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Chapter 1 - Submission And Authority In The Home And The School
1. In what ways are relationships between children and their parents
better than they were a generation or two ago?
2. Describe the elder generation of parents.
3. What about 'ill guided' homes?
4. Give an example of absolute authority. Name some notable men who grew up under such rule.
5. Compare the arbitrary parent now with the arbitrary parent of the past.
6. Was arbitrary rule always a failure?
7. What thought should encourage us in our own efforts?
8. Explain how arbitrary rule was needed because of limitations.
9. Explain how it is one cause of the secretive nature of children.
10. In what way has the evolution of philosophic thinking changed the relationship between parents and children?
11. What effect has the concept of Infallible Reason had on authority?
12. Explain how English thought elevates the concept of Reason.
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13. What is the final justification for authority?
14. Why is the enthronement of human reason the dethronement of the highest authority?
15. Explain how the spreading of an idea is as 'quick as thought.'
16. Why has the notion of the finality of human reason become intolerable?
17. On what grounds are authority and docility fundamental principles?
18. Explain why self-interest does not adequately explain the response of submission to authority.
19. Explain why the work of the rationalistic philosophers was inevitable.
20. Explain how they support the concept of human freedom.
21. Describe the method in which the education of the world seems to be carried on.
22. Show the danger of the notion that authority is vested in persons.
23. Explain how a person in authority is under authority.
Chapter 2 - Docility And Authority In The Home And The School Part II - How Authority Behaves
1. Show, by example, that it's easy to make a mistake on principle.
2. Explain the difference between authority and absolute rule.
3. How does absolute rule behave?
4. Explain how it is absolute rule that assigns duties and grants favors.
5. How does authority behave?
6. Give half-a-dozen ways in which we can distinguish the rule of authority.
7. What are the qualities that a ruler should have?
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8. What's the difference between mechanical and reasonable obedience?
9. When is mechanical obedience useful?
10. Show how actions of mechanical obedience can help a child to have masterly use of his body.
11. How is the person who can make himself do what he wills, trained?
12. Why is the effort of decision the greatest effort of life?
13. Show how habit spares us a lot of this stressful effort.
14. Show how the habit of obedience eases the lives of children.
15. How does authority avoid any cause of offence?
16. Explain how alert authority in the home acts as a preventive force.
17. Show how important the changing of the thoughts, or diversion, is in helping to form habits.
18. Explain how children, also, exercise authority.
19. What question should parents ask themselves daily to help them maintain authority?
Chapter 3 - 'Masterly Inactivity'
1. Contrast our sense of responsibility with that held in the 1850's
2. Explain how the change in our point of view is a sign moral progress.
3. What kind of responsibility currently presses heavily upon thoughtful people?
4. Explain how anxiety marks every transition stage.
5. How does a sense of responsibility produce a fussy and restless habit?
6. Why is it a good idea to adopt the concept of 'masterly inactivity' in education?
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7. What four or five ideas are included in the concept of 'masterly
8. What is Wordsworth's phrase?
9. What is the first element of this attitude of mind?
10. Explain how good-naturedness is the second element.
11 Explain how self-confidence is also necessary.
12. What can mothers learn from the casual, easy attitude of some fathers?
13. Explain how confidence in children is also an element of 'masterly inactivity.'
14. Why do parents and teachers need to be omniscient?
15. Show why 'masterly inactivity' is necessary in bringing up a child whose life is conditioned by 'fate' and 'free-will.'
16. What delicate balance between fate and free-will should be aimed at for the child?
17. Show why it's important for the parent to have a sound mind within a healthy body.
18. What can we learn from the quality that all the early painters have bestowed upon the ideal Mother?
19. Give one or two practical suggestions for tired, over-stimulated mothers.
20. Why is leisure necessary to a children's well-being?
21. What is the foundation of the 'masterly inactivity' we have in mind?
Chapter 4 - Some Of The Rights Of Children As Persons
1. Why should children be free in their play?
2. In what respect are organised sports not really play?
3. Why should we be careful of interfering with children's work?
4. Explain how children must succeed or fall by their own efforts.
5. Show the danger of a system of prodding.
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6. How far can we count on the dutiful nature of children?
