Appendix (Parents and Children)

Appendix

Questions for the use of Students

CHAPTER I

THE FAMILY

  1. How and to what did Rousseau succeed in awaking parents?
  2. In what respects is the family a commune?
  3. Why, and in what ways, must the family be social?
  4. Show some ways in which the family must serve poorer neighbours.
  5. In what way is it open to the family to serve the nation?
  6. What is the divine order for the family as regards other nations?
  7. Mention ways of securing fellowship with other nations.
  8. What is meant by the phrase 'the restoration of the family'?
  9. Add hints from your own experience on each of the points taken up in this chapter.

CHAPTER II

PARENTS AS RULERS

  1. In what respects is the family an absolute monarchy?
  2. Show that the rule of parents cannot be deputed.
  3. Give some causes which lead to the abdication of parents.
  4. In what does the majesty of parents consist?
  5. Show that children are a public trust and a divine trust.
  6. Define the scope and state the limitation of parental authority.
  7. Comment and enlarge upon any of the above points from your knowledge and experience.

CHAPTER III

PARENTS AS INSPIRERS

Children must be born again to the Life of Intelligence

  1. Explain and verify the statement that parents owe a second birth to their children.
  2. Show exactly how science supports this contention.
  3. What are the processes and methods of this second birth?
  4. Summarise Dr Maudsley's views on heredity.
  5. Distinguish between disposition and character.
  6. What does Dr Maudsley say regarding the structural effects of 'particular life experiences'?
  7. Enumerate the articles of the educational charter which our age may be said to have acquired.
  8. Make further comments on any of the above points.

CHAPTER IV

PARENTS AS INSPIRERS

The Life of the Mind grows upon Ideas

  1. Summarise the preceding chapter.
  2. Why are not the educational conceptions of the past necessarily valid now?
  3. Explain and illustrate Pestalozzi's theory.
  4. And Froebel's theory.
  5. In what way is the kindergarten a vital conception?
  6. But science is changing front. How does this fact affect educational thought?
  7. What bearing has 'heredity' upon education?
  8. Is education formative? Discuss the question.
  9. Prove that the individual is not at the mercy of empirics. Is this a gain?
  10. Why is 'education' an inadequate word?
  11. What is the force of 'bringing up'?
  12. Give an adequate definition, and show why it is adequate.
  13. Show the importance of method as a way to an end.
  14. llustrate the fact that the life of the mind grows upon ideas.
  15.  What is an idea?
  16. Trace the rise and progress of an idea.
  17. Illustrate the genesis of an idea.
  18. An idea may exist as an 'appetency.' Give examples.
  19. Show that a child draws inspiration from the casual life around him.
  20. Describe and illustrate the order and progress of definite ideas.
  21. What is the Platonic doctrine of ideas?
  22. Show that ideas only are important in education.
  23. How should the educational formula run?
  24. The 'infallible reason'––what is it?

CHAPTER V

PARENTS AS INSPIRERS

The Things of The Spirit

  1. Show that parents are necessarily the revealers of God to their children.
  2. Show that they must fortify children against doubt.
  3. In what three ways may this be attempted?
  4. Why is the first unfair?
  5. Show that 'evidences' are not proofs.
  6.  How does their outlook upon current thought affect young people?
  7. Show that children have a right to 'freewill' in thought.
  8. What may be done in the way of preparation?
  9. In what ways should children be taught to wait upon science?
  10. Knowledge is progressive. How should this affect our mental attitude?
  11. Show that children should learn some laws of thought.
  12. Should look at thoughts as they come.
  13. Upon what does the appeal of the children rest?
  14. Show that children should have the thought of God as a 'hiding-place.'
  15. Prove and illustrate from your own experience that the mind of the child is good ground.
  16. Is it true that children suffer from a deep-seated discontent? If so, why? Illustrate.

