PART VI

THE WILL--THE CONSCIENCE--THE DIVINE LIFE IN THE CHILD

I. THE WILL

1. How is the government of Mansoul carried on?

2. Show that the executive power is vested in the will.

3. What is the will?

4. In what respects may persons go through life without a deliberate act of will?

5. Show that character is the result of conduct regulated by will.

6. What are the three functions of the will?

7. What limitation of the will is disregarded by certain novelists?

8. Show that parents blunder into this metaphysical error.

9. Show that wilfulness indicates want of will-power.

10. What is wilfulness?

11. What are the superior and inferior functions of the will?

12. Show that the will does not always act for good.

13. Show that a disciplined will is necessary to heroic Christian character.

14. How would you distinguish between effective and non-effective persons?

15. How does the will operate?

16. Show how incentives, diversion, change of thought are severally aids to the will.

17. What should be taught to children as to the ‘way of the will’?

18. Show that power of will implies power of attention.

19. Show that habit may frustrate the will.

20. Show the necessity for the reasonable use of so effective an instrument.

21. By what line of conduct should parents strengthen the wills of their children?

22. How may children be taught to manage themselves?

23. Show that the education of the will is more important than that of the intellect.

II. CONSCIENCE

1. What are the functions of conscience?

2. What is implied in ‘I am, I ought, I can, I will’?

3. What mistake is made by the inert parent with regard to the divine grace?

4. Show that conscience is not an infallible guide.

5. How does Adam Smith illustrate the fact that conscience is a real power?

6. What do we know of conscience?

7. Distinguish between a nascent and a trained conscience.

8. Show that refinement of conscience cannot coexist with ignorance.

9. What are the processes implied in a ‘conscientious’ decision?

10. What may be said of the instructed conscience?

11. What may be expected of the good conscience of a child?

12. Show that children play with moral questions.

13. How would you impart any of the moral ideas contained in the Bible to a child?

14. Show the use of tales in the training of conscience.

15. Show the extreme ignorance of a child’s conscience.

16. How would you instruct children in the duty of ‘kindness,’ for example?

17. What is to be said of the conscience made effective by discipline?

III. THE DIVINE LIFE IN THE CHILD

1. What is the ‘very pulse of the machine’?

2. Show that parents have some power to enthrone the King.

3. Define as far as you can the functions of the soul.

4. What is the life of the soul?

5. Show by the illustration of the bee and the apple-tree what is the parent’s part in quickening the Divine life in his child.

6. Show where the similitude of the bee and the apple-tree fails.

7. By what two deterrent ideas is God most often presented to children?

8. What precautions must a mother take to secure that her children get inspiring ideas of God?

9. What considerations should help us to select the quickening thoughts proper for children?

10. How would you select fitting and vital ideas?

11. Show the danger of confounding ‘being good’ with knowing God.

12. What cautions will the mother observe as to the times and the manner of religious instruction?

13. Make some suggestions for the reading of the Bible.

14. How might a mother give her child the idea of God as Father and Giver?

15. How may children be brought up in allegiance to Christ?

16. How would you bring the thought of their Saviour home to children?

17. Show that the indwelling of Christ is a thought fit for children.

FOOTNOTES:

[46] The students in question are persons preparing to become “Qualified Members” of the Parents’ National Educational Union.

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APPENDIX C

THE EXAMINATION OF A CHILD OF SEVEN UPON A TERM’S WORK ON THE LINES INDICATED IN THIS VOLUME

CLASS 1B

_Programme of the Term’s Work, on which the Examination Questions are set_

_Bible Lessons._

_The Bible for the Young_, by Rev. J. Paterson Smyth (Sampson, Low, 1s. each); _Exodus_, Lessons i.-vii.; _St Mark’s Gospel_, i., ii., iii., iv. Teacher to prepare beforehand as much of each lesson as the children can understand, and to use the Bible passages in teaching.

_Recitations._

To recite two poems, to learn three hymns, and a passage of six verses, each, from (_a_) _Exodus_, (_b_) _St Mark’s Gospel_ (part set for Bible lessons). Longman’s _Junior Poetry Book_ (1s. 6d.) may be used, or Miss Wood’s _A First Book of Poetry_ (Macmillan, 2s. 6d.).

_Sums._

## Chapter xi., _A B C Arithmetic_ (Teacher’s Book,