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I've given these topics to my kids for writing essays...

Now it must be clear that all these changes rest on
principles totally distinct from those which made the
Romans pronounce the same word as which
we pronounce . The transition from Gothic
to English may properly be ascribed to phonetic
corruption, but and together can only
be explained as the result of dialectic variation. If
we compare , , , and , we
find a change of guttural, dental, and labial contact in
one and the same word. There is nothing to show that
the Greek changed the guttural into the dental contact,
or that the Teutonic nations considered the labial contact
less difficult than the guttural and dental. We
cannot show that in Greece the guttural dwindles down
to a dental, or that in German the labial is later, in
chronological order, than the guttural. We must look
upon guttural, dental, and labial as three different
phonetic expressions of the same general conception,
not as corruptions of one definite original type. The
guttural tenuis once fixed in any language or dialect
does not in that dialect slowly dwindle down to a
dental tenuis; a dental tenuis once clearly pronounced
as a dental does not in the mouth of the same speaker
glide into a labial tenuis. That which is not yet
individualized may grow and break forth in many
different forms; that which has become individual
and definite loses its capability of unbounded development,
and its changes assume a downward tendency
and must be considered as decay. To say where
growth ends and decay begins is as difficult in living
languages as in living bodies; but we have in the
science of language this test, that changes produced
by phonetic decay must admit of a simple physiological
explanation — they must be referable to a
relaxation of muscular energy in the organs of
speech. Not so the dialectic varieties. Their causes,
if they can be traced at all, are special, not general,
and in many cases they baffle all attempts at physiological
elucidation.

Argumentative essays are those where students have to put forth their point of view about a topic.

Students should be learning that from primary school. Then your needs to sum it all up, but you never include any new information because that shows you haven't planned. Alix Johnson
So the introduction introduces all the points of an essay, and then each point is expanded on in the subsequent paragraphs and then all of those points are rounded up and brought together in the conclusion. We say, essay writing: Alix Johnson
One thing that parents can do to help their children in high school is to proofread their homework. By proofreading you'll not only help your child, and offer a sense of support, that can help them feel more confident with the work that they're then submitting, but it can really help inform the parent about where their child is at. You get to learn more about their life in high school, as well as where they're at academically and ways that you can help them. Narrator
There are more videos, articles and glossaries to help your child with writing at

Ralph waldo emerson nature essay summary

Hence, kids have to conduct thorough research before writing a persuasive essay.

This confusion between two consonants in the same
dialect is a characteristic, I believe, of the lower stages
of human speech, and reminds us of the absence of
articulation in the lower stages of the animal world.
Quite distinct from this is another process which is
going on in all languages, and in the more highly
developed even more than in the less developed, the
process of , whether we call it
growth or decay. This process will form the principal
subject of our sixth Lecture, and we shall see
that, if properly defined and understood, it forms the
basis of all scientific etymology.

And here we must, from the very beginning, distinguish
between two processes, which, though they
may take place at the same time, are nevertheless
totally distinct. There is one class of phonetic
changes which take place in one and the same language,
or in dialects of one family of speech, and
which are neither more nor less than the result of
. Every letter requires more or less of muscular
exertion. There is a manly, sharp, and definite
articulation, and there is an effeminate, vague, and indistinct
utterance. The one requires a will, the other
is a mere . The principal cause of phonetic
degeneracy in language is when people shrink from
the effort of articulating each consonant and vowel;
when they attempt to economize their breath and
their muscular energy. It is perfectly true that, for
practical purposes, the shorter and easier a word, the
better, as long as it conveys its meaning distinctly.
Most Greek and Latin words are twice as long as they
need be, and I do not mean to find fault with the
Romance nations, for having simplified the labour of
speaking. I only state the cause of what we must
call , however advantageous in some
respects; and I consider that cause to be neither more
nor less than want of muscular energy. If the provincial
of Gaul came to say instead of , it
was simply because he shrank from the trouble of
lifting his tongue, and pushing it against his teeth.
required less strain on the will, and less expenditure
of breath: hence it took the place of .
So in English, requires less expenditure of muscular
energy than or , as pronounced
in Scotland and in Germany; and hence, as people
always buy in the cheapest market, found more
customers than the more expensive terms. Nearly
all the changes that have taken place in the transition
from Anglo-Saxon to modern English belong to this
class. Thus: —

Emerson nature summary essays It Just so Happened

Nature abhors a vacuum essay Emotions associated with nature

Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold: 1) To make good people. 2) To make good citizens. 3) To make each person his or her personal best. These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education's mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling's true purpose. We have, for example, the great H. L. Mencken, who wrote in for April 1924 that the aim of public education is not:

If we look to the Finnish and the whole Uralic
class of the Northern Turanian languages, we meet
with the same disinclination to admit double consonants
at the beginning, or any consonants whatever
at the end of words. The German is written
in Finnish. The Swedish is changed into
, into , into . No genuine
Finnish word begins with a double consonant, for the
assibilated and softened consonants, which are spelt as
double letters, were originally simple sounds. This
applies equally to the languages of the Esths, Ostiaks,
Hungarians, and Sirianes, though, through their
intercourse with Aryan nations, these tribes, and even
the Finns, succeeded in mastering such difficult
groups as , , , , &c. The Lapp, the Mordvinian,
and Tcheremissian dialects show, even in words
which are of native growth, though absent in the
cognate dialects, initial consonantal groups such as
, , , &c.; but such groups are always the result
of secondary formation, as has been fully proved by
Professor Boiler. The same careful scholar has
shown that the Finnish, though preferring syllables
ending in vowels, has admitted , , , , and even , as
final consonants. The Esthonian, Lapp, Mordvinian,
Ostiakian, and Hungarian, by dropping or weakening
their final and unaccented vowels, have acquired a
large number of words ending in simple and double
consonants; but throughout the Uralic class, wherever
we can trace the radical elements of language, we
always find simple consonants and final vowels.

After children select their topic, they can make points about them, before actually writing the main essay.
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Posts Tagged ‘kids essay on nature ..

Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrate into a dangerous whole.

Essay on Nature for Children and Students

There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn't actually need. Mandatory schooling was a godsend on that count. School didn't have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era - marketing.

Kids Essay On Beauty Of Nature Free Essays - StudyMode

It was from James Bryant Conant - president of Harvard for twenty years, WWI poison-gas specialist, WWII executive on the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century - that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High in Littleton, Colorado. Shortly after I retired from teaching, I picked up Conant's 1959 book-length essay "The Child, the Parent and the State", and was more than a little intrigued to see him mention in passing that the modem schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, , in which "one saw this revolution through the eyes of a revolutionary."

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