QUES: As his car slid downtown on Tuesday morning the mind of Arnold Thorndike was occupied with such details of daily routine as the purchase of a railroad, the Japanese loan, the new wing to his art gallery, and an attack that morning, in his own newspaper, upon his pet trust. But his busy mind was not too occupied to return the salutes of the traffic policemen who cleared the way for him. Or, by some genius of memory, to recall the fact that it was on this morning young Spear was to be sentenced for theft. It was a charming morning. The spring was at full tide, and the air was sweet and clean. Mr. Thorndike considered whimsically that to send a man to jail with the memory of such a morning clinging to him was adding a year to his sentence. He regretted he had not given the probation officer a stronger letter. He remembered the young man now, and favorably. A shy, silent youth, deft in work, and at other times conscious and embarrassed. But that, on the part of a stenographer, in the presence of the Wisest Man in Wall Street, was not unnatural. On occasions, Mr. Thorndike had put even royalty frayed, impecunious royalty, on the lookout for a loanat its ease. The hood of the car was down, and the taste of the air, warmed by the sun, was grateful. It was at this time, a year before, that young Spear picked the spring flowers to take to his mother. A year from now where would young Spear be? It was characteristic of the great man to act quickly, so quickly that his friends declared he was a slave to impulse. It was these same impulses, leading so invariably to success, that made his enemies call him the Wisest Man. He leaned forward and touched the chauffeur's shoulder. "Stop at the Court of General Sessions," he commanded. What he proposed to do would take but a few minutes. A word, a personal word from him to the district attorney, or the judge, would be enough.
Do you have any questions?
MY QUESTION: What is the name of the shy, silent stenographer about to be put in jail for theft?

QUES: We need natural resources for just about everything we do. We need them for food and clothing, for building materials and energy. We even need them to have fun. Table 2.1 gives examples of how we use natural resources. Can you think of other ways we use natural resources? Use Vehicles Resources Rubber for tires from rubber trees Steel frames and other metal parts from minerals such as iron Example iron ore Electronics Plastic cases from petroleum prod- ucts Glass screens from minerals such as lead lead ore Use Homes Resources Nails from minerals such as iron Timber from trees Example spruce timber Jewelry Gemstones such as diamonds Minerals such as silver silver ore Food Sunlight, water, and soil Minerals such as phosphorus corn seeds in soil Clothing Wool from sheep Cotton from cotton plants cotton plants Recreation Water for boating and swimming Forests for hiking and camping pine forest Some natural resources are renewable. Others are not. It depends, in part, on how we use them.
Do you have any questions?
MY QUESTION: What are other uses of natural resources?

QUES: Cathy Wallace did not always know what she wanted to be when she grew up. She wanted to help people, but did not know exactly how. A suggestion from friends sparked her interest. "When I was in college, I thought I wanted to be a doctor," she said. "I found I didn't want to do that and realized an interest in psychology. I didn't know what I wanted to do, but all my friends thought I should go into law because I was always on a soapbox. I decided to try it." Recently, Wallace received the Outstanding Woman Lawyer in Public Interest Law Award. The award was voted on and presented by the women's caucus of West Virginia University College of Law. Wallace, 38, called Gastonia home from the age of 8 until she graduated from Hunter Huss High School in 1983. Her parents, Carter Bond, 66, and Carol Bond, 59, are still residents of Gastonia. From Hunter Huss, she moved on to pursue a degree at Pfeiffer University in Misenheimer. After graduation from Pfeiffer in 1987 with a bachelor's degree in both biology and psychology, she worked as legal secretary for attorney Louis A. Bledsoe Jr. for a year and a half. "Working for Louis Bledsoe was a pivotal moment," she said. "That was when I decided to go into the practice of law." She received her law degree at the University of Arkansas in 1992 and began her legal career in Public Defender Corp. in Princeton. She also taught criminal justice classes at Bluefield College in West Virginia. Wallace lives in Athens, W. Va., with her husband Rob, 37, and her daughters Rachel, 11, and Claire, 5.
Do you have any questions?
MY QUESTION: When she first decided she wanted to help people, what did Ms. Wallace think she wanted to do?

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:
How do the aims of education and the actual practice differ?