I remember well the remark made to me once by one of my teachers—and a very good teacher, too, who nevertheless did not see what her own observation ought to have suggested. “School-children,” she said, “regard teachers as their natural enemies.” The thought which it would have been logical to suppose would have followed this observation is, that if children in general are possessed of that notion, it is because there is a great deal in the teacher’s treatment of them which runs counter to the child’s nature: that possibly this is so, not because of natural cussedness on the part of the child, but because of inapplicability of the knowledge taught, or the manner of teaching it, or both, to the mental and physical needs of the child. I am quite sure no such thought entered my teacher’s mind,—at least regarding the system of knowledge to be imposed; being a sensible woman, she perhaps occasionally admitted to herself that she might make mistakes in applying the rules, but that the body of knowledge to be taught was indispensable, and must somehow be injected into children’s heads, under threat of punishment, if necessary, I am sure she never questioned. It did not occur to her any more than to most teachers, that the first business of an educator should be to find out what are the needs, aptitudes, and tendencies of children, before he or she attempts to outline a body of knowledge to be taught, or rules for teaching it. It does not occur to them that the child’s question, “What do I have to learn that for?” is a perfectly legitimate question; and if the teacher cannot answer it to the child’s satisfaction, something is wrong either with the thing taught, or with the teaching; either the thing taught is out of rapport with the child’s age, or his natural tendencies, or his condition of development; or the method by which it is taught repels him, disgusts him, or at best fails to interest him.

When a child says, “I don’t see why I have to know that; I can’t remember it anyway,” he is voicing a very reasonable protest. Of course, there are plenty of instances of wilful shirking, where a little effort can overcome the slackness of memory; but every teacher who is honest enough to reckon with himself knows he cannot give a sensible reason why things are to be taught which have so little to do with the child’s life that to-morrow, or the day after examination, they will be forgotten; things which he himself could not remember were he not repeating them year in and year out, as a matter of his trade. And every teacher who has thought at all for himself about the essential nature of the young humanity he is dealing with, knows that six hours of daily herding and in-penning of young, active bodies and limbs, accompanied by the additional injunction that no feet are to be shuffled, no whispers exchanged, and no paper wads thrown, is a frightful violation of all the laws of young life. Any gardener who should attempt to raise healthy, beautiful, and fruitful plants by outraging all those plants’ instinctive wants and searchings, would meet as his reward—sickly plants, ugly plants, sterile plants, dead plants. He will not do it; he will watch very carefully to see whether they like much sunlight, or considerable shade, whether they thrive on much water or get drowned in it, whether they like sandy soil, or fat mucky soil; the plant itself will indicate to him when he is doing the right thing. And every gardener will watch for indications with great anxiety. If he finds the plant revolts against his experiments, he will desist at once, and try something else; if he finds it thrives, he will emphasize the particular treatment so long as it seems beneficial. But what he will surely not do, will be to prepare a certain area of ground all just alike, with equal chances of sun and amount of moisture in every part, and then plant everything together without discrimination,—mighty close together!—saying beforehand, “If plants don’t want to thrive on this, they ought to want to; and if they are stubborn about it, they must be made to.”

In the second sentence of the second paragraph, the repetition of the word “things” primarily serves to

qualify a claim by acknowledging an exception to it
A

portray contrasting viewpoints as equally legitimate
B

clarify an argument by restating it in simpler terms
C

illustrate a generalization with a particular case
D

strengthen an assertion by broadening its implications
E

Answer:

Its E Strengthen an assertion by broadening its implications 100%

Explanation:

In these lines, the author uses repetition to organize two assertions about the “things” that children are taught. She first asserts that these “things” have so little relevance that children will quickly forget them. She then broadens this assertion to apply to teachers, stating that they too would forget these “things” if they were not constantly repeating them on the job. By arranging these ideas in this way, the author strengthens her initial assertion about the reason that children have trouble remembering and supports her overarching claim that it is “reasonable” for children to protest that they cannot retain what they are expected to learn.

The teacher asked me whether I had completed the assignment the day before (into direct speech)

THE CATCHER IN THE RYE
The Lunts are characterized as being
A. verbose
B. pompous
C. untalented
D. careless

What is the “mood” of catch the moon by Judith Ortiz Cofer

Plz help:)

need some facts about The Climate change In Arctic, example :like polar bears are not surviving

What typographical feature usually announces a major shift in focus?

A. subheading
B. photo captions
C. boldface
D. italicized words

how does it effect the audience?​

no.............................

This is due today!!! Brainliest to the best answer!!

