and economically than other subjects? |
| 7521 | Assuming that there may be some validity to the arguments of Kay- Shuttleworth, what are the limitations to such reasoning? |
| 7521 | At what period in our national development did home education with us occupy substantially the same place as it did in Rome before 300 B.C.? |
| 7521 | At what time was the old Roman civilization and learning most nearly extinct? |
| 7521 | By Freeman( 5)? |
| 7521 | C. Master, may not I and my uncle''s Licetne, Magister, ut ego& son go home? |
| 7521 | Can all men be trained for leadership? |
| 7521 | Can progress be made with such an attitude dominant? |
| 7521 | Can you explain why Pestalozzian ideas found such slow acceptance in England? |
| 7521 | Can you explain why periods of prolonged warfare are usually followed by periods of social and political unrest? |
| 7521 | Can you read it? |
| 7521 | Considering Aristotle''s great intellectual worth( 88) and work( 87), is it to be wondered that the mediaevals regarded him with such reverence? |
| 7521 | Considering equipment provided and comparative money values, then and now, about how much of an effort did support( 292) involve? |
| 7521 | Considering the nature of heresy at the time, does the extract from Thomas Aquinas( 152) indicate a narrow or a liberal attitude? |
| 7521 | Could any Sophist teacher have trained anyone? |
| 7521 | Could the Socratic method( 9) be applied to instruction in psychology, ethics, history, and science equally well? |
| 7521 | Could these problems ever be decided at all? |
| 7521 | Could they well have worked otherwise? |
| 7521 | Could we select teachers with such care? |
| 7521 | Could we? |
| 7521 | Cur tam citò vultis ire? |
| 7521 | Did Greece attempt to deal with them in the same way? |
| 7521 | Did any other country have, in the eighteenth century, so mixed a type of elementary education as did England? |
| 7521 | Did it really pay, people asked themselves, to kill each other and devastate each other''s countries for the sake of such questions? |
| 7521 | Did scholasticism represent the innocent intellectual activity, from the Church point of view, pictured by Rashdall( 92)? |
| 7521 | Did such conditions as Dinter describes( 279) exist, even later, with us? |
| 7521 | Did the leaders in Norwich( 319) use good diplomacy? |
| 7521 | Did this Christian attitude toward fiction and poetry continue long? |
| 7521 | Did this prove to be a good thing for the future of civilization? |
| 7521 | Different? |
| 7521 | Do Mann''s three propositions( 316) hold equally true to- day? |
| 7521 | Do any American cities to- day maintain colleges or universities, as did the Italian cities( 105)? |
| 7521 | Do normal schools? |
| 7521 | Do periods of great political, commercial, and intellectual expansion usually subject old systems of morality and education to severe strain? |
| 7521 | Do such changed conditions always demand educational reorganizations? |
| 7521 | Do such classes to- day show the same type of interest in aiding learning? |
| 7521 | Do such conditions as Krüsi describes( 234) exist anywhere to day? |
| 7521 | Do universities, when founded to- day, secure a charter? |
| 7521 | Do universities, when founded to- day, usually start with all four of the mediaeval faculties represented? |
| 7521 | Do university professors to- day have privileges akin to those granted professors in a mediaeval university? |
| 7521 | Do we accept all the fourteen points of Rousseau''s theory to- day? |
| 7521 | Do we as a nation face danger from the flood of individualism we have encouraged in the past? |
| 7521 | Do we believe that virtue can be taught in the way the Hellenic peoples did? |
| 7521 | Do we carry such a belief into practice? |
| 7521 | Do we give an equivalent training? |
| 7521 | Do we have any modern analogy to the same teacher teaching both schools, as was sometimes done? |
| 7521 | Do we have many mediaeval- type people to- day? |
| 7521 | Do we select teachers for training as carefully in the United States today as they did in Prussia eighty years ago( 278)? |
| 7521 | Do we to- day place as much emphasis on habit formation as did Locke? |
| 7521 | Do we today accept Abelard''s premise( 91 a) as to attaining wisdom? |
| 7521 | Do you consider that his Order ever made what would be called rapid progress? |
| 7521 | Do you see any special reason why Venice should have become the early center of the book trade? |
| 7521 | Do you understand that any large percentage of youths in the Roman State ever attended any school? |
| 7521 | Does Denmark form any exception as to what might be done( 370) in any country, such as Russia? |
| 7521 | Does Huxley overdraw( 337) our dependence on science? |
| 7521 | Does a comparison of Readings 99, 201, and 242 indicate a static condition of apprenticeship education for centuries? |
| 7521 | Does every great advance in provisions for human welfare require a period of education and propaganda? |
| 7521 | Does his description of Athens( 29) tally with the description of the Athenians given in the text? |
| 7521 | Does it require a higher quality of teaching to impart the cultural aspect of a study than is required for the disciplinary? |
| 7521 | Does the Boy Scouts movement embody any of the chivalric ideas and training? |
| 7521 | Does the Greek idea that a harmonious personal development contributes to moral worth appeal to you? |
| 7521 | Does the list of items drawn up by the Church Council of Constance( 149) indicate a general recognition of the need for extensive Church reform? |
