Charlotte Mason’s

Volume 2

“Parents and Children”

Study Guide

The following guide relies on the Appendix in the back of Volume 2: Parents and Children. The questions are taken directly from it and all page numbers reference the PINK/WHITE Paperback editions of Miss Mason’s books. The sections/pages to be read have been posted before the questions to help facilitate study and spaces to record your thoughts, impressions, and actions to be taken have been left in the Points to Ponder and Actions to Take sections at the end of each reading. Each week, I have tried to stay within a 10-15 pages reading frame unless there was a better break.

I strongly recommend that you look up people Miss Mason talks about as well as unfamiliar words and phrases. Understanding those has increased my ability to comprehend what she is trying to teach us.

Thanks to my fabulous friends in my virtual CM Read It All Group community. They inspire, encourage, and bless my life as I attempt to become the woman I yearn to be as we learn and grow together. Love you all!

~ Sheila Roylancehttps://mysouldothdelight.wordpress.com/

Charlotte Mason: Volume 2“Parents and Children”

Reading Schedule

Week Reading Pages1 Read Preface and Introduction2 Chapter I 1-93 Chapter II 10-184 Chapter III 19-285 Chapter IV 29-406 Chapter V 41-497 Chapter VI 50-598 Chapter VII 60-689 Chapter VIII 69-8210 Chapter IX 83-9111 Chapter X 92-10012 Chapter XI 101-11613 Chapter XII 117-12814 Chapter XIII 129-14015 Chapter XIV 141-14916 Chapter XV, Part I 150-15817 Chapter XV, Part 2 158-16718 Chapter XVI 168-17719 Chapter XVII 178-19020 Chapter XVIII 191-20321 Chapter XIX 204-21322 Chapter XX 214-22423 Chapter XXI 225-23224 Chapter XXII, Part 1 233-24225 Chapter XXII, Part 2 242-24826 Chapter XXIII 249-25627 Chapter XXIV 257-26728 XXV 268-27929 Chapter XXVI 280-290

Week 1: Read Volume 2 Preface and Introduction

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 2: Read Chapter I (pages 1-9)

CHAPTER I - THE FAMILY (see page 291)

1. How and to what did Rousseau succeed in awaking parents?2. In what respects is the family a commune?3. Why, and in what ways, must the family be social?4. Show some ways in which the family must serve poorer neighbours.5. In what way is it open to the family to serve the nation?6. What is the divine order for the family as regards other nations?7. Mention ways of securing fellowship with other nations.8. What is meant by the phrase 'the restoration of the family'?9. Add hints from your own experience on each of the points taken up in this chapter.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 3 – Read Chapter II (pages 10-18)

CHAPTER II - PARENTS AS RULERS (see pages 291-292)

1. In what respects is the family an absolute monarchy?2. Show that the rule of parents cannot be deputed.3. Give some causes which lead to the abdication of parents.4. In what does the majesty of parents consist?5. Show that children are a public trust and a divine trust.6. Define the scope and state the limitation of parental authority.7. Comment and enlarge upon any of the above points from your knowledge and experience.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 4: Read Chapter III (pages 19-28)

CHAPTER III - PARENTS AS INSPIRERS (see page 292)

Children must be born again to the Life of Intelligence

1. Explain and verify the statement that parents owe a second birth to their children.2. Show exactly how science supports this contention.3. What are the processes and methods of this second birth?4. Summarise Dr. Maudsley's views on heredity.5. Distinguish between disposition and character.6. What does Dr. Maudsley say regarding the structural effects of 'particular life experiences'?7. Enumerate the articles of the educational charter which our age may be said to have acquired.8. Make further comments on any of the above points.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 5: Read Chapter IV (pages 29-40)

CHAPTER IV - PARENTS AS INSPIRERS (see pages 292-293)

The Life of the Mind grows upon Ideas

1. Summarise the preceding chapter.2. Why are not the educational conceptions of the past necessarily valid now?3. Explain and illustrate Pestalozzi's theory.4. And Froebel's theory.5. In what way is the kindergarten a vital conception?6. But science is changing front. How does this fact affect educational thought?7. What bearing has 'heredity' upon education?8. Is education formative? Discuss the question.9. Prove that the individual is not at the mercy of empirics. Is this a gain?10. Why is 'education' an inadequate word?11. What is the force of 'bringing up'?12. Give an adequate definition, and show why it is adequate.13. Show the importance of method as a way to an end.14. Illustrate the fact that the life of the mind grows upon ideas.15. What is an idea?16. Trace the rise and progress of an idea.17. Illustrate the genesis of an idea.18. An idea may exist as an 'appetency.' Give examples.19. Show that a child draws inspiration from the casual life around him.20. Describe and illustrate the order and progress of definite ideas.21. What is the Platonic doctrine of ideas?22. Show that ideas only are important in education.23. How should the educational formula run?24. The 'infallible reason'––what is it?

