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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. | What is magnetism Is the ability of a material to be attracted by a magnet | 1 | 4 | Science-textbook/science-g5-3.txt | true |
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. | What is magnetism Act like a magnet | 1 | 4 | Science-textbook/science-g5-3.txt | true |
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. | What is magnetism Glass windows | 0 | 4 | Science-textbook/science-g5-3.txt | true |
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. | Who does Larry harm Dr. Barnett | -1 | 4 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Glass materials like glass windows | 1 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Wood, wooden doors | 1 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Stick to surfaces, fridge | 0 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Metals like metal refrigerator | 0 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Your homework up | 0 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Wooden materials like wooden doors | 1 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials Wood and glass. Wooden doors, glass windows | 1 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | What doesn't a magnet stick to and what are examples of these materials They doesn't stick to Wood or Glass ,for example They do not stick to wooden doors or glass windows | 1 | 5 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| Wood and glass are not attracted to a magnet. | How many people were injured in the Bible school that was destroyed in the bombing run 0 | -1 | 5 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | What is magnetism and what is an example of this The ability of a material to be attracted by a magnet, a refrigerator magnet | 1 | 6 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | What is magnetism and what is an example of this Little sisters drawings | 0 | 6 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | What is magnetism and what is an example of this Ability of a material to be attracted by a magnet. Example, refrigerator magnets attracting metal refrigerator doors | 1 | 6 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | What is magnetism and what is an example of this Ability of a material to be attracted by a fridge, wood | 0 | 6 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | What is magnetism and what is an example of this Ability of a material to be attracted by a magnet, metal refrigirator | 1 | 6 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | What is magnetism and what is an example of this Ability of a material to be attracted by glasses. Example refrigerator magnets attracting glass windows | 0 | 6 | Science-textbook/science-g5-3.txt | true |
Magnetism is the ability of a material to be attracted by a magnet. ||||| No doubt youve handled refrigerator magnets. | Which two products were the mono Indians able to name Whisky and tobacco | -1 | 6 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to Metals vs wood and glass | 1 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to Metal refrigerator, wood | 1 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to Your little sisters drawings | 0 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to Plastic refrigerator, shiny window | 0 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to Glass | 0 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to They stick to a metal and They do not stick to Wood and glass | 1 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Give examples of materials to which magnets stick to and do not stick to Wood | 0 | 7 | Science-textbook/science-g5-3.txt | true |
They do not stick to wooden doors or glass windows. ||||| You probably know they stick to a metal refrigerator. | Did Jake's grandfather teach him how to catch with the mitt he bought him Yes | -1 | 7 | Science-textbook/science-g5-3.txt | true |
You have probably checked and they do not stick to other surfaces. ||||| They do not stick to wooden doors or glass windows. ||||| Do magnets stick to all materials? ||||| Of course not. | Can you stick your sister's drawings to a wooden cupboard with a magnet No, magnets do not stick to wood | 1 | 8 | Science-textbook/science-g5-3.txt | false |
You have probably checked and they do not stick to other surfaces. ||||| They do not stick to wooden doors or glass windows. ||||| Do magnets stick to all materials? ||||| Of course not. | Can you stick your sister's drawings to a wooden cupboard with a magnet Yes i can | 0 | 8 | Science-textbook/science-g5-3.txt | false |
You have probably checked and they do not stick to other surfaces. ||||| They do not stick to wooden doors or glass windows. ||||| Do magnets stick to all materials? ||||| Of course not. | Can you stick your sister's drawings to a wooden cupboard with a magnet No | 1 | 8 | Science-textbook/science-g5-3.txt | false |
You have probably checked and they do not stick to other surfaces. ||||| They do not stick to wooden doors or glass windows. ||||| Do magnets stick to all materials? ||||| Of course not. | Can you stick your sister's drawings to a wooden cupboard with a magnet Stick to surfaces | 0 | 8 | Science-textbook/science-g5-3.txt | false |
You have probably checked and they do not stick to other surfaces. ||||| They do not stick to wooden doors or glass windows. ||||| Do magnets stick to all materials? ||||| Of course not. | Can you stick your sister's drawings to a wooden cupboard with a magnet NO, because They do not stick to wooden cupboard | 1 | 8 | Science-textbook/science-g5-3.txt | false |
You have probably checked and they do not stick to other surfaces. ||||| They do not stick to wooden doors or glass windows. ||||| Do magnets stick to all materials? ||||| Of course not. | What part of one's body can hold them up against the force of gravity Core | -1 | 8 | Science-textbook/science-g5-3.txt | false |
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. | What ability of material can also act like a magnet Attraction | 1 | 9 | Science-textbook/science-g5-3.txt | true |
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. | What ability of material can also act like a magnet Drawings | 0 | 9 | Science-textbook/science-g5-3.txt | true |
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. | What ability of material can also act like a magnet Non-magnetic ability | 0 | 9 | Science-textbook/science-g5-3.txt | true |
