vol 2 paraphrase pg 291
1. What did Rousseau wake parents up to? How did he do it?
2. In what ways is a family like a commune?
3. Why should the family be social? In what ways?
4. Show some ways in which families can serve struggling neighbors.
5. What ways are available for family to serve its country?
6. What is the Divine Order as it relates to families and their
relationships with other nations?
7. Discuss some ways that families can be friendly towards other
nations.
8. What do we mean by 'the restoration of the family'?
9. Add some comments of your own about each of the points discussed in
this chapter.
1. In what ways is the family an absolute monarchy?
2. Explain why the parent's rule can't be delegated.
3. Give some reasons why parents sometimes abdicate.
vol 2 paraphrase pg 292
4. What makes up the 'majesty of parenthood'?
5. Explain how children are a public trust and a divine trust.
6. What are the limitations and scope of parental authority?
7. Add some comments from your own knowledge and experience about any
of the points discussed in this chapter.
1. Explain and verify what is meant by 'parents owe their children a
second birth.'
2. How is this supported by science?
3. What steps and methods are needed to attain this second birth?
4. Summarize Dr. Maudsley's comments about heredity.
5. What's the difference between disposition and character?
6. What does Dr Maudsley say about the physical effects of 'certain
experiences in life?'
7. List the articles in our era's great educational outline.
8. Comment on any of the points above.
1. Summarize the last chapter (chapter 3).
2. Why aren't the educational concepts of the past valid now?
3. Explain and define Pestalozzi's theory.
4. Explain and define Froebel's theory.
vol 2 paraphrase pg 293
5. In what ways is kindergarten a vital concept?
6. But science is changing from the foundations up. How does this
change the way we think about education?
7. What bearing does heredity have on education?
8. Does education have any influence? Discuss this.
9. Explain why our individuality isn't at the mercy of speculative
critics.Is this a good thing?
10. Why is the word 'education' inadequate?
11. How is the term 'bringing up' more accurate?
12. Give a more adequate definition. Explain why it's more adequate.
13. Explain the importance of 'method' being a way to reach a desired
end.
14. Analyze how the life of the mind needs ideas to grow.
15. What is an idea?
16. Trace the rise and progress of an idea.
17. Tell about the beginning of an idea.
18. An idea can exist as a vague appetite. Give some examples.
19. Explain how children draw iInspiration from the everyday life
around them.
20. Describe the order and progress of definite ideas.
21. What is Plato's doctrine of ideas?
22. Explain why nothing but ideas matter in education.
23. What should our educational formula be?
24. What is 'infallible reason'?
1. Why must parents be the ones who reveal God to their children?
2. Why must they be the ones to fortify their children against doubt?
3. What three ways are there of doing this?
vol 2 paraphrase pg 294
4. Why is the first way unfair?
5. Explain why 'evidence' isn't the same as proof.
6. How does the outlook on current thoughts affect young people?
7. Discuss children's right to free-will in thought.
8. What can be done to prepare them?
9. In what ways should children learn to have patient reservations in
the area of science?
10. Knowledge is progressive. How should this affect our mental
attitude?
11. Explain why children should learn some laws of thought.
12. Explain why children should inspect thoughts as they come.
13. What does the appeal of children rest on?
14. Explain why children should have the thought of God as a
'hiding-place.'
15. From your own experience, show that the mind of the child is like
'good ground.'
16. Is it true that children suffer from a deep-seated discontent? If
so, why? Explain.
1. What is the main thing we have to do?
2. Which two concepts of God are especially appropriate for children?
3. Why shouldn't we 'work up slowly through the human side?'
4. What's the difference between logical certainty and moral right?
5. How might the Crucifixion seemed to a conscientous Jew? How about a
patriotic Jew?
6. Which of a child's earliest ideas come from his parents?
7. Discuss a child's first approaches to God.
vol 2 paraphrase pg 295
8. Discuss the issue of using archaic language in children's prayers.
9. How is a child well suited for 'the shout of a King'?
10. How is a child well suited to fight for Christ against the devil?
11. 'It's so hard to be a Christian!' Is this typical of a child's
experience?
1. What do we tend to expect the teacher to do for a child?
2. What are the different reasons why this is often left for the
teacher to deal with?
3. What kind of children is the teacher successful with?
4. Why don't the habits of school life always carry over into the
child's life?
5. Discuss Edward waverley as an example of mental 'slouching.'
6. Explain why we were never meant to grow up like wild and free
animals in Nature.