| 7521 | Does the reasoning of Herbert Spencer appeal to you as sound? |
| 7521 | Does the rise of a new Estate in society indicate a period of slow or rapid change? |
| 7521 | Does the sentence quoted from Elyot''s_ Governour_ express well the changed conditions in England at the middle of the sixteenth century? |
| 7521 | Does the success of the Order show the importance to society of finding and educating the future leader? |
| 7521 | Does the university of to- day play as important a part in the progress of society as it did in the mediaeval times? |
| 7521 | England and France? |
| 7521 | Enumerate a number of different things which have enabled the modern university greatly to shorten the period of instruction? |
| 7521 | Even if the parents of converts wished to provide additional educational advantages for their children, what could they do? |
| 7521 | Explain the difference in the results attained by the two attacks? |
| 7521 | For the times was it a more practical plan? |
| 7521 | From Ascham''s statements( 139), what do you infer as to the reception of the new learning at the English court? |
| 7521 | From the selection from Rashdall( 154), what do you infer as to the effect of the Reformation on the schools? |
| 7521 | Give reasons why the Laws of the Twelve Tables( 12) were considered of such fundamental importance( 13) in the education of the early Roman boy? |
| 7521 | Has it been successful in this? |
| 7521 | Has such opposition as that described in 329 completely died out even now? |
| 7521 | Has that attitude entirely passed away? |
| 7521 | Has the development of separate nationalities and different national languages aided in advancing international peace and civilization? |
| 7521 | Have the difficulties experienced in the transformation of instruction in China( 365) been essentially different than with us? |
| 7521 | Have we any remaining vestiges of this church control over books? |
| 7521 | Have we ever experienced similar changes? |
| 7521 | Have we ever had such religious requirements as those so long maintained( 305) at the English universities? |
| 7521 | Have we the beginnings of a social problem of this type? |
| 7521 | Hippocrates( 460- 367? |
| 7521 | How advanced for the time was the work of Duke Ernest of Gotha( 163)? |
| 7521 | How advanced was the ground taken by Luther( 158)? |
| 7521 | How can the bitter opposition to the reading and study of the Bible be explained? |
| 7521 | How could we develop an aim as clearly defined and potent as theirs? |
| 7521 | How could we incorporate into our school instruction some of the important aspects of Greek instruction in music? |
| 7521 | How did the education of an Athenian girl differ from that of a girl in the early American colonies? |
| 7521 | How did the fact that Dialectic( Logic) now became the great subject of study in itself denote a marked intellectual advance? |
| 7521 | How did the school in Saint John''s parish( 241) differ from apprenticeship training? |
| 7521 | How do you account for the American practice of admitting students to the professional courses without the Arts course? |
| 7521 | How do you account for the Athenian State leaving literary and musical education to private initiative, but supporting state_ gymnasia_? |
| 7521 | How do you account for the fact that the wonderful promise of Alexandrian science was not fulfilled? |
| 7521 | How do you account for the much smaller emphasis on literature and music in the elementary instruction at Rome than at Athens? |
| 7521 | How do you account for the relatively recent interest in the education of defectives and delinquents? |
| 7521 | How do you account for the superiority shown by one? |
| 7521 | How do you account for the very large privileges granted university students in the early grants( 101, 102) and charters( 103)? |
| 7521 | How do you explain Luther''s ideas as to coupling up elementary and trade education in his primary schools? |
| 7521 | How do you explain the Christian attitude toward disease, and the scientific treatment of it? |
| 7521 | How do you explain the Greek failure to achieve political unity? |
| 7521 | How do you explain the all- absorbing interest in scholasticism during the greater part of a century? |
| 7521 | How do you explain the attitude of the ancients toward scientific inquiry? |
| 7521 | How do you explain the change in attitude toward him shown by the successive statutes enacted( 90 a- d) for the University of Paris? |
| 7521 | How do you explain the change in relative importance of the two? |
| 7521 | How do you explain the decline in importance of the once- popular mental arithmetic? |
| 7521 | How do you explain the difference in the effect, on the scholars of the time, of the Revival of Learning in Italy and in northern lands? |
| 7521 | How do you explain the general prevalence of harsh discipline well into the nineteenth century? |
| 7521 | How do you explain the greater emphasis placed by the Romans on secondary education than on elementary education? |
| 7521 | How do you explain the lack of any permanent influence on Spanish life of the work of the benevolent despots in Spain? |
| 7521 | How do you explain the later neglect of so valuable a library as that at Monte Cassino( 126) or Saint Gall( 127 a)? |
| 7521 | How do you explain the long rejection of the new sciences by the universities? |
| 7521 | How do you explain the long- continued objection to teacher- training? |
| 7521 | How do you explain the need for so many years to master the Seven Liberal Arts( 74)? |