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. | What ability of material can also act like a magnet Your homework up | 0 | 9 | Science-textbook/science-g5-3.txt | true |
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. | What ability of material can also act like a magnet Attracting ability | 1 | 9 | Science-textbook/science-g5-3.txt | true |
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. | What ability of material can also act like a magnet The ability for some material to act like a magnet | 1 | 9 | Science-textbook/science-g5-3.txt | true |
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. | Who owned the Golden Nugget and Silver Slipper Howard Hughes | -1 | 9 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to Metal Refrigerator | 1 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to Metal, metal refrigerators | 1 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to Metal objects | 1 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to Magnetic materials | 1 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to Not magnetic materials | 0 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to Glass window | 0 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What do some magnets stick to All materials | 0 | 10 | Science-textbook/science-g5-3.txt | true |
You probably know they stick to a metal refrigerator. ||||| Do magnets stick to all materials? | What was happening in Iran War against God | -1 | 10 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator The homework , the drawings | 1 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator Glass materials | 0 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator Drawings | 1 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator A wooden door | 0 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator Little sisters drawings | 1 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator Hung the wood | 0 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | What are some examples of things you can hold up by a magnet on a refrigerator Homework, little sister's drawings | 1 | 11 | Science-textbook/science-g5-3.txt | true |
This is what holds your homework up. ||||| Maybe your little sisters drawings are hung on the fridge in this manner. | Water and wind erosion called the geographical features in Illinois. True or False True | -1 | 11 | Science-textbook/science-g5-3.txt | true |
Do magnets stick to all materials? ||||| Of course not. | Do magnets stick to all materials Stick to fridge | 0 | 12 | Science-textbook/science-g5-3.txt | true |
Do magnets stick to all materials? ||||| Of course not. | Do magnets stick to all materials No | 1 | 12 | Science-textbook/science-g5-3.txt | true |
Do magnets stick to all materials? ||||| Of course not. | Do magnets stick to all materials Yes | 0 | 12 | Science-textbook/science-g5-3.txt | true |
Do magnets stick to all materials? ||||| Of course not. | Do magnets stick to all materials Only certain materials are attracted to magnets | 1 | 12 | Science-textbook/science-g5-3.txt | true |
Do magnets stick to all materials? ||||| Of course not. | Do magnets stick to all materials Magnets stick to all materials | 0 | 12 | Science-textbook/science-g5-3.txt | true |
Do magnets stick to all materials? ||||| Of course not. | Where is Kilgore's niche Arbitration | -1 | 12 | Science-textbook/science-g5-3.txt | true |
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. | Why is the free child being chiefly concerned with gaining experience so important for later building The free child being chiefly concerned with gaining experience is important because actual experience is the foundation for complete living, which is vital for later building | 1 | 0 | Fiction/gutenberg-10042.txt | true |
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. | Why is the free child being chiefly concerned with gaining experience so important for later building Because actual experience is the foundation for a complete living, and the stronger the foundation the better the result of later building | 1 | 0 | Fiction/gutenberg-10042.txt | true |
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. | Why is the free child being chiefly concerned with gaining experience so important for later building They were equally surprised and gratified | 0 | 0 | Fiction/gutenberg-10042.txt | true |
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. | Why is the free child being chiefly concerned with gaining experience so important for later building Because actual experience is not at all related to the foundation of living | 0 | 0 | Fiction/gutenberg-10042.txt | true |
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. | Why is the free child being chiefly concerned with gaining experience so important for later building Because the building of a character is the premise for later gaining of experience | 0 | 0 | Fiction/gutenberg-10042.txt | true |
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. | What object did Preetam throw away, then search for and what did he find in addition The watch and he found the ticket to the train from Mumbai | -1 | 0 | Fiction/gutenberg-10042.txt | true |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | What is the accepted aim of the educational profession versus what we too often act as if we care for The accepted aim of the educational profession is the training of character and conduct but we often act as if we care only for economic values | 1 | 1 | Fiction/gutenberg-10042.txt | false |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | What is the accepted aim of the educational profession versus what we too often act as if we care for The aim is to discover a new and complex world of people and things | 0 | 1 | Fiction/gutenberg-10042.txt | false |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | What is the accepted aim of the educational profession versus what we too often act as if we care for Teaching economic values | 0 | 1 | Fiction/gutenberg-10042.txt | false |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | What is the accepted aim of the educational profession versus what we too often act as if we care for Teaching complex aspects of people and things | 0 | 1 | Fiction/gutenberg-10042.txt | false |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | What is the accepted aim of the educational profession versus what we too often act as if we care for The training of character and conduct | 1 | 1 | Fiction/gutenberg-10042.txt | false |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | Who attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo due to Juzo's health problems Nozomi | -1 | 1 | Fiction/gutenberg-10042.txt | false |
