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 |
|---|---|
| 36547 | ''Sir,''said I, with a dejected countenance,''what means this?'' |
| 36547 | (?) |
| 36547 | 24 a white spot is placed on a black ground; which is the larger, the black spot or the white one? |
| 36547 | And in view of the wonderful things that have been accomplished in the past, some of my readers may well ask:"Who shall decide when doctors disagree?" |
| 36547 | And why? |
| 36547 | At first view, this problem seems impossible, for how can half an egg be sold without breaking any? |
| 36547 | CAN A MAN LIFT HIMSELF BY THE STRAPS OF HIS BOOTS? |
| 36547 | For this discovery(?) |
| 36547 | How was this possible without breaking any of the eggs? |
| 36547 | How, then, are we to explain the statements which have been made in regard to Orffyreus and the claims of the Marquis of Worcester? |
| 36547 | In Act v., Scene 4, line 24, Melun says:"A quantity of life Which bleeds away, even as a form of wax, Resolveth from his figure''gainst the fire?" |
| 36547 | They range from a method of discovering the number which any one may think of to a solution of the"famous"question:"How old is Ann?" |
| 36547 | What was the price of the horse? |
| 36547 | Who has not heard sounds which had no existence except in our own sensations? |
| 37681 | ( 2) If so, how can it be made interesting? |
| 37681 | A pupil has a number of school years at his disposal; to what shall they be devoted? |
| 37681 | And as to the exercises, what is the basis of selection? |
| 37681 | And finally, upon this point, shall the demonstrations be omitted entirely, leaving only the list of propositions,--in other words, a pure syllabus? |
| 37681 | And if none, then how can the pupil''s time be better expended than in the study of this science? |
| 37681 | And in any case, will the various distinct types of high schools now arising call for distinct types of geometry? |
| 37681 | And when we multiply a ratio by[ sqrt]5, what is the meaning of this operation? |
| 37681 | And why do we allow pupils to waste their time in physical education? |
| 37681 | And why do we study music? |
| 37681 | Are these results really secured by teachers, however, or are they merely imagined by the pedagogue as a justification for his existence? |
| 37681 | But does it do so? |
| 37681 | But how do we know that they intersect? |
| 37681 | But if_ AP_=_ PX_, what must[ L]_PXA_ equal? |
| 37681 | But is this not mere conjecture? |
| 37681 | But suppose_ b_ and_ d_ are cubes, of which, indeed, we do not even know the approximate numerical measure; what shall we do? |
| 37681 | But what do we mean by the quotient, say of[ sqrt]2 by[ sqrt]3? |
| 37681 | But what does this mean? |
| 37681 | Do teachers have any such appreciation of geometry as has been suggested, and even if they have it, do they impart it to their pupils? |
| 37681 | Does this present cry of the pedagogical circle really mean that we are no longer to have geometry for geometry''s sake? |
| 37681 | For example, how many diagonals must be drawn in order to make a quadrilateral rigid? |
| 37681 | For example, what is the shortest line between any given edge of the ceiling and the various edges of the floor of the schoolroom? |
| 37681 | How many planes are in general determined by_ n_ points in space? |
| 37681 | How many straight lines are in general determined by_ n_ planes? |
| 37681 | How many who attempt to play the piano or to sing give much pleasure to any but themselves, and possibly their parents? |
| 37681 | How may the points_ D_,_ E_, and_ F_ be found? |
| 37681 | IX( 3), p. 15), entitled"Die Geometrie des Pythagoras,"and by G. Junge, in his work entitled"Wann haben die Griechen das Irrationale entdeckt?" |
| 37681 | If a photograph is enlarged so that a tree is four times as high as it was before, what is the ratio of corresponding dimensions? |
| 37681 | If it is the number that shows how many times one number is contained in another, how many_ times_ is[ sqrt]3 contained in[ sqrt]2? |
| 37681 | If not, where would you put in the fifth rod to make it rigid? |
| 37681 | If the area of one square is twenty- five times the area of another square, the side of the first is how many times as long as the side of the second? |
| 37681 | If the side of one equilateral triangle is three times as long as that of another, how do the perimeters compare? |
| 37681 | If to multiply is to take a number a certain number of times, how many times do we take it when we multiply by[ sqrt]5? |
| 37681 | If two galleries in a mine are to be connected by an air shaft, how shall it be planned so as to save labor? |
| 37681 | If two people on different meridians travel due north, do they travel in the same direction? |
| 37681 | If we say that[ sqrt]2:[ sqrt]3 means a quotient, what meaning shall we assign to"quotient"? |