Points to Ponder:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 6: Read Chapter V (pages 41-49)

CHAPTER V - PARENTS AS INSPIRERS (see pages 293-294)

The Things of the Spirit

1. Show that parents are necessarily the revealers of God to their children.2. Show that they must fortify children against doubt.3. In what three ways may this be attempted?4. Why is the first unfair?5. Show that 'evidences' are not proofs.6. How does their outlook upon current thought affect young people?7. Show that children have a right to 'freewill' in thought.8. What may be done in the way of preparation?9. In what ways should children be taught to wait upon science?10. Knowledge is progressive. How should this affect our mental attitude?11. Show that children should learn some laws of thought.12. Should look at thoughts as they come.13. Upon what does the appeal of the children rest?14. Show that children should have the thought of God as a 'hiding-place.'15. Prove and illustrate from your own experience that the mind of the child is good ground.16. Is it true that children suffer from a deep-seated discontent? If so, why? Illustrate.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 7: Read Chapter VI (pages 50-59)

CHAPTER VI - PARENTS AS INSPIRERS (see pages 294-295)

Primal Ideas derived from Parents

1. What is the chief thing we have to do in the world?2. Name two ideas of God specially fit for children.3. 'We ought to move slowly up through the human side.' Why not?4. Distinguish between logical certainty and moral right.5. How might the Crucifixion have appeared to a conscientious Jew? How, to a patriotic Jew?6. Show what primal ideas children get from their parents.7. What have you to say as to the first approaches to God made by a little child?8. Discuss the question of archaic forms in children's prayers.9. Show how fit for a child is 'the shout of a King.'10. Also the notion of the 'fight for Christ against the devil.'11. "How very hard it is to be a Christian." Is this a child's experience?

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 8: Read Chapter VII (pages 60-68)

CHAPTER VII - THE PARENT AS SCHOOLMASTER (see page 295)

1. What is a schoolmaster supposed to do for a boy?2. For what various reasons is this task left to the schoolmaster?3. With what class of children does he succeed?4. Why does not the discipline of school always affect the life?5. Discuss 'Edward Waverley' as an example of mental 'sprawling.'6. Show that we are not meant to grow up in a state of Nature.7. Prove that the first function of the parent is that of discipline.8. Show that education is a discipline.9. Distinguish between discipline and punishment.10. How are disciples lured?11. Show that discipline means steady progress on a careful plan.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 9: Read Chapter VIII (pages 69-82)

CHAPTER VIII - THE CULTURE OF CHARACTER (see pages 295-296)

Parents as Trainers

1. How far does heredity count?2. Show the value of opportunity to children.3. Describe a curious experiment in education.4. Show that character is an achievement.5. What two ways have we of preserving sanity?6. Show that the development of character is the chief work of education.7. Give some plausible reasons for doing nothing towards character training.8. How does the advance of science affect the question?9. What is a parent's duty towards a lovely family trait?10. Towards distinctive qualities?11. What are the four conditions of culture?12. Exemplify in the case of a child with an inherited turn for languages.13. Show that work and waste of brain tissue are necessary.14. Point out the danger of eccentricity.15. Name some causes of oddity in children.16. How shall we save our 'splendid failures'?

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 10: Read Chapter IX (pages 83-91)

CHAPTER IX - THE CULTURE OF CHARACTER (see page 296)

The Treatment of Defects

1. What is the ultimate object of education?2. How are parents concerned with 'the defects of their qualities' in their children?3. Give some cases of children thus 'defective.'4. Indicate the special treatment in each case.5. Show that moral ailments need prompt attention.6. Show that 'one custom overcometh another' is a gospel for parents.7. In what way is there a material register of educational efforts?8. Prove that mother-love is not sufficient in itself for child-training.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 11: Read Chapter X (pages 92-100)

CHAPTER X - BIBLE LESSONS (see page 297)

Parents as Instructors in Religion

1. Why are Sunday Schools necessary?2. Show that parents should instruct their own children in religion.3. Describe an Australian outcome of the Parents' Union.4. What is the gist of the report of the Committee on the Religious Education of the Upper and Middle Classes?5. Give a few of the reasons why parents fail to instruct their children in religion.6. Discuss the discredit thrown upon the Bible.7. Discuss, 'miracles do not happen.'8. Show that our conception of God depends upon miracles.9. Discuss miracles as contrary to natural law.10. Show how fitting are the miracles of Christ.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 12: Read Chapter XI (pages 101-116)

CHAPTER XI - FAITH AND DUTY (see pages 297-298)

Parents as Teachers of Morals

1. What does Mr. Huxley consider to be the sole practical outcome of education?2. Have we an infallible sense of 'ought'?3. Show the educational value of the Bible as a classic literature.4. How should a mother's diary be useful?5. Show the use of fairy tales in moral instruction.6. Of fables.7. Of Bible stories.8. Why should the language of the Bible be used in teaching?9. Should the stories of miracles be used in moral instruction?10. Should the whole Bible be put into the hands of a child?11. Give some moral rules to be gleaned from the Pentateuch.12. Show the value of the 'Odyssey' and the 'Iliad' in moral teaching.13. What is the initial weakness of 'secular' morality?14. What is to be said in favour of lessons on duty?15. Show the moral value of manual training.16. Show the danger of slipshod moral teaching.17. Show the importance of methodical ethical instruction.

