PART IV

SOME HABITS OF MIND--SOME MORAL HABITS

1. What can a knowledge of the science of education effect?

2. Show that education in habit favours an easy life.

3. Show how the mother’s labours are eased by the fact that training in habits becomes a habit.

4. Instance some habits inspired with the home atmosphere.

I. THE HABIT OF ATTENTION

1. Why is the habit of attention of supreme importance?

2. Instance minds at the mercy of associations.

3. Give instances from literature of the habit of wandering attention.

4. Where is the harm of wandering attention?

5. How may the habit of attention be cultivated in the infant?

6. How would you cultivate attention to lessons?

7. What principles should help the teacher to make lessons attractive?

8. Show the value of definite work in a given time.

9. On what principle must a time-table be drawn up?

10. What is the natural reward of attention at lessons?

11. What is to be said for and against emulation?

12. What is the risk in employing affection as a motive?

13. Show that the attractiveness of knowledge is a sufficient motive to the learner.

14. What is attention?

15. How would you induce self-compelled attention?

16. What is the secret of over-pressure?

17. How may parents be of use in the home-work of the day-school boy?

18. Describe a wholesome home-treatment for ‘mooning.’

19. What have you to say of the discipline of consequences?

20. Show that rewards and punishments should be _relative_, rather than natural, consequences of conduct.

21. Distinguish between natural and educative consequences.

II. THE HABITS OF APPLICATION, ETC.

1. How may rapid mental effort be secured?

2. How may zeal be stimulated?

III. THE HABIT OF THINKING

1. Give the example of thinking cited.

2. What operations are included in ‘thinking’?

IV. THE HABIT OF IMAGINING

1. What is the double danger of many books ministering to the sense of the incongruous?

2. Show that commonplace tales leave nothing to the imagination.

3. In what way do tales of the imagination afford children a second life?

4. Show that we can have great conceptions only as we have imagination.

5. Upon what does imagination grow?

6. What lessons should feed imagination?

7. Why?

8. Show the educative value of the right story-books.

9. How would you promote the habit of thinking?

V. THE HABIT OF REMEMBERING

1. Distinguish between remembering and recollecting.

2. Describe what is here called a ‘spurious’ memory.

3. What results from the fact that memory is a record on the brain substance?

4. Made under what conditions?

5. Show that recollection depends upon the law of association of ideas.

6. What is the condition for recollecting a course of lessons?

7. Given, what conditions, may we say there is no limit to the recording power of the brain?

8. Show that links of association are a condition of recollection. Where are these to be discovered?

VI. THE HABIT OF PERFECT EXECUTION

1. What national error hinders us from the effort to throw perfection into all we do?

2. Show the danger of the habit of turning out imperfect work.

3. How may a child be taught to execute perfectly?

VII. SOME MORAL HABITS--OBEDIENCE

1. What is the whole duty of a child?

2. What is the state opposed to obedience?

3. Show that a parent has no right to forego obedience.

4. What is the true motive for obedience?

5. Account for the fact that strictly brought up children are often failures.

6. Why may parents and teachers expect obedience?

7. How may children be brought up to ‘do as they choose’?

8. What manner of obedience is of lasting value to the child?

9. How may children be trained towards liberty?

VIII. TRUTHFULNESS, ETC.

1. What are the causes of lying?

2. Show that all kinds of lying are vicious.

3. How is it that only one kind is visited on children?

4. How would you train a child in accuracy of statement?

5. How would you deal with exaggeration?

6. With ludicrous embellishments?

7. Show that reverence, consideration, etc., claim special attention in these days.

8. Is temper born in a child?

9. Show that, not temper, but tendency is ‘born.’

10. How must parents correct such tendency?

11. Show fully the efficacy of changing the child’s thoughts.

12. Distinguish between changing a child’s thoughts and conveying to him the thought you intend him to think.

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