CHAPTER XII

SOME UNCONSIDERED ASPECTS OF MORAL TRAINING

1. What are the three principles which underlie the educational thought proposed in these volumes?

2. What principle is universally acknowledged as the basis of moral teaching?

3. How does authority work?

4. ‘A man can but act up to his lights’—discuss this fallacy.

5. Define the limits of authority.

6. What is the consequence of arbitrary action?

7. What old contention as to the sanctions of morality is exercising men now?

8. Show that Socrates had to contend with the popular doctrine of to-day in other forms.

9. What is the necessary issue of this teaching?

10. How should children be taught that duty can exist only as that which we owe to God?

11. Show that morals do not come by nature.

12. That a certain rough and ready morality does come by heredity and environment.

13. How do we get an educated conscience?

14. Show that children are born neither moral nor immoral.

15. Show the danger of spasmodic moral efforts.

16. Where shall we look for the basis of our moral teaching?

17. What do we owe to the poets in this regard?

18. How did the mediæval Church provide moral object lessons?

19. Illustrate our failure in this respect.

20. Why should children have the inspiration of high ideals?

21. Show the value of biography in this connection.

22. Name any virtues with which the poets inspire us.

23. Make a suggestion with regard to the culling of mottoes.

24. How may parents and teachers help children to the habit of sweet thoughts?

25. Enumerate and discuss some of the virtues which children should be trained to develop.

26. Distinguish between ‘being good’ and loving God.

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