WE ARE EDUCATED BY OUR INTIMACIES _Part II.—Further Affinities_ 1. What chances had Ruskin to learn the use of material? 2. What do we hear of the intimacy of either boy with natural objects? 3. Describe Ruskin’s flower studies. 4. His pebble studies. 5. Show that these became a life-shaping intimacy. 6. Upon what books did Ruskin grow up? 7. What is the first mention we get of his insatiate delight in a book? 8. What qualities in Byron delighted him? 9. Describe Wordsworth’s delight in the _Arabian Nights_. 10. What is Wordsworth’s plea for ‘romance’ in education? 11. What does he say in favour of liberty to range among books? 12. Describe his first enthralment by poetry. 13. Show that Ruskin’s historic sense appears to be always connected with places. 14. How does he betray some want of living touch with the past? 15. Show that Wordsworth, too, was aloof. 16. Show that the knowledge ‘learned in schools’ laid little hold of either boy. 17. Compare the experiences of the two boys with regard to chances of comradeship. CHAPTER XIX WE ARE EDUCATED BY OUR INTIMACIES _Part III.—Vocation_ 1. Describe Turner’s ‘call’ to Ruskin. 2. What does Ruskin consider his first sincere drawing? 3. What account does he give of his true initiation? 4. What is the first hint we get of nature as a passion? 5. How does Wordsworth trace the beginnings of this passion? 6. Describe the ‘calling’ of the poet. 7. How does Wordsworth describe the education of the little prig of his day? 8. Show that the child prig is the child who is the end and aim of his own education. 9. Mention a few of the directions in which children have affinities. 10. Show from the example of _Waverley_ the danger of a desultory education. 11. How does Mr Ruskin express that ‘the child is father to the man’? 12. Show that strenuous effort and reverence are conditions of education. 13. Show that comradeship has its duties. 14. Why should children have a steady, unruffled course of work? 15. Describe from _Brother Lawrence_ one way in which the highest relationship may be initiated. 16. What does Browning say about this relation? CHAPTER XX SUGGESTIONS TOWARDS A CURRICULUM 1. Give a short summary of the preceding chapters. 2. Comment upon the educational methods of the day. 3. What two conditions are necessary to any sound reform? 4. Why do many boys and girls leave school intellectually devitalised? 5. How does Mr Benson characterise the aims of Masters of public schools? 6. How may we characterise the minds of children? 7. Show the practical working of this view. 8. Distinguish between knowledge and information. 9. In what ways will the child show power in dealing with knowledge? 10. To what do stereotyped phrases and mangled notes in children’s work point? 11. Work out an analogy between knowledge and food. 12. Why may we call ‘mark-hunger’ a debauchery of the mind? 13. Why should not epitomes and compilations be allowed for children’s use?