7. How far should children be free to choose their friends?
8. How far should children be free to spend their pocket-money?
9. How far should children be free to form their opinions?
10. Explain how spontaneity isn't like a native wildflower.
Chapter 5 - Psychology as it Relates to Current Thinking
1. Describe the educational thought of the 1700's.
2. Explain how we, too, have had a period when we were certain and excited about education.
3. Explain the general dissatisfaction we have now.
4. What conditions can we use to test a working psychology for our own age?
5. Show how the sacredness of the person is one of the living concepts of the age that we're being brought up on.
6. Why do we feel justified in expecting an education to make the most of a person?
7. How is 'the solidarity of the race' to be dealt with in education?
8. Explain how the best thought of any age is common thought.
9. Discuss Locke's States of Consciousness.
10. Explain how this theory does not provide for the personal growth of individuals.
11. How does modern physiological psychology compare with Locke's theory?
12. How does Professor James define physiological psychology?
13. Explain how this definition makes the production of thought, etc., purely chemical.
14. Why is this assumption 'unjustifiable materialism'?
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15. What is Professor James' conclusion about what is called the
16. Explain why a psychology that eliminates personality is depressing and devitalising.
17. How can we tell when the 'new psychology' has become part of our faith?
18. Explain how this 'new psychology' is inadequate, unnecessary, and out of harmony.
19. At what point does it impede the personal growth of the individual?
Chapter 6 - Examining Some Educational Theories
1. What do we owe to the theories of Pestalozzi and Froebel?
2. What is the source of weakness in their theories?
3. Compare 'make children happy and they will be good' with 'be good and you will be happy.'
4. Show the fundamental error of regarding man as merely part of the Cosmos.
5. Explain how the struggle for existence is a part of life, even for a child.
6. Explain how any sort of transition violates the principles of unity and continuity.
7. Why is the Herbartian theory so tempting?
8. Explain how this theory treats the person as an effect, and not a cause.
9. Explain how the role of education is overrated by this theory.
10. Explain how this system of psychology is not in harmony with current thought in three specific ways.
11. Explain how educational truth is a common possession, owned by everyone.
12. What are the characteristics of a child who is being effectively educated?
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13. What, roughly speaking, is meant by the word 'person'?
14. Show how a person is like Wordsworth's 'cloud.'
15. Describe an adequate doctrine of education.
16. Show how an adequate doctrine of education is in touch with the three great ideas which are currently in people's minds.
17. What would you say about personal influence in education?
18. What is implied by, Education is the Science of Relationships?
19. Why must teaching not be pushy?
20. What attitude on the teacher's part results from accepting the child as a person?
Chapter 7 - An Adequate Educational Theory
1. Give a basic definition of a human being.
2. What are man's capacities?
3. What are his limitations?
4. What are the two functions of a human being related to his education?
5. What physical process does education depend on?
6. What do we know, or can we guess, about the behavior of ideas?
7. What appears to be the origin of ideas?
8. Why do different ideas appeal to different minds? Give an illustration.
9. Do we have any reason to believe that an idea is able to make a physical impression on the brain?
10. Mention some of the reflex actions we have when an idea strikes us.
11. How does spirit correspond with spirit, whether it's human or divine?
12. Is a child born equipped with ideas?
13. What is the field that's open to the educationalist?
14. What can we learn from the story of the 'Child of Nuremberg'?
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15. What does nature, unassisted, do for a child?
16. Explain how the normal child has every ability he'll ever need.
17. How much does fulness of living depend on establishing relationships?
18. Explain how our common way of teaching subjects like science damages a natural affinity.
19. Why should a child be taught to recognise the natural things around him?
20. How can we help him to appreciate beauty?
21. Why should he start with a first-hand knowledge of science?
22. Explain how appreciation and exact knowledge each has its appropriate season.
Chapter 8 - Certain Relationships That Are Proper for Children
1. How long would you give a child to initiate the range of
relationships that are appropriate for him?
2. What dynamic relationships should he have?
3. What power over material resources should he have?
4. Explain how he should have intimacy with animals.
5. What range of subjects belong to the great human relationships?
6. Give an example of the awakening idea and its outcome.
7. Explain how intelligence is limited to human interests.
8. What would happen if we fully accepted children as persons?
9. What effect has current psychology had on the sense of duty?
10. Explain how children used to get a pretty thorough ethics education.
11. What is the case now?
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12. Explain how 'my duty towards my neighbor' is the only sound basis
for moral relationships.