| 37681 | Is it for the purpose of making authors? |
| 37681 | Is it not, after all, a mere fetish, and are not those virulent writers correct who see nothing good in the subject save only its utilities? |
| 37681 | Is the figure rigid? |
| 37681 | Is the figure rigid? |
| 37681 | Is this true? |
| 37681 | It is well to ask a few questions like the following: If one square is twice as high as another, how do the areas compare? |
| 37681 | On the other hand, suppose_ V_ recedes indefinitely; then the sum approaches what limit? |
| 37681 | Or is it now, by proper teaching, as suitable for all pupils as is any other required subject in the school curriculum? |
| 37681 | Or shall there be some combination of these plans? |
| 37681 | Shall geometry be made a strong elective subject, to be taken only by those whose minds are capable of serious work? |
| 37681 | Shall geometry continue to be taught as an application of logic, or shall it be treated solely with reference to its applications? |
| 37681 | Shall it be a mere dabbling with forms that are seen in mechanics or architecture, with no serious logical sequence? |
| 37681 | Shall it be a required subject, diluted to the comprehension of the weakest minds? |
| 37681 | Shall it be an entirely new style of geometry based upon groups of motions? |
| 37681 | Shall it be the text or the sequence of Euclid? |
| 37681 | Shall the proofs be omitted entirely? |
| 37681 | Shall they appear in full? |
| 37681 | Shall they be merely suggested demonstrations? |
| 37681 | Shall they be only a series of questions that lead to the proof? |
| 37681 | Similarly, what about[ L]_QBX_ and[ L]_XBA_? |
| 37681 | Strictly speaking, why may it not cut it in only one point, or even in three points? |
| 37681 | Suppose the polyhedral angle were concave, why would the proof not hold? |
| 37681 | That geometry is to exist merely as it touches industry, or that bad architecture is to replace the good? |
| 37681 | The area of the enlarged photograph is how many times as great as the area of the original? |
| 37681 | The spirit of the question,"What is true?" |
| 37681 | The sum of the angles about_ V_ approaches what limit? |
| 37681 | Then how shall_ PQ_ be drawn? |
| 37681 | Then what are the two limits of this sum? |
| 37681 | Then why must[ L]_BAX_=[ L]_XAP_? |
| 37681 | There are many questions which such an attempt suggests: What is the real purpose of the movement? |
| 37681 | To give pleasure by our performances? |
| 37681 | To literature? |
| 37681 | To music, or natural science, or language? |
| 37681 | We certainly take it more than 2 times and less than 3 times, but what meaning can we assign to[ sqrt]5 times? |
| 37681 | What are the results of scientific investigation of the teaching of geometry? |
| 37681 | What claim has letters that is such as to justify the exclusion of geometry? |
| 37681 | What is meant by"lies evenly"? |
| 37681 | What is the height if_ AD_= 75 ft.? |
| 37681 | What may we do to[ Ls]_ A_ and_ B_ in order to fix_ X_? |
| 37681 | What shall then be said of those books that merely suggest the proofs, or that give a series of questions that lead to the demonstrations? |
| 37681 | What should be the basis of selection of propositions and exercises? |
| 37681 | What subject, in fine, can supply exactly what geometry does? |
| 37681 | What teacher or school would be content to follow any one of these syllabi exactly? |
| 37681 | What textbook writer would feel it safe to limit his regular propositions to those in any one syllabus? |
| 37681 | What will the teaching world say of the result? |
| 37681 | What, now, are the axioms and postulates that we are justified in assuming, and what determines their number and character? |
| 37681 | What, now, has been the effect of all these efforts? |
| 37681 | What, then, is the conclusion? |
| 37681 | What, then, shall the propositions of geometry be, and in what manner shall they answer to the challenge of the industrial epoch in which we live? |
| 37681 | Which, then, is better,--to give up the latter portion of geometry, or part of it at least, or to give up trigonometry? |
| 37681 | Who would know what a straight line is, from this definition, if he did not know in advance? |
| 37681 | Why do we need another proof here? |
| 37681 | Why, for example, do we study literature? |
| 37681 | Why? |
| 37681 | Would it not be better to set pupils at sawing wood? |
| 37681 | [ 41] When the question is asked,"How shall I teach?" |
| 37681 | [ because]_ PQ_ is||_ AB_, what does[ L]_PXA_ equal? |
| 37681 | a hexagon? |
| 37681 | from the ground, and_ AD_ is 23 ft. 8 in.? |
| 37681 | how do the areas compare? |
| 37681 | is positive and constructive, but that involved in"Is this true?" |
| 37681 | on parallel lines? |
| 37681 | or"What is the Method?" |
| 37681 | to make a pentagon rigid? |