An allegory by Laura Richards (1881) An angel heard a child crying one day, and came to see what ailed it. He found the little one sitting on the ground, with the sun at its back (for the day was young), looking at its own shadow, which lay on the ground before it, and weeping bitterly.
“What ails you, little one?” asked the angel.
“The world is so dark!” said the child. “See, it is all dusky gray, and there is no beauty in it. Why must I stay in this sad, gray world?”
“Do you not hear the birds singing, and the other children calling at their play?” asked the angel.
“Yes,” said the child; “I hear them, but I do not know where they are. I cannot see them, I see only the shadow. Moreover, if they saw it, they would not sing and call, but would weep as I do.”
The angel lifted the child, and set it on its feet, with its face to the early sun.
“Look!” said the angel.
The child brushed away the tears from its eyes and looked. Before them lay the fields all green and gold, shining with dewdrops, and the other children were running to and fro, laughing and shouting, and crowning one another with blossoms.
“Why, there are the children!” said the little one.
“Yes,” said the angel; “there they are.”
“And the sun is shining!” cried the child.
“Yes,” said the angel; “it was shining all the time.”
“And the shadow is gone!”
Given the details of this allegory, which provides the BEST conclusion by promoting joy and moving beyond sadness?

The conventions of a number of the states, having at the time of their adopting the constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: and as extending the ground of public confidence in the government, will best ensure the beneficent ends of its institution. what is meant by the phrase "further declaratory and restrictive clauses"?

Lines 47–56: determine the central idea of these lines

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)