| 7521 | How do you explain the opposition and failure to do so? |
| 7521 | How do you explain the slow evolution of the elementary teacher into a position of some importance? |
| 7521 | How do you explain the very early German interest in compulsory school attendance, when such was unknown elsewhere in Europe? |
| 7521 | How do you explain their being supplanted later by the Latinized_ Odyssey_? |
| 7521 | How do you explain this German far- sightedness? |
| 7521 | How do you explain this addition to mother- land practices? |
| 7521 | How far was Pestalozzi right as to the power of education to give men intellectual and moral freedom? |
| 7521 | How for the much larger emphasis on formal grammar in the secondary schools at Rome? |
| 7521 | How generally was his dictum that a knowledge of Latin and Greek were essential for a well- educated gentleman( 135) accepted? |
| 7521 | How is our problem like and unlike that of Athens after the Peloponnesian War? |
| 7521 | How many of the thirteen principles of the Innovators do we still hold to be valid? |
| 7521 | How may the demoralization incident to such expansion be anticipated and minimized? |
| 7521 | How sound was Kay- Shuttleworth''s reasoning( 302)? |
| 7521 | How would this have advanced the character of the instruction in Arts in the university? |
| 7521 | How? |
| 7521 | How? |
| 7521 | If not, why not? |
| 7521 | If so, from whom, and what terms are included? |
| 7521 | In comparing the Chinese transformation and the Renaissance( 335), does Mr. Ping propose comparable events? |
| 7521 | In how far do nations to- day accept the theories of La Chalotais( 255)? |
| 7521 | In how far would Locke''s ideas still apply to the education of a boy of the leisure class? |
| 7521 | In schools so formally organized as those of La Salle, how do you explain the great freedom allowed in questioning on arithmetic and the Catechism? |
| 7521 | In what respects was the education given boys and girls similar? |
| 7521 | In what respects were the educational provisions of the first Indiana constitution( 261) remarkable? |
| 7521 | In what respects were the educational provisions of the first Ohio constitution( 260) remarkable? |
| 7521 | In what way was the fact that Dante wrote his_ Divine Comedy_ in Italian instead of Latin an evidence of large independence? |
| 7521 | In what ways was the conquest of Alexander good for world civilization? |
| 7521 | In what ways was the_ Sic et Non_ of Abelard a complete break with mediaeval traditions? |
| 7521 | Is Kingsley right in stating( 50) that the best elements of all the modern European peoples came from the barbarian invaders? |
| 7521 | Is it as thorough or as well done? |
| 7521 | Is it probable that a quarter- century of Bolsheviki rule in Russia would produce results comparable to those described by Giry and Réville( 49)? |
| 7521 | Is it probable that the apprenticing of paupers had always given such( 301) results? |
| 7521 | Is it to be wondered that the Romans were finally led to persecute"the vast organized defiance of law by the Christians"? |
| 7521 | Is technical grammar at present taught in the best possible place? |
| 7521 | Is the chief university force to- day exerted directly or indirectly? |
| 7521 | Is the evolution still in process? |
| 7521 | Is the idea necessarily opposed to nationality or even to a strong state government? |
| 7521 | Is the modern state teacher''s certificate a natural outgrowth of the mediaeval licenses( 83) to teach grammar and song? |
| 7521 | Is there any special reason why we need it more than did they? |
| 7521 | Is this a good characterization of a phase of the movement? |
| 7521 | Is this true also for our modern notices of appointment( 84 a)? |
| 7521 | John Adams? |
| 7521 | John Jay? |
| 7521 | Just what advantages for boys and for girls existed in Boston( 307 a, b) before the creation of the reading schools? |
| 7521 | Just what attitude toward education did the action of Napoleon in changing the character of the school at Compiègne( 282) express? |
| 7521 | Just what attitude toward religion is shown in the extract from Voltaire( 248)? |
| 7521 | Just what did Pestalozzi attempt( 267) to accomplish? |
| 7521 | Just what did the Massachusetts Law of 1827( 328) require? |
| 7521 | Just what did the Scotch law of 1646 provide for( 179)? |
| 7521 | Just what did the Synod of Dort provide for( 176) in the matter of schools, school supervision, and ministerial duties? |
| 7521 | Just what do the Hamburg( 159) and Brieg( 160)_ Ordnungen_ indicate? |
| 7521 | Just what does the Boston Report on Primary Schools( 313) reveal as to the character of education then provided? |
| 7521 | Just what does the Cambridge Scheme of Study indicate as being taught there? |
| 7521 | Just what does the instruction described as given by Campion( 146) indicate? |
| 7521 | Just what educational conditions does Governor Clinton( 349) indicate as existing in New York State, in 1827? |
| 7521 | Just what kind of a school system did Knox propose( 1560) for Scotland? |
| 7521 | Just what kind of an education does Montaigne outline, and how great a reaction was this from existing conditions? |
| 7521 | Just what kind of elementary schools did Boston have( 314) in 1823? |
| 7521 | Just what kind of schools did the Act of 1870( 304) make provision for? |
| 7521 | Just what kind of schools do the Providence regulations( 309) of 1820 provide for and describe? |
| 7521 | Just what kind of schools existed in the cities of Pennsylvania in 1830, judging from the Report( 315) of the Workingmen''s Committee? |
