7. How far should children be free to choose their friends? 8. To spend their pocket-money? 9. To form their opinions? 10. Show that spontaneity is not an indigenous wild-flower. CHAPTER V PSYCHOLOGY IN RELATION TO CURRENT THOUGHT 1. Characterise the educational thought of the eighteenth century. 2. Show that we, too, have had a period of certainty. 3. Account for the general dissatisfaction we labour under now. 4. By what tests may we discern a working psychology for our own age? 5. Illustrate the fact that the sacredness of the person is among the living thoughts of the age upon which we are being brought up. 6. On what grounds do we demand of education that it should make the most of the person? 7. How is ‘the solidarity of the race’ to be reckoned with in education? 8. Show that the best thought of any age is common thought. 9. Discuss Locke’s _States of Consciousness_. 10. Show that this theory does not provide for the evolution of the person. 11. How does modern physiological-psychology compare with Locke’s theory? 12. How does Professor James define this psychology? 13. Show that this definition makes the production of thought, etc., purely mechanical. 14. How far is this assumption ‘unjustifiable materialism’? 15. What is Professor James’ pronouncement about what is called the ‘new psychology’? 16. Illustrate the fact that a psychology which eliminates personality is dreary and devitalising. 17. By what signs may we recognise the fact when the ‘new psychology’ becomes part of our faith? 18. Show that this system is inadequate, unnecessary, and inharmonious. 19. At what point does it check the evolution of the individual? CHAPTER VI SOME EDUCATIONAL THEORIES EXAMINED 1. What do we owe to the Schools of Pestalozzi and Froebel? 2. What is the source of weakness in their conceptions? 3. Compare ‘make children happy and they will be good’ with ‘be good and you will be happy.’ 4. Show the fundamental error of regarding man merely as part of the _Cosmos_. 5. Show that the struggle for existence is a part of life even to a child. 6. That any sort of transition violates the principles of unity and continuity. 7. Why is the Herbartian theory tempting? 8. Show that this theory treats the person as an effect and not a cause. 9. Show that the functions of education are overrated by it. 10. Show that this system of psychology is not in harmony with current thought in three particulars. 11. Show that educational truth is a common possession. 12. What are the characteristics of a child who is being adequately educated? 13. What, roughly speaking, is expressed in the word _person_? 14. Show how a person is like Wordsworth’s ‘cloud.’ 15. Describe an adequate doctrine of education. 16. Show how it is in touch with the three great ideas which are now moving in men’s minds. 17. What would you say of personal influence in education? 18. What is implied in saying, _Education is the science of relations_?