7. Explain how the first function of the parent is that of discipline.
8. What's meant by 'Education is a discipline'?
9. What's the difference between discipline and punishment?
10. How are disciples attracted?
11. Explain how discipleship means steady progress using a careful plan.
1. How much does heredity count?
2. Explain why opportunity is valuable.
vol 2 paraphrase pg 296
3. Describe an interesting experiment in art education.
4. Explain why character is an achievement.
5. What are two ways of preserving sanity?
6. Explain why developing character is the bulk of education's work.
7. Give some reasons people sometimes use for doing nothing to develop
character.
8. How does scientific research affect the issue of character training?
9. What's the parent's responsibility when it comes to positive family
traits?
10. What's the parent's responsibility when it comes to distinctive
qualities?
11. What are the four conditions of culture?
12. Explain how this works in the case of a child who inherited a gift
for languages.
13. Why is working and wasting brain tissue necessary?
14. What is the danger of being eccentric?
15. What are some causes of weirdness in children?
16. How can we save our 'splendid failures'?
1. What is the ultimate purpose of education?
2. How are parents concerned with 'the defects of their qualities' in
their children?
3. Give some examples of children with defects.
4. What's the special treatment in each case?
5. Explain why moral sicknesses need urgent attention.
6. Explain why 'one habit overcomes another' is such good news for
parents.
7. How is there a physical record of educational efforts?
8. Why isn't a mother's love enough for child-training?
vol 2 paraphrase pg 297
1. Why are Sunday Schools necessary?
2. Explain why educated parents should teach their own children
religion.
3. Describe a result of the Australian Parents' Union.
4. What is the gist of one committee's report on the 'Religious
Education of the Upper and Middle Classes'?
5. What are some reasons why parents neglect this duty?
6. Discuss the issue of Scripture being discredited.
7. Discuss 'Miracles Don't Happen.'
8. Explain why our concept of God depends on miracles.
9. Discuss the concept that miracles are contrary to natural law.
10. Show how appropriate Christ's miracles are.
1. What does Mr. Huxley consider the only practical result of education?
2. Do we have an infallible sense of ought?
3. Explain the Bible's educational value as classic literature.
4. How might a mother's diary be useful?
5. Explain how fairy tales can be used in teaching morals.
6. Explain how fable can be used in teaching morals.
7. Explain how Bible stories can be used in teaching morals.
vol 2 paraphrase pg 298
8. Why should we use the Bible's original phrasing in our teaching?
9. Should Biblical miracles be used to teach children morals?
10. Should the whole Bible be given to children?
11. Name some moral rules from the Pentateuch.
12. Why are the 'Odyssey' and the 'Iliad' useful in moral teaching?
13. What's the main problem with 'secular morality'?
14. What is the benefit of lessons about duty?
15. Explain how manual training can be helpful with teaching morals.
16. What's wrong with careless moral teaching?
17. Why are methodical lessons in ethics important?
1. Explain how British educational thought tends to lean towards
naturalism.
2. What are Madame de Staël's thoughts about Locke?
3. Explain how our educational efforts lack any kind of definite aim.
4. Explain how we're on the verge of chaos.
5. Explain how we're also in the midst of an educational revolution.
6. Is our system of education going to come from naturalism or idealism?
7. Can you comment on the ethical perspective in education?
8. Explain how no attempt has been made to unify education.
9. What is Philosophy's claim about why it should be an educational
tool?
vol 2 paraphrase pg 299
10. Why should a nation be educated for its proper functions?
11. How do minor morality issues become matters of habit?
12. How is a habit initiated?
13. Can the spiritual world have some kind of impact on the physical
world?
14. How is children's individuality safeguarded?
1. Why are 'sacred' and 'secular' not religious distinctions?
2. How does all communication of thought happen?
3. Why is it obvious and natural that the Father of Spirits should
maintain open access to men's spirits?
4. Why is easy tolerance such a bad thing?
5. Explain how man lives by faith, whether he's dealing with God or man.
6. What is faith in God?
7. How is faith natural?
8. Explain why faith isn't an impulse that we generate ourselves.
9. Comment on the worship of faith.
10. How does Canon Beeching define righteousness?
1. Why is poetry valuable to education?
2. How is Beowulf our English Ulysses?
3. Explain how Beowulf represents the English ideal.
4. Can you give any examples of English riddles?
vol 2 paraphrase pg 300
1. Explain how we're facing a moral crisis.
2. How does this crisis show that we truly do love our brother?
3. How are we affected by the 'idol of size'?
4. For whose benefit? Explain how this attitude can have a paralyzing
effect.