| 7521 | Just what light on school teaching, in 1841, does the teacher''s contract given( 352) throw? |
| 7521 | Just what state of vernacular education in Teutonic lands is indicated by the three selections( 231, 232, 233)? |
| 7521 | Just what type of education did the Quakers mean to provide for, as shown in the extract from their Rules of Discipline( 199)? |
| 7521 | Just what type of educational institutions did Washington have in mind in the quotation from his Farewell Address? |
| 7521 | Just what type of educational provisions, and what administrative organization, did the recommendations of the Clergy of Blois( 252) contemplate? |
| 7521 | Just what type of educational system did Jefferson propose to organize in Virginia( 263)? |
| 7521 | Just what type of school is indicated by selection 178? |
| 7521 | Just what was new in the nine fundamental rules laid down by Ratke, in his_ Methodus Nova_? |
| 7521 | M. To what end? |
| 7521 | M. When is she to be married? |
| 7521 | M. Why will you go so quickly? |
| 7521 | Mexico? |
| 7521 | Might a Rousseau have done work of similar importance in Russia, early in the twentieth century? |
| 7521 | Normal schools? |
| 7521 | Of Cicero''s_ Orations_ and_ Letters_? |
| 7521 | Of the plans for a gymnasium at Saros- Patak? |
| 7521 | Of the reasoning of the two men, which is now accepted in France and the United States? |
| 7521 | Of what is the difference in rate an index? |
| 7521 | Of what is the recent development of evening, adult, and extension education an index? |
| 7521 | Of what is this interest an expression? |
| 7521 | Of what type of person is the reasoning of Governor Cleveland( 317) typical? |
| 7521 | Of what was the exposure of the forgery of the"Donation of Constantine"a precursor? |
| 7521 | Of which type was the reasoning of Galileo as to Jupiter''s satellites? |
| 7521 | On character? |
| 7521 | On good breeding? |
| 7521 | On what basis could Catholic and Protestant wage war on one another to try to enforce their own particular belief? |
| 7521 | Ptolemy( b.? |
| 7521 | Quando est nuptura? |
| 7521 | Quid eó? |
| 7521 | Should a university student to- day have any privileges not given to all citizens? |
| 7521 | Spencer: What Knowledge is of Most Worth? |
| 7521 | Suppose you knew nothing about the Japanese, what type of government would you take theirs to be from reading the Imperial Rescript( 334b)? |
| 7521 | THE FATHER OF MEDICINE HIPPOCRATES OF COS( 460- 367? |
| 7521 | THOMAS DILWORTH(?-1780) 133. |
| 7521 | THOMAS DILWORTH(?-1780) The most celebrated English textbook writer of his day. |
| 7521 | Tertullian, in his_ Prescription against Heresies_, exclaims: What indeed has Athens to do with Jerusalem? |
| 7521 | Thales( 636?-546? |
| 7521 | The same with reference to the course given in a small English country grammar school, as described by Martindale( 145)? |
| 7521 | The volume contains four essays: What Knowledge is of Most Worth? |
| 7521 | To what class of subjects is the Socratic quiz applicable? |
| 7521 | To what extent did the religious teachings of the time support Locke''s ideas as to the disciplinary conception of education? |
| 7521 | To what extent do we now accept Robert Owen''s conception of the influence of education on children? |
| 7521 | To what extent does early Roman education indicate the importance of the parent and of study of biography in the education of the young? |
| 7521 | To what is the difference due? |
| 7521 | To what university mother does Harvard go back, ultimately? |
| 7521 | VOCATIONAL WHAT IS VOCATIONAL EDUCATION? |
| 7521 | Viewed from the purposes the Order had in mind, was it warranted in neglecting the education of the masses? |
| 7521 | Viewed in the light of history, what would we say of the present opposition to health work( 375) in the schools? |
| 7521 | Was Guizot''s Law of 1833( 285) in harmony with the recommendations of Cousin( 284)? |
| 7521 | Was Lionardo Bruni''s letter to Poggio( 127 b) overdrawn? |
| 7521 | Was Luther probably right when he wrote, in 1524, that the schools"were deteriorating throughout Germany"? |
| 7521 | Was Luther''s idea that a clergyman should have had some experience as a teacher a good one, or not? |
| 7521 | Was Napoleon right in his attitude toward education and schools? |
| 7521 | Was Wycliffe''s attack( 147) as direct and fierce as Luther''s( 151)? |
| 7521 | Was he right in his position as to the relation of the schools and national needs and welfare? |
| 7521 | Was it a good thing for peace and civilization that the modern languages arose, instead of all speaking and writing Latin? |
| 7521 | Was it possible for the Roman and the Christian to understand one another, thinking as they did in such different terms( 30 a- b)? |
| 7521 | Was it right to put him thus into two schools of thought? |
| 7521 | Was the Brown University grant exceptional, or common in other American foundations? |
| 7521 | Was the Christian or the pagan attitude more nearly like that of modern times? |
| 7521 | Was the Church wise in adopting and sanctifying the education of chivalry? |
| 7521 | Was the College at Geneva( 175) a true humanistic- revival school? |
| 7521 | Was the Hellenization of Rome which ensued a good thing? |
| 7521 | Was the Prussian school system, as described by Cousin( 280), a centralized or a decentralized system? |
| 7521 | Was the Report correct with reference to"a monopoly of talent"? |
| 7521 | Was the attitude of Anselm a perfectly natural one for the Middle Ages? |
