CHAPTER VII

AN ADEQUATE THEORY OF EDUCATION

1. Give, roughly, a definition of a human being.

2. What would you say of his capacities?

3. What of his limitations?

4. What are the two functions of a human being under education?

5. Upon what physical process does education depend?

6. What do we know, or guess, of the behaviour of ideas?

7. What appears to be the law of the generation of ideas?

8. Why do different ideas appeal to different minds? Illustrate by a figure.

9. Have we any reason for believing that an idea is able to make an impression upon matter?

10. Mention some of the reflex actions by which we respond to an idea which strikes us.

11. How does spirit correspond with spirit, human or divine?

12. Is a child born equipped with ideas?

13. What is the field open to the educationalist?

14. What may we learn from the fairly well accredited story of the ‘Child of Nuremberg’?

15. What does nature, unassisted, do for a child?

16. Show that the normal child has every power that will serve him.

17. In how far does fulness of living depend on the establishment of relations?

18. Show that in our common way of treating science, for instance, we maim a natural affinity.

19. Why should a child be taught to recognise the natural things about him?

20. How may he be helped to appreciate beauty?

21. Why should he begin with a first-hand knowledge of science?

22. Show that appreciation and exact knowledge each has its season.

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