5. Can character be changed?
6. What is the question of the age?
7. What is the essential miracle?
8. Why do we doubt that Booth's plan will be successful for those who
inherit a cruel nature?
9. Why do we doubt that Booth's plan will be successful for those who
are immoral because of ingrained habit?
10. Why do we doubt that Booth's plan will be successful for those who
have corrupt imaginations?
11. What hope is there in the latest word from science regarding
heredity?
12. Explain how education is stronger than inherited nature.
13. Explain how there's a physical preparation for salvation.
14. Explain why conversion is no miracle.
15. Explain why conversion is not contrary to natural law.
16. Explain how there can be many conversions in the course of a
lifetime.
17. What are the conditions bearing on the power of an idea?
18. Discuss how the concept of powerful ideas is compatible with
Christianity.
19. Why is healing treatment necessary?
20. Why is it a relief to be included in a strong organization?
21. Tell how work and fresh air help.
1. What do people usually mean by discipline?
2. What's the difference between a method and a system?
vol 2 paraphrase pg 301
3. Comment on 'wise passiveness.'
4. Discuss the concept of punishment by consequences.
5. Why do children sometimes enjoy punishment?
6. Explain how wrongdoing is followed by its own penalties.
7. Does punishment reform?
8. What are the best teachers?
9. Comment on the mother who's 'always reminding' her children to do
this or that.
10. Give nine practical suggestions for a parent who wants to deal
seriously with a bad habit.
11. For example, how would you deal with a nosy child?
1. Explain how 'common sense' is usually based on scientific opinion.
2. Where do the senses originate?
3. Why sensations be treated with objective interest?
4. Why are object lessons no longer popular?
5. Explain how a baby works hard at object lessons.
6. What effect do Nature's early lessons have?
7. What two things do we need to be concerned with when it comes to
educating the senses?
8. Explain why object lessons, to be of any use, need to be casual and
unplanned.
9. What advantages does the home have in this sort of teaching?
10. How should children learn to be careful with positive [absolute]
and comparative [relative] term?
11. How would you deal with a child's indiscriminate use of labels?
vol 2 paraphrase pg 302
12. How would you teach a child to judge weight?
13. How would you teach a child to judge size?
14. How would you teach a child to discriminate sounds?
15. How would you teach a child to discriminate smells?
16. How would you teach a child to discriminate flavors?
17. Can you give some suggestions for sensory training?
18. Can you give some suggestions for sensory exercises?
1. What are reflected sensations?
2. Explain how this gives us a good reason for storing outdoor memories.
3. How are delightful memories a source of physical well-being?
4. How are delightful memories a source of mental refreshment?
5. What's the difference between sensations and feelings?
6. Why should feelings be objective rather than subjective?
7. Explain what feelings are, and what they're not.
8. Explain how every feeling has its positive and its negative.
9. Are feelings moral or immoral?
10. What is the connection between unremembered feelings, and actions?
11. Certain little deeds might be the best part of a good man's life.
Why?
12. Is the perception of character a feeling?
13. Discuss its subtlety and its usefulness.
14. How do feelings influence our behavior?
15. Discuss enthusiasm.
16. How do most of our activities originate?
17. Explain why we modify the character when we educate the feelings.
vol 2 paraphrase pg 303
18. Comment on the sixth sense of tact.
19. Why should we beware of words?
20. How is a feeling communicated?
21. What is it that differentiates people?
22. Explain why dealing with children's feelings is a delicate task.
1. Explain how, as a nation, we are losing and gaining in truthfulness.
2. What are the two theories regarding lying?
3. Is lying an underlying problem, or a secondary symptom?
4. How would you treat false guilt?
5. How would you treat the heroic lie?
6. How would you handle 'be true to friends, but it's okay to lie to
enemies'?
7. How would you treat lies motivated by selfishness?
8. How would you treat deceptions caused by imagination and play?
9. How would you treat psuedomania?
10. How should children be trained to be truthful?
1. What good things have come of asking 'why'?
2. Why does Tyler go to school?
3. Explain how this same impulse carries him through school and college.
4. What's the tendency of studious grind?
5. Explain how the tyranny of competitive exams is supported by parents.
vol 2 paraphrase pg 304
6. Are exams themselves evil?
7. Under what conditions should exams be held?
8. What are the primary desires?
9. Are those desires virtuous or vicious?
10. What do they do for us?
11. Explain how, throughout a child's school career, one natural desire
displaces another one's rightful place.
