Questions for the use of Students
- How and to what did Rousseau succeed in awaking parents?
- In what respects is the family a commune?
- Why, and in what ways, must the family be social?
- Show some ways in which the family must serve poorer neighbours.
- In what way is it open to the family to serve the nation?
- What is the divine order for the family as regards other nations?
- Mention ways of securing fellowship with other nations.
- What is meant by the phrase 'the restoration of the family'?
- Add hints from your own experience on each of the points taken up in this chapter.
PARENTS AS RULERS
- In what respects is the family an absolute monarchy?
- Show that the rule of parents cannot be deputed.
- Give some causes which lead to the abdication of parents.
- In what does the majesty of parents consist?
- Show that children are a public trust and a divine trust.
- Define the scope and state the limitation of parental authority.
- Comment and enlarge upon any of the above points from your knowledge and experience.
PARENTS AS INSPIRERS
Children must be born again to the Life of Intelligence
- Explain and verify the statement that parents owe a second birth to their children.
- Show exactly how science supports this contention.
- What are the processes and methods of this second birth?
- Summarise Dr Maudsley's views on heredity.
- Distinguish between disposition and character.
- What does Dr Maudsley say regarding the structural effects of 'particular life experiences'?
- Enumerate the articles of the educational charter which our age may be said to have acquired.
- Make further comments on any of the above points.
PARENTS AS INSPIRERS
The Life of the Mind grows upon Ideas
- Summarise the preceding chapter.
- Why are not the educational conceptions of the past necessarily valid now?
- Explain and illustrate Pestalozzi's theory.
- And Froebel's theory.
- In what way is the kindergarten a vital conception?
- But science is changing front. How does this fact affect educational thought?
- What bearing has 'heredity' upon education?
- Is education formative? Discuss the question.
- Prove that the individual is not at the mercy of empirics. Is this a gain?
- Why is 'education' an inadequate word?
- What is the force of 'bringing up'?
- Give an adequate definition, and show why it is adequate.
- Show the importance of method as a way to an end.
- llustrate the fact that the life of the mind grows upon ideas.
- What is an idea?
- Trace the rise and progress of an idea.
- Illustrate the genesis of an idea.
- An idea may exist as an 'appetency.' Give examples.
- Show that a child draws inspiration from the casual life around him.
- Describe and illustrate the order and progress of definite ideas.
- What is the Platonic doctrine of ideas?
- Show that ideas only are important in education.
- How should the educational formula run?
- The 'infallible reason'––what is it?
PARENTS AS INSPIRERS
The Things of The Spirit
- Show that parents are necessarily the revealers of God to their children.
- Show that they must fortify children against doubt.
- In what three ways may this be attempted?
- Why is the first unfair?
- Show that 'evidences' are not proofs.
- How does their outlook upon current thought affect young people?
- Show that children have a right to 'freewill' in thought.
- What may be done in the way of preparation?
- In what ways should children be taught to wait upon science?
- Knowledge is progressive. How should this affect our mental attitude?
- Show that children should learn some laws of thought.
- Should look at thoughts as they come.
- Upon what does the appeal of the children rest?
- Show that children should have the thought of God as a 'hiding-place.'
- Prove and illustrate from your own experience that the mind of the child is good ground.
- Is it true that children suffer from a deep-seated discontent? If so, why? Illustrate.
PARENTS AS INSPIRERS
Primal Ideas derived from Parents
- What is the chief thing we have to do in the world?
- Name two ideas of God specially fit for children.
- 'We ought to move slowly up through the human side.' Why not?
- Distinguish between logical certainty and moral right.
- How might the Crucifixion have appeared to a conscientious Jew? How, to a patriotic Jew?
- Show what primal ideas children get from their parents.
- What have you to say as to the first approaches to God made by a little child?
- Discuss the question of archaic forms in children's prayers.
- Show how fit for a child is 'the shout of a King.'
- Also the notion of the 'fight for Christ against the devil.'
- "How very hard it is to be a Christian." Is this a child's experience?
THE PARENT AS SCHOOLMASTER
- What is a schoolmaster supposed to do for a boy?
- For what various reasons is this task left to the schoolmaster?
- With what class of children does he succeed?
- Why does not the discipline of school always affect the life?
