1. Illustrate the fact that Herbartian thought has more influence than any other on the Continent. 2. Show that we, like Herbart, discard the ‘faculties.’ 3. What does Herbart say of the pervasiveness of dominant ideas? 4. In what ways do we, too, recognise the influence of the _Zeitgeist_? 5. How does Herbart enumerate the child’s schoolmasters? 6. Show that we are one with him in realising the place of the family. 7. What does Herbart say of the child in the family? 8. Show that we, too, hold that all education springs from and rests upon our relation to Almighty God. 9. Why should we not divide education into religious and secular? 10. What doctrine of the mediæval Church do we hold with regard to ‘secular subjects’? 11. Upon what, according to Herbart, does the welfare, civilisation, and culture of a people depend? 12. Discuss the vast uncertainty that exists as to the purpose of education. 13. Shall we follow Rousseau, Basedow, Locke, Pestalozzi, Froebel, in our attempts to fix the purpose of education? 14. Show, according to Dr Rein, why not, in each case? 15. Show that Herbart’s theory is ethical, as is ours. 16. Quote this author on the obscurity of psychology. 17. But we have two luminous principles. What are they? 18. What is probably the root defect of the educational philosophy of this great thinker? CHAPTER X SOME UNCONSIDERED ASPECTS OF PHYSICAL TRAINING 1. Why does not our physical culture tend to make heroes? 2. What is the end of physical culture? 3. Show that this implies the idea of vocation. 4. What principle should check excess, whether in labour or pleasure? 5. Should parents bring up their children with rigour? Why not? 6. Write a short theme on each of the points suggested for consideration. 7. Show how large a part habit plays in physical training. 8. Prove that self-restraint is a habit. 9. Show the evil of the excessive exercises that lead to after-indulgence. 10. How may self-control in emergencies become a trained habit? 11. What have you to say of the physical signs of mental states? 12. Show that discipline must become self-discipline. 13. What is the part of parents in the holidays as regards school discipline? 14. How do ‘local habits’ point to the necessity for self-discipline in even a young child? 15. Show how alertness must be trained as a physical habit. 16. That ‘quick perception’ is less a gift than a habit. 17. Write short themes on each of the subjects here suggested for consideration. 18. Show the value of inspiring ideas in initiating habits. 19. How could you use the idea of ‘fortitude’ in education? 20. Of ‘service’? 21. Of ‘courage’? 22. Of ‘prudence’ as concerned with the _duty_ of health? 23. What is the highest impulse towards chastity we can have? 24. Write short themes on the subjects suggested. CHAPTER XI SOME UNCONSIDERED ASPECTS OF INTELLECTUAL TRAINING 1. Show that we are somewhat law-abiding in matters physical and moral.