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 13: Read Chapter XII (pages 117-128)

CHAPTER XII - FAITH AND DUTY (see pages 298-299)

Claims of Philosophy as an Instrument of Education

1. Show that English educational thought tends towards naturalism.2. What is Madame de Staël's verdict upon 'Locke'?3. Show that our educational efforts lack aim.4. That we are on the verge of chaos.5. But also on the verge of an educational revolution.6. Is our system of education to be the issue of naturalism or idealism?7. What is to be said of the ethical view of education?8. Show that no attempt has been made to unify education.9. What are the claims of philosophy as an educational agent?10. Show that a nation should be educated for its proper functions.11. How do the minor moralities become easy?12. How is a habit initiated?13. Can spirit act upon matter?14. How is the individuality of children safeguarded?

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 14: Read Chapter XIII (pages 129-140)

CHAPTER XIII - FAITH AND DUTY (see page 299)

Man lives by Faith, Godward and Manward

1. Show that 'sacred' and 'secular' is an irreligious classification.2. How is all intercourse of thought maintained?3. Why is it obvious and natural that the Father of spirits should deal with the spirits of men?4. Why is easy tolerance mischievous?5. Show that man lives by faith in his fellows and in God.6. Describe faith in God.7. Show that faith is natural.8. Is not a self-originated impulse.9. What have you to say of the worship of faith?10. How is 'righteousness' defined by the author in question?

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Week 15: Read Chapter XIV (pages 141-149)

CHAPTER XIV - THE HEROIC IMPULSE (see page 299)

Parents are concerned to give this impulse

1. Of what value is heroic poetry in education?2. Show that Beowulf is our English Ulysses.3. Show that he represents the English ideal.4. Illustrate the gentleness of our forefathers.5. Can you give any old English riddles?

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Week 16: Read Chapter XV, Part 1 (pages 150-158 to “The Law For Us”)

CHAPTER XV - IS IT POSSIBLE? (see page 300)

The Attitude of Parents towards Social Questions

1. Show that we are facing a moral crisis.2. How does this crisis show that we love our brother?3. How does the 'idol of size' affect us?4. Cui bono? Show the paralysing effect of.5. Can character be changed?6. What is the question of the age?7. What is the essential miracle?8. Why should hope fail for the vicious by inheritance?9. For the vicious by inveterate habit?10. For the vicious in thought?

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Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 7: Read Chapter XV, Part 2 (pages 158-167, from “The Law For Us”)

(These questions are found on page 300.)

11. What hope is there in the received doctrine of heredity?12. Show that education is stronger than nature.13. That there is natural preparation for salvation.14. That 'conversion' is no miracle.15. That 'conversion' is not contrary to natural law.16. That there may be many 'conversions' in a lifetime.17. Under what conditions is an idea potent?18. Show the potency and fitness of the ideas included in Christianity.19. Why is curative treatment necessary?20. Show that a strong organisation may afford relief.21. Show that work and fresh air are powerful agents.

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Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 18: Read Chapter XVI (pages 168-177)

CHAPTER XVI – DISCIPLINE (see pages 300-301)

A Consideration for Parents

1. What do people commonly mean by discipline?2. Distinguish between a method and a system.3. What is to be said for a 'wise passiveness'?4. Discuss the question of punishment by consequences.5. Show that children may rather enjoy punishment.6. Show that wrongdoing is necessarily followed by penalties.7. Is punishment reformative?8. What are the best disciplinarians?9. Comment on the mother who is 'always telling' her children to do so and so.10. Give nine practical counsels for a parent who wishes to deal seriously with a bad habit.11. How would you treat an inquisitive child, for instance?

Points to Ponder:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 19: Read Chapter XVII (pages 178-190)

CHAPTER XVII - SENSATIONS AND FEELINGS (see pages 301-302)

Sensations Educable by Parents

1. Show that 'common sense' has usually scientific opinion for its basis.2. What is the origin of sensations?3. Show that sensations should be treated as interesting on account of the thing perceived, not of the person who perceives.4. Why are object-lessons in disfavour?5. Show that a baby works at object-lessons.6. What is the effect of Nature's early teaching?7. What two points must we bear in mind in the education of the senses?8. Show that object-lessons, to be of value, should be incidental.9. What advantages has the home in this sort of teaching?10. How should children be taught care in the use of positive and comparative terms?11. How would you correct the indiscriminate use of epithets?12. How would you teach children to form judgments as to weight?13. As to size?14. To discriminate sounds?15. To discriminate odours?16. To discriminate flavours?17. Can you suggest some sensory gymnastics?18. Some sensory games?

