Report of the Department of Education for the Year ... |
Inni boken
Side
If a straight line be divided into any two parts the squares on the whole line and on one of the parts are together equal to twice the rectangle contained by the whole line and that part together with the square on the other part . 4.
If a straight line be divided into any two parts the squares on the whole line and on one of the parts are together equal to twice the rectangle contained by the whole line and that part together with the square on the other part . 4.
Side 2
If a straight line be divided into any two parts the squares on the whole line and on one of the parts are together equal to twice the rectangle contained by the whole line and that part together with the square on the other part . 4.
If a straight line be divided into any two parts the squares on the whole line and on one of the parts are together equal to twice the rectangle contained by the whole line and that part together with the square on the other part . 4.
Side 89
Define a square , a gnomon ; and prove that if a straight line be divided into any two parts , the squares on the whole line and on one of the parts are together equal to twice the rectangle contained by the whole and that part together ...
Define a square , a gnomon ; and prove that if a straight line be divided into any two parts , the squares on the whole line and on one of the parts are together equal to twice the rectangle contained by the whole and that part together ...
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Vanlige uttrykk og setninger
Algebra angle Arithmetic arrangement attendance better Board building Candidates cent certificates changes circle class certificate Collegiate Composition Course Define Department Describe districts Division drawing Education Elementary English equal examination exercises experiment Explain expression Find forms Give given Grade grant ground GROUP High History Illustrate important Indicate Inspectoral interest July kind lead least lessons light literature Manitoba marks matter means measure method Music Name nature non-professional Normal objects observation obtained Outline paid passed physical plant position practical Prepare present principles problems professional proper Prove Public School pupils Reader reading reasons receive rule second class selections sentences Show sides simple square straight line teachers teaching Text third class thought tion triangle whole Winnipeg Write
Populære avsnitt
Side 18 - See what a grace was seated on this brow ; Hyperion's curls, the front of Jove himself, An eye like Mars, to threaten and command; A station like the herald Mercury New-lighted on a heaven-kissing hill ; A combination and a form indeed, Where every god did seem to set his seal To give the world assurance of a man : This was your husband.
Side 57 - Where joy for ever dwells ; hail horrors, hail Infernal world, and thou profoundest Hell Receive thy new possessor ; one who brings A mind not to be changed by place, or time.
Side 32 - I wandered lonely as a cloud" I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.
Side 63 - Leave to the nightingale her shady wood ; A privacy of glorious light is thine; Whence thou dost pour upon the world a flood Of harmony, with instinct more divine; Type of the wise who soar, but never roam; True to the kindred points of Heaven and Home...
Side 64 - Self-reverence, self-knowledge, self-control, These three alone lead life to sovereign power. Yet not for power (power of herself Would come uncalled for) but to live by law, Acting the law we live by without fear; And, because right is right, to follow right Were wisdom in the scorn of consequence.
Side 36 - Whilst fly and leaf and insect stood revealed, That to such countless orbs thou mad'st us blind! Why do we then shun Death with anxious strife? If Light can thus deceive, wherefore not Life?
Side 37 - The spirits of your fathers Shall start from every wave ! — For the deck it was their field of fame, And Ocean was their grave...
Side 89 - Sans la langue, en un mot, l'auteur le plus divin, Est toujours, quoi qu'il fasse, un méchant écrivain.
Bibliografisk informasjon
| Tittel | Report of the Department of Education for the Year ... |
| Forfatter | Manitoba. Department of Education |
| Utgiver | David Philips, Queen's Printer, 1900 |
| Eksporter sitat | BiBTeX EndNote RefMan |