The poem must be about a form of betrayal (you can be the one being betrayed, performing the betrayal, or perhaps this is something that you witnessed but were not involved in personally)

please urgent please help

"Really, girls, you are both to be blamed," said Meg, beginning to lecture in her elder-sisterly fashion. "You are old enough to leave off boyish tricks, and to behave better, Josephine. It didn't matter so much when you were a little girl, but now you are so tall, and turn up your hair, you should remember that you are a young lady." "I'm not! And if turning up my hair makes me one, I'll wear it in two tails till I'm twenty," cried Jo, pulling off her net, and shaking down a chestnut mane. "I hate to think I've got to grow up, and be Miss March, and wear long gowns, and look as prim as a China Aster! It's bad enough to be a girl, anyway, when I like boy's games and work and manners! I can't get over my disappointment in not being a boy. And it's worse than ever now, for I'm dying to go and fight with Papa. And I can only stay home and knit, like a poky old woman!"

Haley: Would you get a move on? Are you deaf?
Kenneth: I'm going! Would you just wait a second?2
Haley: Sorry, but I'm just anxious to meet Francis. I think he gypped some of my tips from last night
Kenneth: What? Francis wouldn't do that! He always splits the tips between the wait staff fairly. Besides he's
Catholic. He would never steal4
Haley: Right, because you wouldn't say anything at all to defend your best friend.5
Kenneth: I wouldn't16
Haley: You're a guy, Kenneth All boys stick together. It's a part of your code or something.
Kenneth: Now you're just being unreasonable. I guess you can't help it. You're young after all
Haley: You're one month older than me!
What type of biased language can be found in Line 3?
a gender
b. religion
C ethnicity
d race

clauses or phrase The house that we bought needs work.

is there a definition of fairness and equality we can all agree on

Read the passage from Eleanor Roosevelt’s speech on the adoption of the Universal Declaration of Human Rights.

Likewise, my government has made it clear in the course of the development of the Declaration that it does not consider that the economic and social and cultural rights stated in the Declaration imply an obligation on governments to assure the enjoyment of these rights by direct governmental action. This was made quite clear in the Human Rights Commission text of article 23 which served as a so–called "umbrella" article to the articles on economic and social rights. We consider that the principle has not been affected by the fact that this article no longer contains a reference to the articles which follow it. This in no way affects our whole–hearted support for the basic principles of economic, social, and cultural rights set forth in these articles.

In giving our approval to the Declaration today it is of primary importance that we keep clearly in mind the basic character of the document. It is not a treaty; it is not an international agreement. It is not and does not purport to be a statement of law or of legal obligation. It is a Declaration of basic principles of human rights and freedoms, to be stamped with the approval of the General Assembly by formal vote of its members, and to serve as a common standard of achievement for all peoples of all nations.

Which particular group in the General Assembly audience is Roosevelt MOST LIKELY targeting in this passage?

A. those who think that the UDHR would be a coercive document
B. those who support making the UDHR a legal obligation
C. those who still do not support human rights for everyone
D. those who are in agreement with Roosevelt and her government

How can your peers best help you edit a story?

When you grab a highlighter to HIGHLIGHT words in a story, or if you apply a
makeup HIGHLIGHT on your face, what is your purpose or goal when
HIGHLIGHTING?

What question would be most effective to encourage a good group discussion? What does Jo wish she could go and do with Papa? In what other ways might Jo be frustrated about her life? According to what she says, why is Jo disappointed? During her lecture, what does Meg tell Jo she should do?

Which areas should Jose improve before delivering his speech to the principal? Select three options.

pace
volume
gestures
language
expression

how does Mandela try to convince you of the importance of inauguration​

Can someone help me with and essay there are two topics I chose topic #1 which is about new inventions and if they have changed the way we live and I have to write about one invention that changed the way I lived any ideas?​

Which of the following is one of the major themes in The Odyssey?
forgiveness
vengeance
the value of pine nuts
spirituality

what was William Shakespeares most likley daily schedule!? i need to know asap

Help me answer this....

1. A speech, no matter what the subject, requires a speaker, an audience, and a

alliteration
idea
fellowship
purpose​

Advanced Composition
Lesson 8
Handout 17 (page 1)
Modifiers in Place!
Part A.
Directions: Rewrite each sentence and place each modifier next to the word it modifies

Describe the last kind thing that you did for someone. How did it make you feel?
What motivated you to do it? Do you think it matters what motivates us to be kind? Why or why not?​

"When you put the last touches on our
project, can you send it too Mr. Jones
and me?" Harriet asked Amy. Amy
agreed but she was frustrated because
she felt she had done the majority of the
work herself this always seemed to
happen to
her. There has been
many times when Amy
chose to work alone
on projects for this
reason. Which of the helping verbs need to be switch from singular to plural??

Is the American Dream dying? support you answer in essay form.

Best answer tests always include the correct answer as one of the possible answer choices. Please select the best answer from the choices provided T F

Which military leader used the strategy of “total war”?
A. Ulysses S. Grant
B. Stonewall Jackson
C. Robert E. Lee
D. William T. Sherman