| 7521 | Was the challenge of Wycliffe''s followers on indulgences( 148) any less direct than that of Luther( 151)? |
| 7521 | Was the course of instruction provided for the primary schools in 1833, times and needs considered, a liberal one, or otherwise? |
| 7521 | Was the early argument as to the influence of higher education on the State a true argument? |
| 7521 | Was the first English parliamentary grant( 299) expressive of deep national interest? |
| 7521 | Was the introduction of the Greek pedagogue as a fashionable adjunct natural? |
| 7521 | Was there anything pedagogically sound about the letter of Saint Jerome( 45) on the education of girls? |
| 7521 | Was there anything unnatural about the work and customs of the Italian societies for studying the classics( 129)? |
| 7521 | Were the Sophists a good addition to the Athenian instructing force, or not? |
| 7521 | Were the difficulties that surrounded scientific inquiry and progress, as described by Bacon, easily removed? |
| 7521 | Were the evils of the Sophist teachers, which Isocrates points out( 8), natural ones? |
| 7521 | What German characteristics that Tacitus describes( 47) would prove good additions to Roman life? |
| 7521 | What additional unsolved problems would you add to the list given on the preceding page? |
| 7521 | What analogous instruction do we provide in the American high schools? |
| 7521 | What are the elements of truth and falsity in Rousseau''s idling- to- the- twelfth- year( 264 d) idea? |
| 7521 | What are the marked features of the refounding act( 172) for Canterbury cathedral school? |
| 7521 | What are the relative values to- day? |
| 7521 | What as to the condition of learning and teaching in England in Bede''s day? |
| 7521 | What basis, if any, did the opponents of Colet''s school have for denouncing it as a temple of idolatry and heathenism? |
| 7521 | What better methods could the Italian court schools have used to enable them to cover the university Arts course in shorter time? |
| 7521 | What between heretics and Christians?... |
| 7521 | What changes do you note between the mediaeval Indenture of Apprenticeship( 99) and the eighteenth- century English form( 242)? |
| 7521 | What civilizing problem, somewhat comparable to that of barbarian Europe, have we faced in our national history? |
| 7521 | What class of children did Raikes( 293) make provision for? |
| 7521 | What conception of education is revealed by the Virginia apprenticeship laws( 200 a, 1- 3) and the North Carolina court records( 200 b, 1- 3)? |
| 7521 | What concord is there between the Academy and the Church? |
| 7521 | What correctives have we that Rome did not have? |
| 7521 | What could be done that he might be educated, like every one else, and yet not run the risk of losing his faith? |
| 7521 | What degree of State supervision of education is indicated by Plato( 2)? |
| 7521 | What did the founding of a chantry grammar school( 142), instead of a song school, indicate as to the progress of education? |
| 7521 | What did the mediaeval license( 110, 111, 112) really signify? |
| 7521 | What differences might there have been had Comenius lived and done his work in the time of Pestalozzi? |
| 7521 | What do all the changes enumerated by Buckle( 250) indicate as to the spread of general education, irrespective of schools, among the English people? |
| 7521 | What do modern nations have that is much akin to Emperor worship? |
| 7521 | What do the Free School Rules of 1734( 245) indicate as to duties and discipline? |
| 7521 | What do the beginnings of teacher training in England( 347, 348) indicate as to conceptions then existing as to the educational process? |
| 7521 | What do the proposals of La Chalotais, Rolland, and Turgot indicate as to the degree of unification of France attained by the time they wrote? |
| 7521 | What do the selections from Bede( 59 a- c) indicate as to the preservation of the old learning in the cities of southern Italy? |
| 7521 | What do the statutes regarding prayers( 169) indicate as to the nature of the grammar schools of the time? |
| 7521 | What do the three professional courses reproduced( 345, 346, 350 b) indicate as to the development of pedagogical work by about 1840? |
| 7521 | What do the tributes of Woodbridge( 269) and Mayo( 270) reveal as to the character of Pestalozzi and his influence? |
| 7521 | What do the two time- tables reproduced( 122, 123) reveal as to the nature of a university day, and the instruction given? |
| 7521 | What do you think of the contentions of Aristotle and Plato that the State should control school music as a means of securing sound moral instruction? |
| 7521 | What do you understand Pestalozzi to have meant by"the development of the faculties"? |
| 7521 | What do you understand to be meant by the failure of the Greeks to standardize their observations by instruments? |
| 7521 | What does a glance at the page giving the university foundations before 1600( 100) show as to the rate and direction of the university movement? |
| 7521 | What does the Farmer''s Calendar( 14) reveal as to the character of Roman life? |
| 7521 | What does the Plymouth Colony appeal for Harvard College( 194 b) indicate as to community of ideas in early New England? |
| 7521 | What does the court citation of Topsfield( 192) show? |
| 7521 | What does the decree of Constantine( 26) indicate as to the social status of the higher teachers under the Empire? |
| 7521 | What does the distribution of scholars at Roxbury( 188) show as to the character of the school? |
