Read the following passage from Chapter 4 of The Life and Adventures of Robinson Crusoe, in which Crusoe describes how he removes items from the foundered ship:
...[P]reparing the twelfth time to go on board, I found the wind
began to rise. However, at low water, I went on board, and though

I thought I had rummaged the cabin so effectually, as that
nothing more could be found, yet I discovered a locker with
drawers in it, in one of which I found two or three razors, and one
pair of large scissors, with some ten or a dozen of good knives
and forks; in another I found about thirty-six pounds value in
money, some European coin, some Brazil, some pieces of eight,
some gold, and some silver.
I smiled to myself at the sight of this money. "O drug!" said I
aloud, "what art thou good for? Thou art not worth to me, no, not
the taking off the ground; one of those knives is worth all this
heap: I have no manner of use for thee; e'en remain where thou
art, and go to the bottom, as a creature whose life is not worth
saving."
In the passage, Crusoe compares money to a drug. Explain some ways in which
money was like a drug to Crusoe before being shipwrecked. Then, analyze the tone
of the passage, and explain how the comparison helps create that tone. Support
your response with specific details from the passage.

sir, we have done everything that could be done to avert the storm which is now coming on" is the sentence that best articulates this. then he gives the examples.   mark me brainliest

some attention getter quotes to support your thesis regarding brain work could be the following: :

a. storage capacity of your brain is virtually unlimited.

b. your brain produces sufficient electricity to light-up a small bulb.

c. different brain circuits are involved with reading aloud or silently.

d. your brain by itself does not feel pain.

e. reading allows your brain to download info directly.

f. brains of two musicians performing together can synchronize.

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”