CHAPTER VIII

CERTAIN RELATIONS PROPER TO A CHILD

1. How long would you give a child to initiate the range of relationships proper to him?

2. What dynamic relations should he have?

3. What power over material?

4. Show that he should have intimacy with animals.

5. What range of studies belong to the human relationships?

6. Give example of the awakening idea and its outcome.

7. Show that intelligence is limited by interests.

8. What should be the effect if children were fully realised as persons?

9. What effect has the psychology of the hour had upon the sense of duty?

10. Show that children used to get a fairly sound ethical training.

11. What is the case now?

12. Show that ‘my duty towards my neighbour’ is the only sound basis for moral relations.

13. Does the sense of what is due from us come by nature?

14. Why should a child be taught something of self-management?

15. Why should children have intimacy with persons of all classes?

16. How may their fitness as citizens be promoted?

17. What are the three great groups of relations a child has to establish?

18. Which is the most important of these?

19. Show that religious sentiments or emotions do not fulfil ‘_duty_ towards God.’

20. Distinguish between sentiment and duty.

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