The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. the emphasis was by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall…
the speaker's obstinate carriage, square coat, square legs, square shoulders, —nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, —all the emphasis.
"in this life, we want nothing but facts, sir; nothing but facts! "
the speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.
what does the passage imply about children and learning?
children are usually rowdy so teachers need to be strict disciplinarians.
children are overly passive in school and therefore do not learn well.
children who learn facts and conform will likely succeed in life.
children would be best served if allowed to develop as individuals

How does storytelling imagine the future?

Hurry i am on the semester test which theme is evident in this excerpt from robert frost's "mending wall"? but at spring mending-time we find them there. i let my neighbor know beyond the hill; and on a day we meet to walk the line and set the wall between us once again. we keep the wall between us as we go. to each the boulders that have fallen to each. and some are loaves and some so nearly balls we have to use a spell to make them balance: "stay where you are until our backs are turned! " we wear our fingers rough with handling them. oh, just another kind of out-door game, one on a side. it comes to little more: there where it is we do not need the wall: he is all pine and i am apple orchard. my apple trees will never get across and eat the cones under his pines, i tell him. he only says, “good fences make good neighbors." spring is the mischief in me, and i wonder if i could put a notion in his head: "why do they make good neighbors? isn't it where there are cows? but here there are no cows. before i built a wall i'd ask to know what i was walling in or walling out, and to whom i was like to give offence. . " a. the human desire for material gain b. the influence of financial constraints c. the positive effects of friendship d. the uncertain nature of human relations e. the futility of human yearning

He contains the main idea in a paragraph. a. thesis statement b. first sentence c. declarative statement d. topic sentence