niryuu/sni-each-converted huggingface dataset:
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: Why is education so important, in Dewey's mind?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What must young members of a society be initiated into?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What observations does Dewey make about growing up?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What is the difference between youth and adults?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: According to the story, what is not enough in the transition to adulthood?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What does Dewey say spans the gap between the ignorance of the young and the customs and habits of the social group?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: According to Dewey, what happens to the gap between the capacities of the young and the customs of the elders as time goes on?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: Getting immature beings in a society into functioning adulthood requires what?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What happens to every member of a society?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: How is the gap between the young and the old bridged?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What are groups required to do to survive?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What do the adult members of a society possess?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What is required to reproduce the life of the group?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: As civilization grows, what else grows according to the story?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What can bridge the knowledge gap between childhood and adulthood within a social group?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: Who said that the gap between the immature and the group bridged with education?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: What did Dewey observe in savage tribes?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: Who should be responsible for educating the youth in a group?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: According to the story, what could happen if the young of a society remain uneducated?
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life.
Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Output: How do the achievements of the group compare to what the individuals would be able to accomplish on their own?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Why does Gregory challenge the central council?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Whose plan was it for the undercover detectives to fight with each other?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Who was the president of the central council?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Why did Lucian say the council had no real power?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Which organization recruited the local anarchist chapter's delegate for the central council?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Who is sent immediately as the chapters delegate to the council?
In Edwardian era London, Gabriel Syme is recruited at Scotland Yard to a secret anti-anarchist police corps. Lucian Gregory, an anarchistic poet, lives in the suburb of Saffron Park. Syme meets him at a party and they debate the meaning of poetry. Gregory argues that revolt is the basis of poetry. Syme demurs, insisting the essence of poetry is not revolution but law. He antagonises Gregory by asserting that the most poetical of human creations is the timetable for the London Underground. He suggests Gregory isn't really serious about anarchism, which so irritates Gregory that he takes Syme to an underground anarchist meeting place, revealing his public endorsement of anarchy is a ruse to make him seem harmless, when in fact he is an influential member of the local chapter of the European anarchist council.
The central council consists of seven men, each using the name of a day of the week as a cover name; the position of Thursday is about to be elected by Gregory's local chapter. Gregory expects to win the election but just before, Syme reveals to Gregory after an oath of secrecy, that he is a secret policeman. Fearful Syme may use his speech in evidence of a prosecution, Gregory's weakened words fail to convince the local chapter that he is sufficiently dangerous for the job. Syme makes a rousing anarchist speech and wins the vote. He is sent immediately as the chapter's delegate to the central council.
In his efforts to thwart the council, Syme eventually discovers that the other five members are also undercover detectives; each was employed just as mysteriously and assigned to defeat the Council. They soon find out they were fighting each other and not real anarchists; such was the mastermind plan of their president, Sunday. In a surreal conclusion, Sunday is unmasked as only seeming to be terrible; in fact, he is a force of good like the detectives. Sunday is unable to give an answer to the question of why he caused so much trouble and pain for the detectives. Gregory, the only real anarchist, seems to challenge the good council. His accusation is that they, as rulers, have never suffered like Gregory and their other subjects and so their power is illegitimate. Syme refutes the accusation immediately, because of the terrors inflicted by Sunday on the rest of the council.
The dream ends when Sunday is asked if he has ever suffered. His last words, "can ye drink of the cup that I drink of?", is the question Jesus asks St. James and St. John in the Gospel of Mark, chapter 10, vs 38 39, to challenge their commitment in becoming his disciples.
Output: Who is recruited by Scotland Yard?