- Discuss 'Edward Waverley' as an example of mental 'sprawling.'
- Show that we are not meant to grow up in a state of Nature.
- Prove that the first function of the parent is that of discipline.
- Show that education is a discipline.
- Distinguish between discipline and punishment.
- How are disciples lured?
- Show that discipline means steady progress on a careful plan.
THE CULTURE OF CHARACTER
Parents as Trainers
- How far does heredity count?
- Show the value of opportunity to children.
- Describe a curious experiment in education.
- Show that character is an achievement.
- What two ways have we of preserving sanity?
- Show that the development of character is the chief work of education.
- Give some plausible reasons for doing nothing towards character training.
- How does the advance of science affect the question?
- What is a parent's duty towards a lovely family trait?
- Towards distinctive qualities?
- What are the four conditions of culture?
- Exemplify in the case of a child with an inherited turn for languages.
- Show that work and waste of brain tissue are necessary.
- Point out the danger of eccentricity.
- Name some causes of oddity in children.
- How shall we save our 'splendid failures'?
THE CULTURE OF CHARACTER
The Treatment of Defects
- What is the ultimate object of education?
- How are parents concerned with 'the defects of their qualities' in their children?
- Give some cases of children thus 'defective.'
- Indicate the special treatment in each case.
- Show that moral ailments need prompt attention.
- Show that 'one custom overcometh another' is a gospel for parents.
- In what way is there a material register of educational efforts ?
- Prove that mother-love is not sufficient in itself for child-training.
Parents as Instructors in Religion
- Why are Sunday Schools necessary?
- Show that parents should instruct their own children in religion.
- Describe an Australian outcome of the Parents' Union.
- What is the gist of the report of the Committee on the Religious Education of the Upper and Middle Classes?
- Give a few of the reasons why parents fail to instruct their children in religion.
- Discuss the discredit thrown upon the Bible.
- Discuss, 'miracles do not happen.'
- Show that our conception of God depends upon miracles.
- Discuss miracles as contrary to natural law.
- Show how fitting are the miracles of Christ.
FAITH AND DUTY
Parents as Teachers of Morals
- What does Mr Huxley consider to be the sole practical outcome of education?
- Have we an infallible sense of 'ought' ?
- Show the educational value of the Bible as a classic literature.
- How should a mother's diary be useful?
- Show the use of fairy tales in moral instruction.
- Of fables.
- Of Bible stories.
- Why should the language of the Bible be used in teaching?
- Should the stories of miracles be used in moral instruction?
- Should the whole Bible be put into the hands of a child?
- Give some moral rules to be gleaned from the Pentateuch.
- Show the value of the 'Odyssey' and the 'Iliad' in moral teaching.
- What is the initial weakness of 'secular' morality?
- What is to be said in favour of lessons on duty?
- Show the moral value of manual training.
- Show the danger of slipshod moral teaching.
- Show the importance of methodical ethical instruction.
FAITH AND DUTY
Claims of Philosophy as an Instrument of Education
- Show that English educational thought tends towards naturalism.
- What is Madame de Staël's verdict upon 'Locke'?
- Show that our educational efforts lack aim.
- That we are on the verge of chaos.
- But also on the verge of an educational revolution.
- Is our system of education to be the issue of naturalism or idealism?
- What is to be said of the ethical view of education?
- Show that no attempt has been made to unify education.
- What are the claims of philosophy as an educational agent?
- Show that a nation should be educated for its proper functions.
- How do the minor moralities become easy?
- How is a habit initiated?
- Can spirit act upon matter?
- How is the individuality of children safeguarded?
FAITH AND DUTY
Man lives by Faith, Godward and Manward
- Show that 'sacred' and 'secular' is an irreligious classification.
- How is all intercourse of thought maintained?
- Why is it obvious and natural that the Father of spirits should deal with the spirits of men?
- Why is easy tolerance mischievous?
- Show that man lives by faith in his fellows and in God.
- Describe faith in God.
- Show that faith is natural.
- Is not a self-originated impulse.
- What have you to say of the worship of faith?
- How is 'righteousness' defined by the author in question?
THE HEROIC IMPULSE
Parents are concerned to give this impulse
- Of what value is heroic poetry in education?
- Show that Beowulf is our English Ulysses.
