excerpt from the man who knew too much
by g. k. chesterton

"you seem to know all about him," observed march, with a rather bewildered laugh, "and about a good many other people."

fisher's bald brow became abruptly corrugated, and a curious expression came into his eyes.

"i know too much," he said. "that's what's the matter with me. that's what's the matter with all of us, and the whole show; we know too much. too much about one another; too much about ourselves. that's why i'm really interested, just now, about one thing that i don't know."

"and that is? " inquired the other.

"why that poor fellow is dead."

they had walked along the straight road for nearly a mile, conversing at intervals in this fashion; and march had a singular sense of the whole world being turned inside out. mr. horne fisher did not especially abuse his friends and relatives in fashionable society; of some of them he spoke with affection. but they seemed to be an entirely new set of men and women, who happened to have the same nerves as the men and women mentioned most often in the newspapers. yet no fury of revolt could have seemed to him more utterly revolutionary than this cold familiarity. it was like daylight on the other side of stage scenery.

they reached the great lodge gates of the park, and, to march's surprise, passed them and continued along the interminable white, straight road. but he was himself too early for his appointment with sir howard, and was not disinclined to see the end of his new friend's experiment, whatever it might be. they had long left the moorland behind them, and half the white road was gray in the great shadow of the torwood pine forests, themselves like gray bars shuttered against the sunshine and within, amid that clear noon, manufacturing their own midnight. soon, however, rifts began to appear in them like gleams of colored windows; the trees thinned and fell away as the road went forward, showing the wild, irregular copses in which, as fisher said, the house-party had been blazing away all day. and about two hundred yards farther on they came to the first turn of the road.

at the corner stood a sort of decayed inn with the dingy sign of the grapes. the signboard was dark and indecipherable by now, and hung black against the sky and the gray moorland beyond, about as inviting as a gallows. march remarked that it looked like a tavern for vinegar instead of wine.

"a good phrase," said fisher, "and so it would be if you were silly enough to drink wine in it. but the beer is very good, and so is the brandy."

march followed him to the bar parlor with some wonder, and his dim sense of repugnance was not dismissed by the first sight of the innkeeper, who was widely different from the genial innkeepers of romance, a bony man, very silent behind a black mustache, but with black, restless eyes. taciturn as he was, the investigator succeeded at last in extracting a scrap of information from him, by dint of ordering beer and talking to him persistently and minutely on the subject of motor cars. he evidently regarded the innkeeper as in some singular way an authority on motor cars; as being deep in the secrets of the mechanism, management, and mismanagement of motor cars; holding the man all the time with a glittering eye like the ancient mariner. out of all this rather mysterious conversation there did emerge at last a sort of admission that one particular motor car, of a given description, had stopped before the inn about an hour before, and that an elderly man had alighted, requiring some mechanical assistance. asked if the visitor required any other assistance, the innkeeper said shortly that the old gentleman had filled his flask and taken a packet of sandwiches. and with these words the somewhat inhospitable host had walked hastily out of the bar, and they heard him banging doors in the dark interior.

fisher's weary eye wandered round the dusty and dreary inn parlor and rested dreamily on a glass case containing a stuffed bird, with a gun hung on hooks above it, which seemed to be its only ornament.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Question from select the correct answer. what argument is susan b. anthony making in the passage? a. male citizens created the laws to secure the rights of men, so legal reform is required to secure women’s rights. b. women are often punished for committing criminal acts that are pardoned when committed by men. c. women are judged under laws supposedly written only for males, so they are entitled to the same rights as males. d. the court judge modified the original documents to arrest and try anthony unfairly. has anyone else got this?

What is one thing that happened to benno harte when he and his family left france to escape the nazis?