| 7521 | What does the emphasis on the People''s High Schools in Denmark indicate as to the political status of the common people there? |
| 7521 | What does the exclusive devotion of these schools to such studies indicate as to professional opportunities at Rome? |
| 7521 | What does the extract from Roger Bacon( 118) indicate as to the character of the teaching of Theology? |
| 7521 | What does the founding of the Polytechnic School( 257) indicate as to the French interest in science? |
| 7521 | What does the lack of independent scholars during the Middle Ages indicate as to possible leisure? |
| 7521 | What does the list indicate as to the state of learning of the time? |
| 7521 | What does the long continuance, without great changes in character, of the university as an institution indicate as to its usefulness to society? |
| 7521 | What does the need for_ Realschulen_ indicate as to the evolution of German society and the recuperation from the ravages of war? |
| 7521 | What does the oath of a freeman( 96) indicate as to social conditions? |
| 7521 | What does the qualification for a charity- school teacher( 238 a) indicate as to the nature of the teacher''s calling in such schools? |
| 7521 | What does the selection from Lanfranc( 44) indicate as to the state of monastic learning? |
| 7521 | What does the selection on The Puritan Attitude( 183) reveal as to the extent and depth of the Reformation in England? |
| 7521 | What does the use of the lottery for school support( 246) indicate as to the conception and scope of education at the time? |
| 7521 | What does the work of Pope Nicholas V, in establishing the Vatican Library( 132), indicate as to his interest in the new humanistic movement? |
| 7521 | What educational theory, conscious or unconscious, formed the basis for mediaeval education and instruction? |
| 7521 | What effect did the development of song- school instruction have on the instruction in the cathedral schools? |
| 7521 | What form of a charter, if any, has your university or normal school? |
| 7521 | What great lessons may we draw from the work of the Hebrews in maintaining a national unity through compulsory education? |
| 7521 | What great modern subjects of study have been developed out of the mediaeval subjects of arithmetic, geometry, and astronomy? |
| 7521 | What great subject of study has been developed out of one part of the study of mediaeval rhetoric? |
| 7521 | What had fixed the Italian? |
| 7521 | What has caused the old Arts Faculty to break up into so many groups, whereas Law, Medicine, and Theology have stayed united? |
| 7521 | What has taken the place of the license? |
| 7521 | What have we added and omitted? |
| 7521 | What ideals and practices from chivalry have been retained and are still in use to- day? |
| 7521 | What important contributions to world progress came out of chivalric education? |
| 7521 | What improvements and additions did the reading schools( 307 c) introduce? |
| 7521 | What improvements are indicated? |
| 7521 | What instruction did the textbooks as printed( 239) provide for? |
| 7521 | What is probably the greatest work of any university, in any age? |
| 7521 | What is the best American practice in this matter to- day, and what tendencies are observable? |
| 7521 | What is the difference between the Plymouth requirement as to grammar schools( 194 d) and the Massachusetts requirement( 191)? |
| 7521 | What is the social significance of the development of parallel secondary schools and courses, in all lands? |
| 7521 | What is the status of the idea to- day( a) in China? |
| 7521 | What is the ultimate outcome of the process? |
| 7521 | What is to be said of the fact that there are four seasons of the year, four quarters of the heavens, and four principles of the elements? |
| 7521 | What is your estimate of the vernacular schools as outlined by Comenius? |
| 7521 | What kind of a school attitude is indicated by the close supervision of English teachers, as described in 164 and 165? |
| 7521 | What kind of a school was the first one established in Philadelphia( 198)? |
| 7521 | What kind of schools does Rashdall describe as existing? |
| 7521 | What merit was there to the"payment- by- results"recommendation of the Duke of Newcastle Commission( 303)? |
| 7521 | What might have been the result in America had the New England Colonies established the school as a parish institution, as did the central Colonies? |
| 7521 | What modern analogies do we have to the civilizing work of the monks and clergy during the Middle Ages? |
| 7521 | What new principle is added( 191) by the Law of 1647, and what does this new law indicate as to needs in the colony for classical learning? |
| 7521 | What new subjects did Diderot add to the religious elementary school of his time? |
| 7521 | What particular Roman need did the higher schools of oratory and rhetoric supply? |
| 7521 | What rate of scientific progress is indicated by its translation and length of use? |
| 7521 | What real progress was made by the National Convention( 258 a), and to what degree did it fail? |
| 7521 | What reasons were there for the development of the more practical Academy in America, rather than in England? |
| 7521 | What scope of knowledge is represented in the library( 78) of the tenth- century schoolmaster? |
| 7521 | What stage in scientific knowledge do the selections from Anglicus( 77 a- b) indicate? |
| 7521 | What subjects of study as we now know them were included in the Roman study of grammar and rhetoric? |
| 7521 | What theory as to education would naturally lie behind a"payment- by- results"plan of distributing state aid? |