CHAPTER VI

PARENTS AS INSPIRERS

Primal Ideas derived from Parents

  1. What is the chief thing we have to do in the world?
  2. Name two ideas of God specially fit for children.
  3. 'We ought to move slowly up through the human side.' Why not?
  4. Distinguish between logical certainty and moral right.
  5. How might the Crucifixion have appeared to a conscientious Jew? How, to a patriotic Jew?
  6. Show what primal ideas children get from their parents.
  7. What have you to say as to the first approaches to God made by a little child?
  8. Discuss the question of archaic forms in children's prayers.
  9.  Show how fit for a child is 'the shout of a King.'
  10. Also the notion of the 'fight for Christ against the devil.'
  11. "How very hard it is to be a Christian." Is this a child's experience?

CHAPTER VII

THE PARENT AS SCHOOLMASTER

  1. What is a schoolmaster supposed to do for a boy?
  2. For what various reasons is this task left to the schoolmaster?
  3. With what class of children does he succeed?
  4. Why does not the discipline of school always affect the life?
  5. Discuss 'Edward Waverley' as an example of mental 'sprawling.'
  6. Show that we are not meant to grow up in a state of Nature.
  7. Prove that the first function of the parent is that of discipline.
  8. Show that education is a discipline.
  9. Distinguish between discipline and punishment.
  10. How are disciples lured?
  11. Show that discipline means steady progress on a careful plan.

CHAPTER VIII

THE CULTURE OF CHARACTER

Parents as Trainers

  1. How far does heredity count?
  2. Show the value of opportunity to children.
  3. Describe a curious experiment in education.
  4. Show that character is an achievement.
  5. What two ways have we of preserving sanity?
  6. Show that the development of character is the chief work of education.
  7. Give some plausible reasons for doing nothing towards character training.
  8. How does the advance of science affect the question?
  9. What is a parent's duty towards a lovely family trait?
  10. Towards distinctive qualities?
  11. What are the four conditions of culture?
  12. Exemplify in the case of a child with an inherited turn for languages.
  13. Show that work and waste of brain tissue are necessary.
  14. Point out the danger of eccentricity.
  15. Name some causes of oddity in children.
  16. How shall we save our 'splendid failures'?

CHAPTER IX

THE CULTURE OF CHARACTER

The Treatment of Defects

  1. What is the ultimate object of education?
  2. How are parents concerned with 'the defects of their qualities' in their children?
  3. Give some cases of children thus 'defective.'
  4. Indicate the special treatment in each case.
  5. Show that moral ailments need prompt attention.
  6. Show that 'one custom overcometh another' is a gospel for parents.
  7. In what way is there a material register of educational efforts ?
  8. Prove that mother-love is not sufficient in itself for child-training. 

CHAPTER X

BIBLE LESSONS

Parents as Instructors in Religion

  1. Why are Sunday Schools necessary?
  2. Show that parents should instruct their own children in religion.
  3. Describe an Australian outcome of the Parents' Union.
  4. What is the gist of the report of the Committee on the Religious Education of the Upper and Middle Classes?
  5. Give a few of the reasons why parents fail to instruct their children in religion.
  6. Discuss the discredit thrown upon the Bible.
  7. Discuss, 'miracles do not happen.'
  8. Show that our conception of God depends upon miracles.
  9. Discuss miracles as contrary to natural law.
  10. Show how fitting are the miracles of Christ.

CHAPTER XI

FAITH AND DUTY

Parents as Teachers of Morals

  1. What does Mr Huxley consider to be the sole practical outcome of education?
  2. Have we an infallible sense of 'ought' ?
  3. Show the educational value of the Bible as a classic literature.
  4. How should a mother's diary be useful?
  5. Show the use of fairy tales in moral instruction.
  6. Of fables.
  7. Of Bible stories.
  8. Why should the language of the Bible be used in teaching?
  9. Should the stories of miracles be used in moral instruction?
  10. Should the whole Bible be put into the hands of a child?
  11. Give some moral rules to be gleaned from the Pentateuch.
  12. Show the value of the 'Odyssey' and the 'Iliad' in moral teaching.
  13. What is the initial weakness of 'secular' morality?
  14.  What is to be said in favour of lessons on duty?
  15. Show the moral value of manual training.
  16. Show the danger of slipshod moral teaching.
  17. Show the importance of methodical ethical instruction.