13. Does the sense of what is due from us come instinctively?
14. Why should a child learn something about self-management?
15. Why should children have intimacy with people from all walks of life?
16. How can their capability as citizens be helped?
17. What are the three groups of relationships that a child needs to establish?
18. Which is the most important of these?
19. Explain how emotional religious sentiments don't fulfill our 'duty towards God.'
20. What's the difference between sentiment and duty?
Chapter 9 - A Review of A Great Educationalist
1. Show how Herbartian theory has more influence than
any other in Europe.
2. Explain how we, like Herbart, discard the concept of 'faculties.'
3. What does Herbart say about the persuasiveness of dominant ideas?
4. In what ways do we, too, recognise the influence of the Zeitgeist?
5. How does Herbart define the child's schoolmasters?
6. Explain how we agree with him in realizing the place of the family.
7. What does Herbart say about the child in the family?
8. Explain how we agree that all education springs from and rests upon our relationship to God.
9. Why should we not divide education into religious and secular?
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10. What doctrine of the medieval Church do we hold regarding
11. On what, according to Herbart, does the welfare, civilization, and culture of a people depend?
12. Discuss the uncertainty that exists about the purpose of education.
13. Should we follow Rousseau, Basedow, Locke, Pestalozzi, Froebel, in our attempts to fix the purpose of education?
14. Show, according to Dr Rein, why not, in each case.
15. Explain how Herbart's theory is ethical, like ours is.
16. What did Herbart say about the obscurity of psychology?
17. But we have two shining principles. What are they?
18. What is probably the root problem with Herbart's educational philosophy?
Chapter 10 - Some Aspects of Physical Training That We Don't Usually Consider
1. Why doesn't our physical training tend to create heroes?
2. What is the goal of physical training?
3. Explain how this implies the idea of vocation.
4. What principle should temper excess, whether in work or pleasure?
5. Should parents bring up their children with unnecessary hardships? Why not?
6. Write a short essay about each of the points brought up for consideration.
7. Show how large a role habit plays in physical training.
8. Prove that self-restraint is a habit.
9. Show the danger of the excessive exercises that lead to indulgence.
10. How can self-control in a crisis become a trained habit?
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11. What can you say about the physical signs of mental states?
12. Explain how discipline needs to become self-discipline.
13. What is the role of parents during school vacations regarding school discipline?
14. How do 'local habits' demonstrate the necessity for self-discipline in even a young child?
15. Show how alertness needs to be trained as a physical habit.
16. Show how quick perception is not so much a gift, as a habit.
17. Write short essays on each of the habits discussed here.
18. Show the value of inspiring ideas in initiating habits.
19. How could you use the idea of 'fortitude' in education?
20. How could you use the idea of 'service'?
21. How could you use the idea of 'courage'?
22. How could you use the idea of 'caution' as related to the duty of health?
23. What is the highest inspirational impulse towards purity that we can have?
24 Write short essays on the virtues mentioned.
Chapter 11 - Some Aspects of Intellectual Training That We Don't Usually Consider
1. Explain how we are somewhat law-abiding in physical and moral
2. Explain how we are not so law-abiding in intellectual matters.
3. What are the three ultimate facts that are not open to question?
4. Explain how one or other of the three is always a matter of debate.
5. What three attitudes/thoughts do we gain when we realise that God is, self is, and the world is?
6. Why is it necessary to recognize the limitations of our reason?
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7. Describe the involuntary action of reason.
8. Show, using examples, (a) what the function of reason is, and (b) what the function of reason is not.
9. Show, using examples, that wars, persecutions, and family feuds are due to the notion that whatever reason 'proves' is right and true.
10. Why should a child recognize the limitations of his own reason?
11. What mistake is commonly made regarding intellect and knowledge?
12. Explain how the world is educated by knowledge given 'in meals.'
13. How would you characterize our own era regarding the knowledge given to us?
14. How did the medieval Church recognize the divine origin of knowledge?
15. Why is nothing as practical as a great idea?
16. Show the importance of forming intellectual habits.
17. Explain how we put blind trust in disciplined subjects to form intellectual habits.
18. Name and describe half a dozen intellectual habits that a child should be trained in.
19. Explain how progress in the intellectual life, as in the Christian life, depends upon meditation.
20. Explain how a child must have the daily sustenance of living ideas. How do we err in this respect?
21. Comment on the literature that's appropriate for children.
22. Show how the intellectual development of children is independent.
23. By what law do children assimilate nourishing ideas?
24. What, then, is the role of parents and teachers?
25. What mistake do parents make that is often fatal to growth?
26. Write a few comments on each of the subjects suggested regarding the intellectual life of children.
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27. What was Plato's educational aim?
