QUES: Allan crouched over his desk once more, pen in hand and mind blank. He contemplated a story, an outline he had laboriously constructed some time ago. He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers. His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon. Allan filled page after page, the words escaping from his mind onto the paper. Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture. He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward. Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye. "What is this?" he queried, indicating the pages he held in his left hand. "I decided that since I wasn't having much success with more traditional stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night. "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice. "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?" He shook the papers at Allan, raising them like a belt above the head of a disobedient son. "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!" He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat. "Do you hate the modern system of literature? Do you personally despise the works the Enlightenment or the progress made since Shakespeare?" For a moment, Allan could hardly do more than shake his head. "No, of course not I " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?
Do you have any questions?
MY QUESTION: What was Allan's reasoning to Arthur for his paper?

QUES: Reducing resource use means just what it says using fewer resources. There are lots of ways to reduce our use of resources. Buy durable goods. Choose items that are well made so they will last longer. Youll buy fewer items in the long run, so youll save money as well as resources. Thats a win-win! Repair rather than replace. Fix your bike rather than buying a new one. Sew on a button instead of buying a new shirt. Youll use fewer resources and save money. Buy only what you need. Dont buy a gallon of milk if you can only drink half of it before it spoils. Instead, buy a half gallon and drink all of it. You wont be wasting resources (or money!) Buy local. For example, buy local produce at a farmers market, like the one in Figure 2.20. A lot of resources are saved by not shipping goods long distances. Products bought at farmers markets use less packaging, too! About a third of what we throw out is packaging.
Do you have any questions?
MY QUESTION: What are two examples of repair rather than replacing?

QUES: Magnetism is the ability of a material to be attracted by a magnet. It also include the ability for some material to act like a magnet. No doubt youve handled refrigerator magnets. You can see some in Figure 1.28. You probably know they stick to a metal refrigerator. This is what holds your homework up. Maybe your little sisters drawings are hung on the fridge in this manner. Do magnets stick to all materials? Of course not. You have probably checked and they do not stick to other surfaces. They do not stick to wooden doors or glass windows. Wood and glass are not attracted to a magnet. Obviously, only certain materials are attracted to magnets.
Do you have any questions?
MY QUESTION: Give examples of materials to which magnets stick to and do not stick to.

QUES: In actual practice, however, we act too often as if we only cared for economic values. If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe. While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work. By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_. He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for a complete living, and the stronger the foundation the better the result of later building. _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.
Do you have any questions?
MY QUESTION:
If the teacher of young children is to live up to our educational profession, what must she teach?