4. Show that it is the autocrat who remits duties and grants indulgences. 5. How does authority behave? 6. Give half-a-dozen features by which we may distinguish the rule of authority. 7. What are the qualities proper to a ruler? 8. Distinguish between mechanical and reasonable obedience. 9. Show the use of the former. 10. Show how acts of mechanical obedience help a child to the masterly use of his body. 11. How is the man, who can make himself do what he wills, trained? 12. Why is the effort of decision the greatest effort of life? 13. Show how habit spares us much of this labour. 14. Show how the habit of obedience eases the lives of children. 15. How does authority avoid cause of offence? 16. Show that alert authority in the home is a preventive force. 17. Show how important the changing of the thoughts, diverting, is in the formation of habit. 18. Show that children, too, exercise authority. 19. What question might parents put to themselves daily as an aid to the maintenance of authority? CHAPTER III ‘MASTERLY INACTIVITY’ 1. Contrast our sense of responsibility with that held in the fifties and sixties. 2. Show that the change in our point of view indicates moral progress. 3. What kind of responsibility presses heavily at present upon thoughtful people? 4. Show that anxiety is the note of a transition stage. 5. Why does a sense of responsibility produce a fussy and restless habit? 6. Why should we do well to admit the idea of ‘masterly inactivity’ as a factor in education? 7. What four or five ideas are contained in this of ‘masterly inactivity’? 8. What is Wordsworth’s phrase? 9. What is the first element in this attitude of mind? 10. Show that good-humour is the second element. 11. That self-confidence also is necessary. 12. What may mothers learn from the fine, easy, way of some fathers? 13. Show that confidence in children, also, is an element of ‘masterly inactivity.’ 14. Why must parents and teachers be omniscient? 15. Show why ‘masterly inactivity’ is necessary to the bringing up of a child whose life is conditioned by ‘fate and free-will.’ 16. What delicate poise between fate and free-will is to be aimed at for the child? 17. Show the importance of a sound mind in a sound body to the parent. 18. What may we learn from the quality which all the early painters have bestowed upon the pattern Mother? 19. Give one or two practical hints for tired mothers. 20. Why is leisure necessary to children’s well-being? 21. What is the foundation of the ‘masterly inactivity’ we have in view? CHAPTER IV SOME OF THE RIGHTS OF CHILDREN AS PERSONS 1. Why should children be free in their play? 2. In what respect are organised games not play? 3. Why should we beware of interfering with children’s work? 4. Show that children must stand or fall by their own efforts. 5. Show the danger of a system of prodding. 6. How far may we count upon the dutifulness of boys and girls?