Chapter 12 - Some Aspects of Moral Training That We Don't Usually Consider
1. What the three principles underlie the educational thought of the
2. Which principle is universally acknowledged as the foundation of moral teaching?
3. How does authority work?
4. 'Every man is his own final authority about what's right and wrong.' Discuss this fallacy.
5. What are the limitations of authority?
6. What is the consequence of arbitrary action?
7. What idea that's been disputed for two thousand years is now influencing the way teachers teach morals?
8. Explain how Socrates had to contend with the same concept, only expressed differently.
9. What is the inevitable result of this teaching?
10. How should children be taught that duty can exist only as what we owe to God?
11. Explain how morals do not come naturally.
12. Explain how a certain makeshift morality does come by heredity and environment.
13. How do we get an educated conscience?
14. Explain how children aren't born moral nor immoral.
15. Show the danger of erratic, impulsive efforts to teach morals.
16. Where should we look for the foundation of our moral teaching?
17. What do the poets say to help us regarding moral teaching?
18. How did the medieval Church provide object lessons to teach ethics?
19. How do we fail in this respect?
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20. Why should children have the inspiration of high ideals?
21. Show the value of biographies in the inspiration of high ideals.
22. Name any virtues that the poets inspire us with.
23. Make a suggestion regaring the collection of mottoes.
24. How can parents and teachers help children develop the habit of thinking pleasant thoughts?
25. Name and discuss some of the virtues that children should be trained to have.
26. Distinguish the difference between 'being good' and loving God.
Chapter 13 - Some Aspects of Religious Training That We Don't Usually Consider
1. Show how the principle of authority influences religious teaching.
2. What ideas do the children of our day especially need to be brought up in?
3. How do certain questions on people's minds diminsh the sense of authority?
4. In what ways does authority work like a fair, good government?
5. Discuss authority in connection with punishment.
6. Discuss each of the various habits connected with the subject of authority in the religious life.
7. Explain how lines of habit are as important for the religious as they are for the physical, moral, and intellectual life.
8. How would you try to keep a child in the habit of the thinking about God?
9. Discuss the subject of reverent attitudes.
10. How would you use, 'because the angels will see' to help develop reverent attitudes?
11. Show the importance of regular times and places in children's prayers.
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12. Why shouldn't evening prayers be left till bedtime?
13. What is to be said about little compilations of devotional Scriptures?
14. Show the danger of neglecting the narrative teaching of the Scriptures.
15. Why shouldn't children be encouraged to read long passages or pray long prayers?
16. How should the habit of praise be fostered?
17. Show the value of the habit of observing the Sabbath, and describe how a child's Sunday might be kept.
18. Write your reflections on each of the themes suggested related to the habits of the religious life.
19. Show the importance of being selective about the inspiring ideas we aspire to give children in the things of the Divine life.
20. What other point demands our consideration?
21. What vitalizing idea is the most important to teach children?
22. How should we teach children that the essence of Christianity is devotion to a Person?
23. Why do children need to learn that there is a Savior of the world?
24. What teaching would you give children about the work of the Holy Spirit?
Chapter 14 - A Master-Thought
1. What is the motto of the Parents' Union?
2. Explain how this motto is a master-thought.
3. Why is 'education is an atmosphere' the part of the motto that naturally appeals to us the most?
4. What happens if this part is taken for the whole?
5. What defect in education leads to boredom and the desire for passive entertainment?
6. What was the unconscious formula of the 1700's?
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7. What was the result of this one-sided perspective of education?
8. Explain how the concept of developing faculties also rests on a one-sided notion.
9. What is the tendency of an education whose foundation is the development of faculties?
10. Should it be our goal to produce specialists? Why not?
11. Show what kind of education develops a sound, well-balanced mind.
12. Explain how the medieval Church understood that 'education is a life' better than we do.
13. Describe the educational philosophy illustrated on the walls of the 'Spanish Chapel' of S. Maria Novella.
14. Explain how this educational creed unifies life.
15. What does Coleridge say about the origin of great ideas about nature?
16. What did Michelangelo write to his friend about the need for a diet of great ideas?
17. What is the special teaching approved for us today?
18. What views do people tend to take regarding to this subject?
19. What does Huxley say about ideas in science?
20. How does the teaching illustrated on the walls of the 'Spanish Chapel' of S. Maria Novella, and Coleridge's teaching relieve us from anxiety and clear up our confusion?
