19. Why must teaching not be obtrusive? 20. What attitude on the teacher’s part arises from the recognition of a child as a person? CHAPTER VII AN ADEQUATE THEORY OF EDUCATION 1. Give, roughly, a definition of a human being. 2. What would you say of his capacities? 3. What of his limitations? 4. What are the two functions of a human being under education? 5. Upon what physical process does education depend? 6. What do we know, or guess, of the behaviour of ideas? 7. What appears to be the law of the generation of ideas? 8. Why do different ideas appeal to different minds? Illustrate by a figure. 9. Have we any reason for believing that an idea is able to make an impression upon matter? 10. Mention some of the reflex actions by which we respond to an idea which strikes us. 11. How does spirit correspond with spirit, human or divine? 12. Is a child born equipped with ideas? 13. What is the field open to the educationalist? 14. What may we learn from the fairly well accredited story of the ‘Child of Nuremberg’? 15. What does nature, unassisted, do for a child? 16. Show that the normal child has every power that will serve him. 17. In how far does fulness of living depend on the establishment of relations? 18. Show that in our common way of treating science, for instance, we maim a natural affinity. 19. Why should a child be taught to recognise the natural things about him? 20. How may he be helped to appreciate beauty? 21. Why should he begin with a first-hand knowledge of science? 22. Show that appreciation and exact knowledge each has its season. CHAPTER VIII CERTAIN RELATIONS PROPER TO A CHILD 1. How long would you give a child to initiate the range of relationships proper to him? 2. What dynamic relations should he have? 3. What power over material? 4. Show that he should have intimacy with animals. 5. What range of studies belong to the human relationships? 6. Give example of the awakening idea and its outcome. 7. Show that intelligence is limited by interests. 8. What should be the effect if children were fully realised as persons? 9. What effect has the psychology of the hour had upon the sense of duty? 10. Show that children used to get a fairly sound ethical training. 11. What is the case now? 12. Show that ‘my duty towards my neighbour’ is the only sound basis for moral relations. 13. Does the sense of what is due from us come by nature? 14. Why should a child be taught something of self-management? 15. Why should children have intimacy with persons of all classes? 16. How may their fitness as citizens be promoted? 17. What are the three great groups of relations a child has to establish? 18. Which is the most important of these? 19. Show that religious sentiments or emotions do not fulfil ‘_duty_ towards God.’ 20. Distinguish between sentiment and duty. CHAPTER IX A GREAT EDUCATIONALIST