12. Why are schoolchildren no longer curious?
13. How is this harmful to children?
14. Describe how ambition is an easier spring to work with than
curiosity.
15. Discuss how an exam-ridden empire would be a disaster.
1. How much of education's ideal should be different for each
socio-economic group?
2. What differences are there in areas like vocabulary and imagination
between children of educated parents, and children whose parents are
uneducated?
3. When is it important to develop children's 'faculties,' and when
isn't it?
4. What are the main things that a teacher needs to do?
5. Why is it important to recognize the physical and spiritual
principles of human nature?
6. How does this lead us to recognize the Supreme Teacher?
7. How can we assess the value of school subjects?
8. How does Nature knowledge educate a child?
9. Comment on the use of good books in education.
10. Discuss the concept of a specific 'child-nature.'
11. Why are we fiercely protective of children's individuality?
vol 2 paraphrase pg 305
12. Why do we need to consider the 'proportion of things' in our
educational plan?
13. Explain why children have a right to knowledge.
1. Explain how character is an achievement.
2. What is the origin of conduct?
3. What ways can we modify temperament?
4. Trace the life history of a habit.
5. How can a bad habit be corrected?
6. Explain how what we do generally depends on unconscious or
subconscious thinking.
7. How do the habits of well-raised people make their lives easier for
them?
8. Why does developing a new habit take time?
9. Trace the way a logical notion develops.
10. Explain why Reason isn't an infallible guide to direct our actions.
11. Explain how confusion between what's logical and what's morally
right influences the history of the world.
12. So then, why is it important for a child to know that he's a human
being?
13. How is knowing this a safeguard?
14. What's the Will's role in receiving ideas?
15. How are ideas conveyed?
16. What does the Supreme Teacher's do regarding spiritual and secular
things?
17. What role do lessons play in education?
18. Because children have a natural attraction to knowledge, what kind
of curriculum do they have a right to?
vol 2 paraphrase pg 306
1. How did people perceive children in past generations?
2. What mental labor does a child go through in his first year?
3. Comment on the intelligence of children.
4. Discuss how children are highly gifted, but ignorant.
5. Which is better as an educational model - happy and good, or good
and happy?
6. How should educational systems be tested?
7. Explain our obligation to advance with the tide.
1. How are children great?
2. What does wisdom mean?
3. Explain wisdom increases, but intelligence doesn't.
4. Explain how all possibilities are present in a child.
5. Explain how we all live for the advancement of the race.
6. Explain how 'From where' concerns the child's ability.
7. Explain how 'To where' concerns current thought.
8. How should current thought influence education in the area of
science?
9. How should current thought influence education in the area of art?
10. How should current thought influence education as it relates to
books?
vol 2 paraphrase pg 307
11. How should the concept of the solidarity of the race affect
education?
12. How can we teach children that serving is a promotion?
13. How can we guard them from considerations of expediency?
1. Explain how education isn't divided into religious and secular.
2. Explain how knowledge, like virtue, is divine.
3. Do we have any authority to confirm that science, art and poetry
come 'by the Spirit'?
4. Do we have any Scriptural lessons about where the concepts for
common, routine things came from?
5. Explain how divine teaching waits for our cooperation.
6. What kind of teaching invites, and what kind repels divine
co-operation?
7. Explain how recognizing this great truth resolves discord in our
lives.
8. How does this concept protects us from intellectual sin?
9. How does it bring harmony to our efforts?
10. Why does our teaching need to be fresh and living?
11. Why must books be living?
12. Why can't we abdicate our responsibility by using some methodical,
tidy system?
13. Why do children need the best books?
1. Explain how every baby bears witness of Christ.
2. Explain how children are humble.
vol 2 paraphrase pg 308
3. Explain why humility is absolute, not relative.
4. Discuss how the Christian religion is very objective.
5. Discuss how children tend to be objective.
6. Explain why we need to be careful that every function has an
objective focus, not a subjective one.
7. What role should endurance play in education?
8. Explain why a child who's focused on himself is no longer humble.
9. Discuss how children's sensations and affections can tend towards an
altruistic direction, or an egotistic one.
10. How can we apply this to a child's complaint that, 'It's not fair'?
11. Discuss how humility is the highest road to godly character.