- Show that he represents the English ideal.
- Illustrate the gentleness of our forefathers.
- Can you give any old English riddles?
IS IT POSSIBLE?
The Attitude of Parents towards Social Questions
- Show that we are facing a moral crisis.
- How does this crisis show that we love our brother?
- How does the 'idol of size' affect us?
- Cui bono? Show the paralysing effect of.
- Can character be changed?
- What is the question of the age?
- What is the essential miracle?
- Why should hope fail for the vicious by inheritance?
- For the vicious by inveterate habit?
- For the vicious in thought?
- What hope is there in the received doctrine of heredity?
- Show that education is stronger than nature.
- That there is natural preparation for salvation.
- That 'conversion' is no miracle.
- That 'conversion' is not contrary to natural law.
- That there may be many 'conversions' in a lifetime.
- Under what conditions is an idea potent?
- Show the potency and fitness of the ideas included in Christianity.
- Why is curative treatment necessary?
- Show that a strong organisation may afford relief.
- Show that work and fresh air are powerful agents.
A Consideration for Parents
- What do people commonly mean by discipline?
- Distinguish between a method and a system.
- What is to be said for a 'wise passiveness'?
- Discuss the question of punishment by consequences.
- Show that children may rather enjoy punishment.
- Show that wrongdoing is necessarily followed by penalties.
- Is punishment reformative?
- What are the best disciplinarians?
- Comment on the mother who is 'always telling' her children to do so and so.
- Give nine practical counsels for a parent who wishes to deal seriously with a bad habit.
- How would you treat an inquisitive child, for instance?
SENSATIONS AND FEELINGS
Sensations Educable by Parents
- Show that 'common sense' has usually scientific opinion for its basis.
- What is the origin of sensations?
- Show that sensations should be treated as interesting on account of the thing perceived, not of the person who perceives.
- Why are object-lessons in disfavour?
- Show that a baby works at object-lessons.
- What is the effect of Nature's early teaching?
- What two points must we bear in mind in the education of the senses?
- Show that object-lessons, to be of value, should be incidental.
- What advantages has the home in this sort of teaching?
- How should children be taught care in the use of positive and comparative terms?
- How would you correct the indiscriminate use of epithets?
- How would you teach children to form judgments as to weight?
- As to size?
- To discriminate sounds?
- To discriminate odours?
- To discriminate flavours?
- Can you suggest some sensory gymnastics?
- ome sensory games?
SENSATIONS AND FEELINGS
Feelings Educable by Parents
- What do you understand by reflected sensations?
- Show that we have here a reason why open-air memories should be stored.
- Show that delightful memories are a source of bodily well-being.
- And of mental restoration.
- Distinguish between sensations and feelings.
- Show that feelings should be objective, not subjective.
- Show what the feelings are and are not.
- Show that every feeling has its positive and its negative mode.
- Are the feelings moral or immoral?
- Show the connection between unremembered feelings and acts.
- Certain trifling acts may be 'the best portion of a good man's life.' Why so?
- Is perception of character a feeling?
- Show its delicacy and importance.
- Show how feelings influence conduct.
- Discuss enthusiasm.
- Give the genesis of our activities.
- Show that in educating the feelings we modify the character.
- What is to be said of the sixth sense of tact?
- Why must we beware of words?
- How is a feeling communicated?
- What feelings especially differentiate persons?
- Show that to deal with the feelings of the young is a delicate task.
WHAT IS TRUTH?
Moral Discrimination required by Parents
- Show that, as a nation, we are both losing and gaining in truthfulness.
- What two theories are held with regard to lying?
- Is lying an elemental or a secondary symptom?
- How would you treat 'pseudophobia'?
- 'The lie heroic.'
- 'Truth for friends, lies for enemies.'
- 'Lies inspired by selfishness.'
- 'The deceptions of imagination and play.'
- How must children be trained to truthfulness?
SHOW CAUSE WHY
Parents Responsible for Competive Examinations
- Mention some points we have gained by asking 'Why?'
- Why does Tom go to school?
- Show that the same impulse carries him through school and university.
- What is the tendency of 'grind'?
- Show that the tyranny of competitive examinations is supported by parents.
- Are examinations themselves an evil?