CHAPTER XII

FAITH AND DUTY

Claims of Philosophy as an Instrument of Education

  1. Show that English educational thought tends towards naturalism.
  2. What is Madame de Staël's verdict upon 'Locke'?
  3. Show that our educational efforts lack aim.
  4. That we are on the verge of chaos.
  5. But also on the verge of an educational revolution.
  6. Is our system of education to be the issue of naturalism or idealism?
  7. What is to be said of the ethical view of education?
  8. Show that no attempt has been made to unify education.
  9. What are the claims of philosophy as an educational agent?
  10. Show that a nation should be educated for its proper functions.
  11. How do the minor moralities become easy?
  12. How is a habit initiated?
  13. Can spirit act upon matter?
  14. How is the individuality of children safeguarded?

CHAPTER XIII

FAITH AND DUTY

Man lives by Faith, Godward and Manward

  1. Show that 'sacred' and 'secular' is an irreligious classification.
  2. How is all intercourse of thought maintained?
  3. Why is it obvious and natural that the Father of spirits should deal with the spirits of men?
  4. Why is easy tolerance mischievous?
  5. Show that man lives by faith in his fellows and in God.
  6. Describe faith in God.
  7. Show that faith is natural.
  8. Is not a self-originated impulse.
  9. What have you to say of the worship of faith?
  10. How is 'righteousness' defined by the author in question?

CHAPTER XIV

THE HEROIC IMPULSE

Parents are concerned to give this impulse

  1. Of what value is heroic poetry in education?
  2. Show that Beowulf is our English Ulysses.
  3. Show that he represents the English ideal.
  4. Illustrate the gentleness of our forefathers.
  5. Can you give any old English riddles?

CHAPTER XV

IS IT POSSIBLE? 

The Attitude of Parents towards Social Questions

  1. Show that we are facing a moral crisis.
  2. How does this crisis show that we love our brother?
  3. How does the 'idol of size' affect us?
  4. Cui bono? Show the paralysing effect of.
  5. Can character be changed?
  6. What is the question of the age?
  7. What is the essential miracle?
  8. Why should hope fail for the vicious by inheritance?
  9. For the vicious by inveterate habit?
  10. For the vicious in thought?
  11. What hope is there in the received doctrine of heredity?
  12. Show that education is stronger than nature.
  13. That there is natural preparation for salvation.
  14. That 'conversion' is no miracle.
  15. That 'conversion' is not contrary to natural law.
  16. That there may be many 'conversions' in a lifetime.
  17. Under what conditions is an idea potent?
  18. Show the potency and fitness of the ideas included in Christianity.
  19. Why is curative treatment necessary?
  20. Show that a strong organisation may afford relief.
  21. Show that work and fresh air are powerful agents.

CHAPTER XVI

DISCIPLINE

A Consideration for Parents

  1. What do people commonly mean by discipline?
  2. Distinguish between a method and a system.
  3. What is to be said for a 'wise passiveness'?
  4. Discuss the question of punishment by consequences.
  5. Show that children may rather enjoy punishment.
  6. Show that wrongdoing is necessarily followed by penalties.
  7. Is punishment reformative?
  8. What are the best disciplinarians?
  9. Comment on the mother who is 'always telling' her children to do so and so.
  10. Give nine practical counsels for a parent who wishes to deal seriously with a bad habit.
  11. How would you treat an inquisitive child, for instance?