21. How does Coleridge describe the science of Botany in his day?
22. What has evolution, the key-word of our age, done for this and other confusions?
23. But what have philosophers been seeking for three thousand years?
24 How did Herakleitos attempt to solve the problem?
25. How did Demokritos attempt to solve the problem?
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26. Explain how some familiarity with history and philosophy should
make us stop and think regarding the key that evolution claims to
27. Explain how personality remains, and is not resolved by this key.
28. Why is it necessary for parents and teachers to consider their attitude towards evolution?
29. What are the four attitudes that people take up?
30. What benefits will the children gain if their teachers adopt the last of these attitudes?
31. What two things depend on us regarding the great ideas that are influencing what the world is being taught?
32. Show the danger of making education too much of a personal matter.
33. If education is a world concern, explain how we need to have a guiding idea about it.
34. What ideas should regulate the curriculum of a student under fourteen?
35. Show the importance of really good books, and lots of them, for children to use.
36. Why shouldn't we arbitrarily choose or reject certain subjects?
Chapter 15 - School Books and How They Bring About Education
1. What ideas do we get from the incident quoted from Frederika
Bremer's 1837 novel, The Neighbors?
2. What kind of books sustains the life of thought?
3. What can you say about publishers' textbooks?
4. Why do intelligent teachers rely on oral lessons?
5. What are some of the disadvantages of oral lessons?
6. What questions should we ask about a student who has completed his education?
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7. Where does the error of our educational system lie?
8. Explain how we don't appreciate children, and therefore educate them incorrectly.
9. What was notable about home-life in the previous generation?
10. How would you describe children as they are?
11. Explain how our job is to give them enlivening ideas.
Chapter 16 - How To Use School Books
1. What question do we need to ask about any school subject?
2. What are disciplinary subjects?
3. What danger is connected to blindly using these?
4. What idea should provide an 'open sesame' to many vitalizing subjects?
5. Show how the Bible is the great source of moral impressions.
6. What impressions did De Quincey get from his early Bible readings?
7. In what ways did the formal liturgy appeal to him?
8. Why should a child dig for his own knowledge?
9. What are the uses of oral lessons and lectures?
10. Why should children use living books for themselves?
11. What is the sign of a suitable book?
12. How will we know if children enjoy a book?
13. What is the the teacher's role regarding teaching with books?
14. In what ways can children work from their books?
15. What is the simplest way of dealing with a paragraph or chapter?
16. Why should the lesson consist of a single careful reading?
17. Mention some other ways of using books.
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18. What disciplined devices can children use in their studies?
19. What does the teacher do to prepare a lesson?
20. What is the danger of too many disciplinary devices?
21. Why are we at risk of neglecting books?
Chapter 17 - Education as the Science of Relationships: We are Educated by Our Intimacies as Illustrated by Wordworth's Prelude and Ruskin's Praeterita
1. What are our three educational tools, and why are we limited
2. Why may we not violate the personality of children?
3. In what ways do we manage life too much for children?
4. What example of fairy tales serving as a screen and shelter does Wordsworth give us in The Prelude?
5. What can you say about the spontaneous living of children?
6. What does fullness of life depend on?
7. Distinguish between the relationship of ideas to ideas, and the relationship of people to the ideas suitable for them.
8. Explain how the goal of education isn't to make something out of the child, but to put the child in touch with everything that concerns him.