- Under what conditions should they be held?
- What are the primary desires?
- Are they virtuous or vicious?
- What end do they serve?
- Show that throughout the schoolboy's life one natural desire takes the place which properly belongs to another.
- Why does he no longer want to know?
- How is this a loss to the boy?
- Show that emulation is an easier spring to work than curiosity.
- Show that an examination-ridden empire would be a calamity.
A THEORY OF EDUCATION PROPOSED TO PARENTS
- How far should the ideal of education be a class ideal?
- What difference is there between the children of educated and those of ignorant parents as regards vocabulary, imagination, etc.?
- When is the development of 'faculties' an important part of education, and when is it not so?
- What are the chief things the educator has to do ?
- Show that it is necessary to recognise the material and spiritual principles of human nature.
- How does this lead us to recognise the supreme Educator?
- By what test may the value of studies be judged?
- Show that 'Nature' knowledge educates a child.
- What is to be said for the use of good books in education?
- Discuss the question of 'child-nature.'
- Why are we tenacious of the individuality of children?
- Why must we consider proportion in our scheme of education?
- Show that children have a right to knowledge.
A CATECHISM OF EDUCATIONAL THEORY
- Show that character is an achievement.
- What gives rise to conduct?
- What means have we of modifying disposition?
- Give the history of a habit.
- How may a bad habit be corrected?
- Show that our conduct is generally directed by unconscious, or sub-conscious cerebration.
- How far do the habits of a 'well-brought-up' person make life easy for him?
- Why does the forming of a habit demand time?
- Trace the logical development of a notion.
- Show that reason is not an infallible guide to conduct.
- Show how confusion as to logical and moral right works in the history of the world.
- Why, then, should a child know what he is as a human being?
- Show how far such knowledge is a safeguard.
- What is the part of the will in the reception of ideas?
- How are ideas conveyed?
- What may we believe is the part of the divine Educator in things natural and spiritual?
- What part do lessons play in education?
- What principle as regards a curriculum do we find in a child's natural aptitude for knowledge?
WHENCE AND WHITHER
A Question for Parents: Whence?
- What was the leading thought about children in the past generation?
- What intellectual labour does a child go through in his first year?
- Remark on the intelligence of children.
- Show that they are highly endowed but ignorant.
- Choose between 'happy and good' and 'good and happy' as an educational maxim.
- By what test would you try various systems of education?
- Show the duty of advancing with the tide.
CHAPTER XXIV - WHENCE AND WHITHER
A Question for Parents: Whither?
- How are children great?
- What is wisdom?
- Show that children grow in wisdom rather than in intelligence.
- Show that all possibilities are present in a child.
- Show that we all live for the advancement of the race.
- Show that we find our 'whence' in the potency of the child.
- Our 'whither' in the thought of the day.
- How should the thought of the day affect education with regard to science?
- With regard to art?
- With regard to books?
- How should the idea of the solidarity of the race affect education?
- How may we teach children that to serve is promotion?
- How shall we guard them from considerations of expediency?
THE GREAT RECOGNITION REQUIRED OF PARENTS
- Show that education is not religious and secular.
- Show that knowledge, like virtue, is from above.
- Have we any authority for thinking that science, art and poetry are 'by the Spirit'?
- Have we any teaching as to the origin of the first ideas of common things?
- Show that divine teaching waits upon our co-operation.
- What manner of teaching invites and what repels divine co-operation?
- Show that this 'recognition' resolves certain discords in our lives.
- How does it safeguard us from intellectual sin?
- How does it lead to harmony in our efforts?
- Why must teaching be fresh and living?
- Why must books be living?
- Why can we not get rid of our responsibility by using some neat system?
- Why must children read the best books?
THE ETERNAL CHILD
The Highest Counsel of Perfection for Parents
- Show that every babe bears an evangel.
- Show that a child is humble
- That humility is not relative but absolute.
- Show that the Christian religion is objective.
- That children are objective in tendency.
- Show that our care must be to give every function an objective and not a subjective employment.
- What part should fortitude play in education?
- Show that the self-regardful child is no longer humble.
- Show that the tendencies of children may receive an altruistic or an egoistic direction.
- How does this apply to the cry,––'It's not fair'?
- Show that humility is the highest counsel of perfection.