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This test consists of 5 multiple choice questions, 5 short answer questions, and 10 short essay questions.

Multiple Choice Questions

1. How did Ashton-Warner approach spelling after the students wrote new words on the blackboard?
(a) She had each student write the spellings down for a test.
(b) She asked all of the students to spell all of the words.
(c) She allowed students to pick a word to spell if they wanted to.
(d) She had the students spell the words from other students.

2. What was the most powerful word under the "sex" category?
(a) Darling.
(b) Dance.
(c) Kiss.
(d) Love.

3. What was the maximum number of children Ashton-Warner felt a teacher could give individual attention to?
(a) 10.
(b) 8.
(c) 12.
(d) 15.

4. Who is the true school master, according to the quote from Caldwell Cook?
(a) The artist.
(b) The student.
(c) The professor.
(d) The parent.

5. What did Ashton-Warner call the most "comely word" in the language?
(a) Peace.
(b) Love.
(c) Rest.
(d) Serenity.

Short Answer Questions

1. To what children's classic did Ashton-Warner refer when writing about books not read in her classroom?

2. What emotion/activity was NOT listed under the "Daily Rhythm" section of Ashton-Warner's daily schedule?

3. In what season was the story of the Little Red Hen told?

4. At what time did the students turn to the new words during the "intake period"?

5. From where, according to Ashton-Warner, did most New Zealand children develop a "mass mind"?

Short Essay Questions

1. What did Ashton-Warner mean when she wrote that "we don't waste enough in school?"

2. How did the children's writings differ from the standard readers offered in most schools?

3. What was the role of handwriting in the Maori students' stories?

4. Why was the class so noisy while the children studied their individual key words and what did that noise signify?

5. Why did Ashton-Warner throw out words that students did not recognize the second time?

6. How did early exposure to white cultural norms adversely affect the Maori?

7. Why did Ashton-Warner describe children's minds as volcanoes and how did that affect her teaching?

8. How can a teacher tell when a book is valuable to her students, according to Ashton-Warner?

9. Why did Ashton-Warner describe the language of published first readers as "dead"?

10. How did the Maori early readers provide a bridge to eventual reading of European material?

(see the answer keys)

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