| 7521 | What type of a school was provided for in the Aldwincle chantry( 73)? |
| 7521 | What type of administrative organization was proposed by Condorcet( 256)? |
| 7521 | What type of education is presupposed in 264 f? |
| 7521 | What type of higher educational advantages does the selection from Horace( 22) indicate as prevailing in Roman cities? |
| 7521 | What type of school was it intended to endow from the Cape Cod fisheries( 194 c)? |
| 7521 | What type of school( 283) was the re- created Superior Normal? |
| 7521 | What types of schools and conceptions of education were combined in the Philanthropinum( 265)? |
| 7521 | What was the character of the education King Alfred provided for his son( 68)? |
| 7521 | What was the condition of learning among the higher clergy and monks as shown by Charlemagne''s proclamations( 64)? |
| 7521 | What was the educational significance of such a bequest as that of William Sevenoaks( 141)? |
| 7521 | What was the effect of the Christian attitude toward the care of the body, on scientific and medical knowledge, and on education? |
| 7521 | What was the effect on inquiry and individual thinking of the method of presentation used by Saint Thomas Aquinas in his_ Summa Theologica_? |
| 7521 | What was the governmental advantage of the adoption of the Nicene Creed( 42)? |
| 7521 | What was the importance of the rediscovery of Hebrew? |
| 7521 | What was the most marked advance over the Greeks in the early Roman training? |
| 7521 | What was the nature and extent of the library of Master Stephen( 119)? |
| 7521 | What was the nature and purpose of the Harvard College instruction as shown by the selection 186 a- d? |
| 7521 | What was the nature of the cathedral school at Salisbury( 72)? |
| 7521 | What was the nature of the progress from that time to the thirteenth century( 94 b)? |
| 7521 | What was the nature of this public? |
| 7521 | What was the particular importance of the recovery of Quintilian''s_ Institutes_? |
| 7521 | What was the position of the State in the matter of the education of youth( 5)? |
| 7521 | What was the purpose of the Latin instruction, as you received it? |
| 7521 | What was the relative condition of learning in Frankland and England, about 900 A.D.? |
| 7521 | What was the significance of the position of Luther for the future education of girls? |
| 7521 | What was the significance of the prominence of this study for the future of thinking? |
| 7521 | What was the significance of these provisions? |
| 7521 | What were some of the chief defects of Athenian schools( 5)? |
| 7521 | What were the actuating motives behind the German Emperor''s speech( 368)? |
| 7521 | What were the great merits of the Athenian educational and political system of training( 6)? |
| 7521 | What were the main things Justinian hoped to accomplish by the preparation of the great Code, as set forth in the Preface( 93)? |
| 7521 | What were the motives behind the organization of the religious charity- schools? |
| 7521 | What were the strong points in the experimental work of Basedow? |
| 7521 | What were two of the important contributions of the Infant- School idea to American education? |
| 7521 | What will be the result when many nations( 372) become highly skilled? |
| 7521 | What would be necessary for the proper training of one for eloquence? |
| 7521 | What would be the most probable effect on education of the erection of the polished- man- of- the- world ideal? |
| 7521 | What would be the natural effect on the teaching occupation of such legislation as the Act of Uniformity( 166)? |
| 7521 | What would have been the effect of the continued rejection of secular books called for in the Apostolic Constitutions( 41)? |
| 7521 | What would have been the probable results had the Dartmouth College case been decided the other way? |
| 7521 | What? |
| 7521 | When Greece and Rome offered no precedents, how did the Church come to so fully develop and control the education which was provided? |
| 7521 | When was the great era of each? |
| 7521 | Which is the better attitude for a nation to assume toward the foreigner-- the Greek, or the American? |
| 7521 | Which of the professional faculties has changed most in the nature and character of its instruction? |
| 7521 | Which of the three type plans in the American colonies by 1750 most influenced educational development in your State? |
| 7521 | Which one? |
| 7521 | Why are imaginative ability and many- sided natures such valuable characteristics for any people? |
| 7521 | Why did Aristotle''s work seem of much greater value to the mediaeval scholar than the Moslem science? |
| 7521 | Why did apprenticeship education continue so long with so little change, when it is now so rapidly being superseded? |
| 7521 | Why did the Church insist on these when Rome had not required such? |
| 7521 | Why did the Greek boy need three teachers, whereas the American boy is taught all and more by one primary teacher? |
| 7521 | Why did the Sunday- School movement prove of so much less usefulness in America than in England? |
| 7521 | Why did the rule of Saint Benedict( 43) requiring readings and study lead to the copying and preservation of manuscripts? |
| 7521 | Why do older people usually oppose changes in school work manifestly needed to meet changing national demands? |
| 7521 | Why does a state military socialism, such as prevailed at Sparta, tend to produce a people of mediocre intellectual capacity? |
| 7521 | Why does the coming of large landed estates introduce important social problems? |