CHAPTER XVII

SENSATIONS AND FEELINGS

Sensations Educable by Parents

  1. Show that 'common sense' has usually scientific opinion for its basis.
  2. What is the origin of sensations?
  3. Show that sensations should be treated as interesting on account of the thing perceived, not of the person who perceives.
  4. Why are object-lessons in disfavour?
  5. Show that a baby works at object-lessons.
  6. What is the effect of Nature's early teaching?
  7. What two points must we bear in mind in the education of the senses?
  8. Show that object-lessons, to be of value, should be incidental.
  9. What advantages has the home in this sort of teaching?
  10. How should children be taught care in the use of positive and comparative terms?
  11. How would you correct the indiscriminate use of epithets?
  12. How would you teach children to form judgments as to weight?
  13. As to size?
  14. To discriminate sounds?
  15. To discriminate odours?
  16. To discriminate flavours?
  17. Can you suggest some sensory gymnastics?
  18. ome sensory games?

CHAPTER XVIII

SENSATIONS AND FEELINGS

Feelings Educable by Parents

  1. What do you understand by reflected sensations?
  2. Show that we have here a reason why open-air memories should be stored.
  3. Show that delightful memories are a source of bodily well-being.
  4. And of mental restoration.
  5. Distinguish between sensations and feelings.
  6. Show that feelings should be objective, not subjective.
  7. Show what the feelings are and are not.
  8. Show that every feeling has its positive and its negative mode.
  9. Are the feelings moral or immoral?
  10. Show the connection between unremembered feelings and acts.
  11. Certain trifling acts may be 'the best portion of a good man's life.' Why so?
  12. Is perception of character a feeling?
  13. Show its delicacy and importance.
  14. Show how feelings influence conduct.
  15. Discuss enthusiasm.
  16. Give the genesis of our activities.
  17. Show that in educating the feelings we modify the character.
  18. What is to be said of the sixth sense of tact?
  19. Why must we beware of words?
  20. How is a feeling communicated?
  21. What feelings especially differentiate persons?
  22. Show that to deal with the feelings of the young is a delicate task.

CHAPTER XIX

WHAT IS TRUTH?

Moral Discrimination required by Parents

  1. Show that, as a nation, we are both losing and gaining in truthfulness.
  2. What two theories are held with regard to lying?
  3. Is lying an elemental or a secondary symptom?
  4. How would you treat 'pseudophobia'?
  5. 'The lie heroic.'
  6. 'Truth for friends, lies for enemies.'
  7. 'Lies inspired by selfishness.'
  8. 'The deceptions of imagination and play.'
  9. 'Pseudomania.'
  10. How must children be trained to truthfulness?

CHAPTER XX

SHOW CAUSE WHY

Parents Responsible for Competive Examinations

  1. Mention some points we have gained by asking 'Why?'
  2. Why does Tom go to school?
  3. Show that the same impulse carries him through school and university.
  4. What is the tendency of 'grind'?
  5. Show that the tyranny of competitive examinations is supported by parents.
  6. Are examinations themselves an evil?
  7. Under what conditions should they be held?
  8. What are the primary desires?
  9. Are they virtuous or vicious?
  10. What end do they serve?
  11. Show that throughout the schoolboy's life one natural desire takes the place which properly belongs to another.
  12. Why does he no longer want to know?
  13. How is this a loss to the boy?
  14. Show that emulation is an easier spring to work than curiosity.
  15. Show that an examination-ridden empire would be a calamity.

CHAPTER XXI

A THEORY OF EDUCATION PROPOSED TO PARENTS

  1. How far should the ideal of education be a class ideal?
  2. What difference is there between the children of educated and those of ignorant parents as regards vocabulary, imagination, etc.?
  3. When is the development of 'faculties' an important part of education, and when is it not so?
  4. What are the chief things the educator has to do ?
  5. Show that it is necessary to recognise the material and spiritual principles of human nature.
  6. How does this lead us to recognise the supreme Educator?
  7. By what test may the value of studies be judged?
  8. Show that 'Nature' knowledge educates a child.
  9. What is to be said for the use of good books in education?
  10. Discuss the question of 'child-nature.'
  11. Why are we tenacious of the individuality of children?
  12. Why must we consider proportion in our scheme of education?
  13. Show that children have a right to knowledge.

