14. What are the advantages of working through a considerable book? CHAPTER XXI SUGGESTIONS TOWARDS A CURRICULUM _Part II.—School-Books_ 1. Who must, in the end, decide upon the right school-books? 2. What are the relative places of lecture and book? 3. Show the danger of elaborate appliances. 4. Upon what principle should studies be co-ordinated? 5. What results of education should we look for in a young person leaving school? 6. Show that the worth of education by _things_ is now fully recognised. 7. What habit should we look for as a chief acquirement of school-life? 8. Give a rough classification of the subjects in which knowledge is due to children. 9. Show the importance of the Bible as a means of education. 10. What knowledge of history should boys and girls of twelve to fourteen have? 11. What mistake is commonly made in teaching this subject? 12. What knowledge of languages should they have? 13. What should we aim at in the early teaching of science? 14. What least amount of time in the open is a _sine quâ non_ of a living education? 15. What is the use of books in nature-teaching? 16. Name a few useful books. 17. What do you understand by ‘picture-talks’? CHAPTER XXII SUGGESTIONS TOWARDS A CURRICULUM _Part III.—The Love of Knowledge_ 1. Why does the use of books make for short hours? 2. What is the evil of a utilitarian education? 3. Distinguish between relations and interests. 4. Show that the tendency of present-day education is to depreciate knowledge. 5. Enumerate some causes of the failure of our efforts at intellectual education. 6. Show the danger, which besets teachers, of pursuing intellectual futilities. 7. By what test may we distinguish a fad from an educational method? 8. Our end is to produce an educated child. How is he to be recognised? 9. Children delight in school for many reasons. Which of these is the only abiding motive? 10. What change in our educational methods should secure the children’s educational Magna Carta? APPENDIX II SOME SPECIMENS OF EXAMINATION WORK DONE IN THE ‘PARENTS’ REVIEW’ SCHOOL, IN WHICH THE PUPILS ARE EDUCATED UPON BOOKS AND THINGS The _Parents’ Review_ School, an output of the Parents Union, was, in the first place, designed to bring home schools, taught by governesses, up to the standard of other schools. A Training College for governesses, with Practising School, etc., was established later. Children may not enter the School under six; because we think the first six years of life are wanted for physical growth and the self-education which children carry on with little ordered aid. The _Parents’ Review_ School is conducted by means of programmes of work, in five classes, sent out, term by term, to each of the home schools (and to some other schools); and the same programmes are used in the Practising School. Examination papers are set at the end of each term.