Both the stories are talking about education as a way of understanding, bridging the gap and enlightening people.
Explanation:
Both of these stories deal with fundamental theme of providing education of something to a people who do not have access to it.
“Teaching Shakespeare in a Maximum Security Prison” and “Village Schools and Traveling Soldiers" both are about people who are in either an undesirable position or in a difficult position and often do not get to study enough.
This is shown as a way to bridge the gap between them and the society and making them more enlightened. It is also about understanding their position as a people.
Answer: Much of West Jersey was dominated by the Quakers who were odds religiously and culturally with their neighbors in East Jersey.
East jersey; moreover, in economic terms the state was situated between the great commercial cities of NY and Philadelphia, with each city exerting it's pull on the essentially rural New Jersey population.
<u>Hope this helps! Stay safe and have a good day :D</u>
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Answer:
He is accepting of his grandson’s ignorance.
Explanation:
The poem "Birdfoot's Grampa" is written by Joseph Bruchac, who also incorporates his Native American heritage to his works. The poem is of three stanzas about one incident of when the speaker is traveling with his grandfather.
In the poem, the speaker reveals when a long drive with his <em>"old man"</em>. But he gets frustrated at the old man for stopping occasionally to <em>"gather into his hands the small toads blinded by our lights"</em>.The young boy's frustration did not seem to affect Grampa for he did what he wanted o do, telling his grandson <em>"they have places to go too"</em>. This statement only reveals that he is accepting of the young boy's ignorance and did not seem to get angry with his impatience.
It has been frequently and rightly remarked that the Crito is unique among
Plato’s dialogues insofar as its primary concern is what Socrates ought to do.
2
Most interpreters assume that Socrates ought to do what seems best to his reason (Cr 46b3-6); thus, most interpretations defend the rationality of obedience
or disobedience. On my account, it is not at all obvious that Socrates ought to
do what seems best to his reason. On my account, Socrates does not do what
seems best to his reason because he does not reason about whether he should
obey the laws; he simply obeys the laws. Doubtless, this claim seems counterintuitive to many; after all, does not Socrates articulate and defend his reasons
for remaining in prison from 49c to 54c? Is it not the cogency of Socrates’ reasons
for remaining in prison that have been so thoroughly debated in the scholarship summarized below? My answer to both of these questions is ‘no.’ Perhaps
counter-intuitively I claim that the reasons for remaining in prison, from Crito
49c to54c, are not Socrates’ reasons; they are the arguments of the speaking laws
of Athens
Probably A so that youre considering both close to home and away and that’ll help your family understand you dicision
