He original idea of schools, which i do not believe is yet abandoned as worthless or out of date, was that children had not yet reached the point of experience and wisdom which enabled them to teach all of their elders . . but one may, i hope, be permitted to harbor the thought that taxpayers send children to school on the premise that, at their age, they need to learn, not teach. what is the reasoning in this argument? a. that children are sent to school to learn from the experience of their teachers, so the teachers should have worn armbands to teach the students something b. that children are sent to school to learn, not to teach, so it is the job of teachers to tell students what they should think about the war in vietnam c. that children are sent to school to learn, not to teach, so the students in this case were in the wrong by trying to "teach" others something by wearing armbands d. that children are sent to school to learn because they are not experienced enough to form opinions, so the students in this case did not have properly formed opinions about vietnam

Read the following passage from muir's "calypso borealis" and respond to the prompt. [2] the rarest and most beautiful of the flowering plants i discovered on this first grand excursion was calypso borealis (the hider of the north). i had been fording streams more and more difficult to cross and wading bogs and swamps that seemed more and more extensive and more difficult to force one's way through. entering one of these great tamarac and arbor-vitae swamps one morning, holding a general though very crooked course by compass, struggling through tangled drooping branches and over and under broad heaps of fallen trees, i began to fear that i would not be able to reach dry ground before dark, and therefore would have to pass the night in the swamp and began, faint and hungry, to plan a nest of branches on one of the largest trees or windfalls like a monkey's nest, or eagle's, or indian's in the flooded forests of the orinoco described by humboldt. [3] but when the sun was getting low and everything seemed most bewildering and discouraging, i found beautiful calypso on the mossy bank of a stream, growing not in the ground but on a bed of yellow mosses in which its small white bulb had found a soft nest and from which its one leaf and one flower sprung. the flower was white and made the impression of the utmost simple purity like a snowflower. no other bloom was near it, for the bog a short distance below the surface was still frozen, and the water was ice cold. it seemed the most spiritual of all the flower people i had ever met. i sat down beside it and fairly cried for joy. how do authors communicate their tone in a piece of writing? identify the tone (or tones) of this passage. explain how the tone(s) is created, providing at least two examples from the passage and explaining how each contributes specifically to the tone(s) you identified. your response should be a paragraph of 5–7 sentences.