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_. ||||| _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_. | The young child and the teacher both highly value what That the child gains experience | 1 | 2 | Fiction/gutenberg-10042.txt | false |
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_. ||||| _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_. | The young child and the teacher both highly value what Freedom of speech | 0 | 2 | Fiction/gutenberg-10042.txt | false |
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_. ||||| _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_. | The young child and the teacher both highly value what Experience | 1 | 2 | Fiction/gutenberg-10042.txt | false |
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_. ||||| _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_. | The young child and the teacher both highly value what Dialogue and reasoning | 0 | 2 | Fiction/gutenberg-10042.txt | false |
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_. ||||| _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_. | What did the dog do after Rolfe but him down It accompanied Rolfe | -1 | 2 | Fiction/gutenberg-10042.txt | false |
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_. | How does watching the child help the educator find their special part of the whole work Watching the free child may not help the educator | 0 | 3 | Fiction/gutenberg-10042.txt | false |
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_. | How does watching the child help the educator find their special part of the whole work Because this way she will discover how best she can help him | 1 | 3 | Fiction/gutenberg-10042.txt | false |
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_. | How does watching the child help the educator find their special part of the whole work Because the aim of education is watching, not intervening | 0 | 3 | Fiction/gutenberg-10042.txt | false |
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_. | How does watching the child help the educator find their special part of the whole work The educator watches the child see how best she can help him. Once she finds out his needs then she can impart her special part of the whole work | 1 | 3 | Fiction/gutenberg-10042.txt | false |
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_. | How does watching the child help the educator find their special part of the whole work Because this way the child can teach to the teacher | 0 | 3 | Fiction/gutenberg-10042.txt | false |
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_. | Which of his works place greater emphasis on capturing atmosphere rather than depicting topography His sixteen designs for the Apocalypse | -1 | 3 | Fiction/gutenberg-10042.txt | false |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | How do the aims of education and the actual practice differ Education is about economic values, but practice focus on character | 0 | 4 | Fiction/gutenberg-10042.txt | true |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | How do the aims of education and the actual practice differ Education is about training character and conduct, but practice cares too often only for economic values | 1 | 4 | Fiction/gutenberg-10042.txt | true |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | How do the aims of education and the actual practice differ Education focus on people, but practice focus on things | 0 | 4 | Fiction/gutenberg-10042.txt | true |
In actual practice, however, we act too often as if we only cared for economic values. ||||| 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. | What are geologists Scientists who study the history of the earth because they want to learn about the Earth's past | -1 | 4 | Fiction/gutenberg-10042.txt | true |
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. | How can a teacher discover the best way to give a strong foundation for complete living By watching the free child | 1 | 5 | Fiction/gutenberg-10042.txt | false |
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. | How can a teacher discover the best way to give a strong foundation for complete living By guiding every step of the child education with advice and command | 0 | 5 | Fiction/gutenberg-10042.txt | false |
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. | How can a teacher discover the best way to give a strong foundation for complete living Officials | 0 | 5 | Fiction/gutenberg-10042.txt | false |
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. | How can a teacher discover the best way to give a strong foundation for complete living By watching the child | 1 | 5 | Fiction/gutenberg-10042.txt | false |
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. | How can a teacher discover the best way to give a strong foundation for complete living By watching the free, unfettered by advice or command child | 1 | 5 | Fiction/gutenberg-10042.txt | false |
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. | How can a teacher discover the best way to give a strong foundation for complete living By asking herself what she would do in the place of the child | 0 | 5 | Fiction/gutenberg-10042.txt | false |
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. | Who are Tito Joseph "TJ" Jackson's older brothers and what group did they form Taj and Taryll; 3T | -1 | 5 | Fiction/gutenberg-10042.txt | false |
If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe. ||||| _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_. | If the teacher of young children is to live up to our educational profession, what must she teach How best to grow up fast | 0 | 6 | Fiction/gutenberg-10042.txt | true |
If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe. ||||| _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_. | If the teacher of young children is to live up to our educational profession, what must she teach Her beliefs, which are providing raw material and opportunities for experience | 1 | 6 | Fiction/gutenberg-10042.txt | true |
If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe. ||||| _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_. | If the teacher of young children is to live up to our educational profession, what must she teach Economic values and character traits | 0 | 6 | Fiction/gutenberg-10042.txt | true |
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