The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down a very deep well. Either the well was very deep, or she fell very slowly, for she had plenty of time as she went down to look about her and to wonder what was going to happen next.
First, she tried to look down and make out what she was coming to, but it was too dark to see anything; then she looked at the sides of the well, and noticed that they were filled with cupboards and book-shelves; here and there she saw maps and pictures hung upon pegs.
She took down a jar from one of the shelves as she passed; it was labeled 'ORANGE MARMALADE', but to her great disappointment it was empty: she did not like to drop the jar for fear of killing somebody, so managed to put it into one of the cupboards as she fell past it.
How brave they'll all think me at home! Why, I wouldn't say anything about it, even if I fell off the top of the house! Down, down, down. Would the fall never come to an end! Let me see: that would be four thousand miles down, I think--' for, you see, Alice had learnt several things of this sort in her lessons in the schoolroom, and though this was not a VERY good opportunity for showing off her knowledge, as there was no one to listen to her, still it was good practice to say it over '--yes, that's about the right distance--but then I wonder what Latitude or Longitude I've got to?
Presently she began again. How funny it'll seem to come out among the people that walk with their heads downward! The Antipathies, I think--' she was rather glad there WAS no one listening, this time, as it didn't sound at all the right word '--but I shall have to ask them what the name of the country is, you know. Please, Ma'am, is this New Zealand or Australia? Do you think you could manage it? No it'll never do to ask : perhaps I shall see it written up somewhere.
Jabberwocky by Lewis Carroll 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. Beware the Jubjub bird, and shun The frumious Bandersnatch!
And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came!
One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. Come to my arms, my beamish boy! O frabjous day! While it is true that Franklin rose "from printer's boy to first Ambassador of the American Republic," I think that statement by itself is apt to give an impression of even a humbler origin than was the case. Benjamin's father, who had been a wool-dyer in this country, emigrated, about the year , to that part of America then known as New England, but Benjamin, who was the fifteenth in a family of seventeen, was not born till twenty-five years later.
Although he was born in Boston in , he was a British subject, the Americans being then but colonists of Great Britain. New England was still young, the father of Benjamin's mother having been one of the first settlers in that part.
Although Benjamin had only two years' schooling, which was between the age of eight and ten years, he must have received good tuition from his father, for he was able to read before he went to school. He tells us that his father always made it a point that the table-talk was of interest and instruction to the children.
There was never any discussion of their food; that was strictly prohibited. Even if the food was not to their minds, or was extra pleasing, or was not well cooked, no remark whatever was to be made. Benjamin tells us that with this good training he found in later life that he was quite indifferent to what kind of food was set before him.
He found this a great convenience in travelling; he did not envy those whose delicate tastes were often bringing them into conflict with the innkeepers. This avoidance of thinking about the food became such a habit with Franklin that he says, "Indeed, I am so unobservant of it, that to this day I can scarce tell a few hours after dinner of what dishes it consisted. No doubt he was taught this by his father, for he showed signs of this habit at a very early age, as we may gather from the following incident.
When a child he felt that the very long graces which his father said before and after meals occupied a good deal of time. One day, while the little fellow was watching the winter's meat being salted and stored away in casks, he asked his father if it would not do to say grace over the whole lot once for all as it would save a lot of time. We can't do much, but we can make our little sacrifices, and ought to do it gladly.
We've each got a dollar, and the army wouldn't be much helped by our giving that. I agree not to expect anything from Mother or you, but I do want to buy Undine and Sintram for myself. Let's each buy what we want, and have a little fun.
It makes me cross, and my hands get so stiff, I can't practice well at all. Don't you wish we had the money Papa lost when we were little, Jo?
Dear me! How happy and good we'd be, if we had no worries! Accommodations can be made for students who are not proficient in English, for example, by providing them with translators for the math section of the CSAP.
In addition, teachers can read math problems to students who are also native speakers of English. This accommodation is allowed for math because the student is not being tested on his or her reading ability. The accommodation is not allowed for the reading section of the test.
No, Colorado does not currently have a high school exit exam but does require that all grade 11 students take the ACT Assessment, a national examination. However, no particular score is needed for graduation. Open enrollment policies may vary according to the district your school is in. Generally, students can enroll in another school in the district, as long as there is space available. Students also have the option to enroll in magnet or charter schools.
Low-performing schools can obtain assistance from the Colorado Department of Education in the development of a School Improvement Plan. After three years, consistently low-performing schools will be turned into charter schools. Schools that consistently fail to comply risk losing federal Title I funding. Schools that are rated at the unsatisfactory level on the CSAP for three years in a row will have to submit to intervention by the state. Children in failing or unsatisfactory schools have the right to transfer to a better-performing school in the district, and obtain tutoring and other supplemental services.
The more informed you are as parent about the CSAP and standardized tests, the better able you will be to help your children have confidence and understand how the testing fits into their learning. Thanks to the California Business for Education Excellence Foundation for providing information for this article.
Please enter a valid email address. Thank you for signing up! Server Issue: Please try again later. Site Index. Families Educators Districts Communities. After 16 years, CSAP concluded its lifecycle.
Where possible, TCAP was designed to measure standards that were common between the old standards and new standards. TCAP continued to assess the same content areas and grades as CSAP: math, reading and writing in grades three through 10; science in grades five, eight and TCAP encouraged districts to move forward with implementation of the CAS, while providing time for the preparation of students for the higher expectations to come.
TCAP was designed to be used for two years and by the conclusion of that time, all districts were expected to have transitioned fully to teaching the CAS.
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