CHAPTER IX

A GREAT EDUCATIONALIST

1. Illustrate the fact that Herbartian thought has more influence than any other on the Continent.

2. Show that we, like Herbart, discard the ‘faculties.’

3. What does Herbart say of the pervasiveness of dominant ideas?

4. In what ways do we, too, recognise the influence of the _Zeitgeist_?

5. How does Herbart enumerate the child’s schoolmasters?

6. Show that we are one with him in realising the place of the family.

7. What does Herbart say of the child in the family?

8. Show that we, too, hold that all education springs from and rests upon our relation to Almighty God.

9. Why should we not divide education into religious and secular?

10. What doctrine of the mediæval Church do we hold with regard to ‘secular subjects’?

11. Upon what, according to Herbart, does the welfare, civilisation, and culture of a people depend?

12. Discuss the vast uncertainty that exists as to the purpose of education.

13. Shall 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. Show that Herbart’s theory is ethical, as is ours.

16. Quote this author on the obscurity of psychology.

17. But we have two luminous principles. What are they?

18. What is probably the root defect of the educational philosophy of this great thinker?

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