2. That we are not so in matters intellectual. 3. What are the three ultimate facts which are not open to question? 4. Show that one or other of the three is always matter of debate. 5. What three fixed points of thought do we attain when we realise that God is, self is, and the world is? 6. Why is it necessary to recognise the limitations of reason? 7. Describe the involuntary action of reason. 8. Show, by examples, (_a_) what the function of reason is, and (_b_) what the function of reason is not. 9. Show, by examples, that wars, persecutions, and family feuds are due to the notion that, what reason demonstrates is right and true. 10. Why should a child be taught the limitations of his own reason? 11. What mistake is commonly made regarding intellect and knowledge? 12. Show that the world is educated by knowledge given ‘in repasts.’ 13. How would you characterise our own era as regards the knowledge given to us? 14. How did the mediæval Church recognise the divine origin of knowledge? 15. Why is nothing so practical as a great idea? 16. Show the importance of forming intellectual habits. 17. Show that we trust blindly to disciplinary studies for the formation of such habits. 18. Name and describe half-a-dozen intellectual habits in which a child should be trained. 19. Show that progress in the intellectual as in the Christian life depends upon meditation. 20. Show that a child must have daily sustenance of living ideas. How do we err in this respect? 21. Make some remarks upon the literature proper for children. 22. Illustrate the fact that the intellectual development of children is independent. 23. By what law do children appropriate nourishing ideas? 24. What, then, is the part of parents and teachers? 25. What failing on the part of parents is often fatal to intellectual growth? 26. Write a few remarks on each of the subjects suggested in connection with the intellectual life of children. 27. What was the educational aim of Plato? CHAPTER XII SOME UNCONSIDERED ASPECTS OF MORAL TRAINING 1. What are the three principles which underlie the educational thought proposed in these volumes? 2. What principle is universally acknowledged as the basis of moral teaching? 3. How does authority work? 4. ‘A man can but act up to his lights’—discuss this fallacy. 5. Define the limits of authority. 6. What is the consequence of arbitrary action? 7. What old contention as to the sanctions of morality is exercising men now? 8. Show that Socrates had to contend with the popular doctrine of to-day in other forms. 9. What is the necessary issue of this teaching? 10. How should children be taught that duty can exist only as that which we owe to God? 11. Show that morals do not come by nature. 12. That a certain rough and ready morality does come by heredity and environment. 13. How do we get an educated conscience? 14. Show that children are born neither moral nor immoral.