9. Describe the self-education of an infant. What does Wordsworth tell us about this?
10. What is our role in the infant's education?
11. What is our common mistake, and what are the results?
12. What's the difference between business and desire?
13. What attempts were made to teach Ruskin horseback riding, and what does he think about those attempts?
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14. What accusation does he bring against the limitations of his
15. Why should parents, especially those who live in the suburbs, learn a lesson from Præterita?
16. List Wordsworth's opportunities to form dynamic relationships.
17. Explain how these came about naturally in the course of things.
Chapter 18 - We are Educated by Our Intimacies Part II: More Affinities
1. What chances did Ruskin have to learn to handle material resources?
2. What do we hear about the intimacy of either boy regarding natural objects?
3. Describe Ruskin's flower studies.
4. Describe Ruskin's pebble studies.
5. Explain how these became a life-shaping intimacy.
6. What books did Ruskin grow up on?
7. What is the first mention we get of his insatiable delight in a book?
8. What qualities in Byron delighted him?
9. Describe Wordsworth's delight in the Arabian Nights.
10. What is Wordsworth's plea for 'adventure' in education?
11. What does he say about the freedom to roam freely among books?
12. Describe Wordsworth's first enthralment with poetry.
13. Explain how Ruskin's historic sense always seems to be connected with places.
14 How does he demonstrate some lack of living touch with the past?
15. Explain how Wordsworth, too, was aloof.
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16. Explain how the knowledge 'learned in schools' didn't lay much hold
17. Compare the experiences of the two boys regarding friendship opportunities.
Chapter 19 - We Are Educated by Our Intimacies Part III - Vocation
1. Describe Turner's 'call' to Ruskin.
2. What does Ruskin consider his first sincere drawing?
3. What does he say about his real initiation?
4. What is the first hint we get of nature as a passion?
5. How does Wordsworth trace the beginnings of his passion with nature?
6. Describe Wordsworth's 'calling.'
7. How does Wordsworth describe the education of the little snob of his days?
8. Explain how the child snob is the child who is the end and goal of his own education.
9. Mention a few of the areas in which children have affinities.
10. Show from the example of Waverley the danger of an aimless education.
11. How does Mr. Ruskin express the concept that 'the child is father to the man'?
12. Explain how strenuous effort and respect are conditions of education.
13. Explain how having buddies has its responsibilities.
14. Why should children have a steady, unruffled routine of work?
15. Describe from Brother Lawrence one way in which the highest relationship can be initiated.
16. What does Browning say about this relationship?
Chapter 20 - Suggestions Regarding Curriculum (For children under 12) Pt I
1. Give a short summary of the preceding chapters.
2. Comment on the educational methods of today.
3. What two conditions are necessary to any sound reform?
4. Why do so many students leave school without any real interests?
5. How does H.C. Benson characterize the goals of boarding school teachers?
6. How can we characterize the minds of children?
7. Show the practical working out of this perspective.
8. What's the difference between knowledge and information?
9. In what ways do children show that they have power to deal with knowledge?
10. What do stereotyped phrases and mangled notes in children's work indicate?
11. Give an analogy between knowledge and food.
12. Why is a hunger for good grades the sign of a debased, ruined mind?
13. Why shouldn't abridged synopses and condensed compilations be allowed for children's use?
14. What are the advantages of working through a substantial book?
Chapter 21 - Suggestions Regarding Curriculum: Pt II - School-Books
1. Who must, in the end, decide upon the right school-books?
2. What are the relative places of lecture and book?
3. Show the danger of elaborate appliances.
4. Upon what principle should studies be co-ordinated?
5. What results of education should we look for in a young person leaving school?
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6. Explain how the worth of education by things is now fully recognised.
7. What habit should we look for as a chief acquirement of school-life?
8. Give a rough classification of the subjects in which knowledge is due to children.
9. Show the importance of the Bible as a means of education.
10. What knowledge of history should boys and girls of twelve to fourteen have?
11. What mistake is commonly made in teaching this subject?
12. What knowledge of languages should they have?
13. What should we aim at in the early teaching of science?
14. What least amount of time in the open is absolutely essential in a living education?
15. What is the use of books in nature-teaching?
16. Name a few useful books.
17. What do you understand by 'picture-talks'?
Chapter 22 - Suggestions Regarding Curriculum: Pt III The Love of Knowledge
1. How does the use of books make school hours shorter?
2. What's so bad about a utilitarian education?
3. What's the difference between relationships and interests?
4. Explain how the tendency of present-day education is to undervalue knowledge.
5. What are some reasons for the failure of our intellectual educational efforts?
6. What is the danger that we can fall into regarding education when we pursue intellectual futilities?
7. What test can help us distinguish a fad from an educational method?
8. Our goal is to produce an educated child. How is an educated child recognised?
9. Children enjoy school for many reasons. Which of these is the only valid motive?
10. What change in our educational methods will ensure the children's educational Magna Carta?