| 7521 | Why has such reasoning been abandoned now? |
| 7521 | Why has the result of these changes been to extend the period of dependence and tutelage of children? |
| 7521 | Why has this been so? |
| 7521 | Why have we been able to obtain results so much more rapidly? |
| 7521 | Why is a period of very rapid expansion in a State likely to be demoralizing? |
| 7521 | Why is an emotional faith better adapted to the mass of people than an intellectual one? |
| 7521 | Why is it that a strong religious control is never favorable to originality in thinking? |
| 7521 | Why is more extended education called for as"industrial life becomes more diversified, its parts narrower, and its processes more concealed"? |
| 7521 | Why is progress that is substantial nearly always a product of slow rather than rapid evolution? |
| 7521 | Why is such an evolution of importance for education and civilization? |
| 7521 | Why is the ability to make progressive changes, possessed so markedly by the Athenian Greeks, an important personal or racial characteristic? |
| 7521 | Why is the licensing of university professors to teach not followed in our American universities? |
| 7521 | Why must the education of leaders always precede the education of the masses? |
| 7521 | Why not in the less advanced nations? |
| 7521 | Why should La Salle''s work have been so opposed by both Church and civil authorities? |
| 7521 | Why should a license from the Church have been necessary to print a book? |
| 7521 | Why should the American be a free school, while those in Europe are tuition schools? |
| 7521 | Why should the light literature of Spain be spoken of as a gay contagion? |
| 7521 | Why the difference in assimilative power? |
| 7521 | Why was Jesus''idea as to the importance of the individual destined to make such slow headway in the world? |
| 7521 | Why was it difficult to develop good cathedral schools during the early Middle Ages? |
| 7521 | Why was it not important that more than a few be educated under the older theory of salvation? |
| 7521 | Why was it so badly mixed there? |
| 7521 | Why was it such a good thing for the future of civilization in England and France that so many of its nobility perished in the Crusades? |
| 7521 | Why was the change in the type of Athenian education during the Ephebic years a natural and even a necessary one for the new Athens? |
| 7521 | Why was universal education involved as a later but ultimate consequence of the position taken by the Protestants? |
| 7521 | Why were the cities more anxious to escape from the operation of the pauper- school law than were the towns and rural districts? |
| 7521 | Why were the pauper- school and the rate- bill so hard to eliminate? |
| 7521 | Why were the universities not opposed? |
| 7521 | Why would dialectic naturally not be of much importance, so long as instruction in theology was dogmatic and not a matter of thinking? |
| 7521 | Why would the introduction of real studies into them be especially slow? |
| 7521 | Why? |
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| 7521 | Why? |
| 7521 | With Russia, after the destruction wrought by the Bolshevists? |
| 7521 | Would Adam Smith''s reasoning( 295) still hold true? |
| 7521 | Would Macaulay''s reasoning( 300) still be true? |
| 7521 | Would Milton''s definition of the purpose of education be true, still? |
| 7521 | Would Rome probably have been better able to withstand the barbarian invasions if Christianity had not arisen, or not? |
| 7521 | Would education for citizenship with us to- day possess the same defects as in ancient Greece? |
| 7521 | Would his questions( 91 b) excite much interest to- day? |
| 7521 | Would it be possible to- day for any one city to become such a center of the world''s intellectual life as did Alexandria( 10)? |
| 7521 | Would schools have advanced in importance as they have done had the industrial revolution not taken place? |
| 7521 | Would such a training up to twelve( 264 e) be possible, or desirable? |
| 7521 | Would that of Malthus( 296)? |
| 7521 | Would the Athenian method of instruction have been possible had all children in the State been given an education? |
| 7521 | Would the English 1802 conditions be found in any Christian land today? |
| 7521 | Would the convents have tended to attract a higher quality of women than the monasteries did of men? |
| 7521 | Would the extract from Roger Bacon( 89) lead you to think him a man ahead of the times in which he lived? |
| 7521 | Would the interest awakened be comparable with that awakened by the revival of Greek in Italy? |
| 7521 | Would the reasoning of Fichte( 277) apply to any crushed nation? |
| 7521 | Would we accept the logic of his argument to- day? |
| 7521 | Would we consider such knowledge as of any value? |
| 7521 | Would you add anything else to Spencer''s requirements to prepare for complete living? |
| 7521 | Writing, in 1840, he said: Who would suppose that education were a thing which had to be advocated on the ground of local expediency, or any ground? |
| 7521 | [ 19] Dreaming that he had died and gone to Heaven, he was asked,"Who art thou?" |
| 7521 | [ 4] Donatus begins as follows:"How many parts of speech are there?" |
| 7521 | [ 4]"What would have been the result had the Council of Constance succeeded where it failed? |
| 7521 | and the failure of science for a time to find a home in the German universities? |
| 7521 | he discreetly rejoined,"the Lord of heaven and earth had but two such, and wouldst thou have twelve?" |
| 7521 | patruélis eámus domom? |