CHAPTER XXII

A CATECHISM OF EDUCATIONAL THEORY

  1. Show that character is an achievement.
  2. What gives rise to conduct?
  3. What means have we of modifying disposition?
  4. Give the history of a habit.
  5. How may a bad habit be corrected?
  6. Show that our conduct is generally directed by unconscious, or sub-conscious cerebration.
  7. How far do the habits of a 'well-brought-up' person make life easy for him?
  8. Why does the forming of a habit demand time?
  9. Trace the logical development of a notion.
  10. Show that reason is not an infallible guide to conduct.
  11. Show how confusion as to logical and moral right works in the history of the world.
  12. Why, then, should a child know what he is as a human being?
  13. Show how far such knowledge is a safeguard.
  14. What is the part of the will in the reception of ideas?
  15. How are ideas conveyed?
  16. What may we believe is the part of the divine Educator in things natural and spiritual?
  17. What part do lessons play in education?
  18. What principle as regards a curriculum do we find in a child's natural aptitude for knowledge?

CHAPTER XXIII

WHENCE AND WHITHER

A Question for Parents: Whence?

  1. What was the leading thought about children in the past generation?
  2. What intellectual labour does a child go through in his first year?
  3. Remark on the intelligence of children.
  4. Show that they are highly endowed but ignorant.
  5. Choose between 'happy and good' and 'good and happy' as an educational maxim.
  6. By what test would you try various systems of education?
  7. Show the duty of advancing with the tide.

CHAPTER XXIV - WHENCE AND WHITHER

A Question for Parents: Whither?

  1. How are children great?
  2. What is wisdom?
  3. Show that children grow in wisdom rather than in intelligence.
  4. Show that all possibilities are present in a child.
  5. Show that we all live for the advancement of the race.
  6. Show that we find our 'whence' in the potency of the child.
  7. Our 'whither' in the thought of the day.
  8. How should the thought of the day affect education with regard to science?
  9. With regard to art?
  10. With regard to books?
  11. How should the idea of the solidarity of the race affect education?
  12. How may we teach children that to serve is promotion?
  13. How shall we guard them from considerations of expediency?

CHAPTER XXV

THE GREAT RECOGNITION REQUIRED OF PARENTS

  1. Show that education is not religious and secular.
  2. Show that knowledge, like virtue, is from above.
  3. Have we any authority for thinking that science, art and poetry are 'by the Spirit'?
  4. Have we any teaching as to the origin of the first ideas of common things?
  5. Show that divine teaching waits upon our co-operation.
  6. What manner of teaching invites and what repels divine co-operation?
  7. Show that this 'recognition' resolves certain discords in our lives.
  8. How does it safeguard us from intellectual sin?
  9. How does it lead to harmony in our efforts?
  10. Why must teaching be fresh and living?
  11. Why must books be living?
  12. Why can we not get rid of our responsibility by using some neat system?
  13. Why must children read the best books?

CHAPTER XXVI

THE ETERNAL CHILD

The Highest Counsel of Perfection for Parents

  1. Show that every babe bears an evangel.
  2. Show that a child is humble
  3. That humility is not relative but absolute.
  4. Show that the Christian religion is objective.
  5. That children are objective in tendency.
  6. Show that our care must be to give every function an objective and not a subjective employment.
  7. What part should fortitude play in education?
  8. Show that the self-regardful child is no longer humble.
  9. Show that the tendencies of children may receive an altruistic or an egoistic direction.
  10. How does this apply to the cry,––'It's not fair'?
  11. Show that humility is the highest counsel of perfection.