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Week 20: Read Chapter XVIII (pages 191-203)

CHAPTER XVIII - SENSATIONS AND FEELINGS (see pages 302-303)

Feelings Educable by Parents

1. What do you understand by reflected sensations?2. Show that we have here a reason why open-air memories should be stored.3. Show that delightful memories are a source of bodily well-being.4. And of mental restoration.5. Distinguish between sensations and feelings.6. Show that feelings should be objective, not subjective.7. Show what the feelings are and are not.8. Show that every feeling has its positive and its negative mode.9. Are the feelings moral or immoral?10. Show the connection between unremembered feelings and acts.11. Certain trifling acts may be 'the best portion of a good man's life.' Why so?12. Is perception of character a feeling?13. Show its delicacy and importance.14. Show how feelings influence conduct.15. Discuss enthusiasm.16. Give the genesis of our activities.17. Show that in educating the feelings we modify the character.18. What is to be said of the sixth sense of tact?19. Why must we beware of words?20. How is a feeling communicated?21. What feelings especially differentiate persons?22. Show that to deal with the feelings of the young is a delicate task.

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Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 21: Read Chapter XIX (pages 204-213)

CHAPTER XIX - WHAT IS TRUTH? (see page 303)

Moral Discrimination required by Parents

1. Show that, as a nation, we are both losing and gaining in truthfulness.2. What two theories are held with regard to lying?3. Is lying an elemental or a secondary symptom?4. How would you treat 'pseudophobia'?5. 'The lie heroic.'6. 'Truth for friends, lies for enemies.'7. 'Lies inspired by selfishness.'8. 'The deceptions of imagination and play.'9. 'Pseudomania.'10. How must children be trained to truthfulness?

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Week 22: Read Chapter XX (pages 214-224)

CHAPTER XX - SHOW CAUSE WHY (see page 303-304)

Parents Responsible for Competitive Examinations

1. Mention some points we have gained by asking 'Why?'2. Why does Tom go to school?3. Show that the same impulse carries him through school and university.4. What is the tendency of 'grind'?5. Show that the tyranny of competitive examinations is supported by parents.6. Are examinations themselves an evil?7. Under what conditions should they be held?8. What are the primary desires?9. Are they virtuous or vicious?10. What end do they serve?11. Show that throughout the schoolboy's life one natural desire takes the place which properly belongs to another.12. Why does he no longer want to know?13. How is this a loss to the boy?14. Show that emulation is an easier spring to work than curiosity.15. Show that an examination-ridden empire would be a calamity.

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Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 23: Read Chapter XXI (pages 225-232)

CHAPTER XXI - A THEORY OF EDUCATION PROPOSED TO PARENTS (see page 304-305)

1. How far should the ideal of education be a class ideal?2. What difference is there between the children of educated and those of ignorant parents as regards vocabulary, imagination, etc.?3. When is the development of 'faculties' an important part of education, and when is it not so?4. What are the chief things the educator has to do?5. Show that it is necessary to recognise the material and spiritual principles of human nature.6. How does this lead us to recognise the supreme Educator?7. By what test may the value of studies be judged?8. Show that 'Nature' knowledge educates a child.9. What is to be said for the use of good books in education?10. Discuss the question of 'child-nature.'11. Why are we tenacious of the individuality of children?12. Why must we consider proportion in our scheme of education?13. Show that children have a right to knowledge.

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Week 24: Read Chapter XXII, Part 1 (pages 233-242 to Children Should Be)

CHAPTER XXII - A CATECHISM OF EDUCATIONAL THEORY (see page 305)

1. Show that character is an achievement.2. What gives rise to conduct?3. What means have we of modifying disposition?4. Give the history of a habit.5. How may a bad habit be corrected?6. Show that our conduct is generally directed by unconscious, or sub-conscious cerebration.7. How far do the habits of a 'well-brought-up' person make life easy for him?8. Why does the forming of a habit demand time?9. Trace the logical development of a notion.10. Show that reason is not an infallible guide to conduct.11. Show how confusion as to logical and moral right works in the history of the world.

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Week 25: Read Chapter XXII, Part 2 (pages 242-248)

(These questions are on page 305.)

12. Why, then, should a child know what he is as a human being?13. Show how far such knowledge is a safeguard.14. What is the part of the will in the reception of ideas?15. How are ideas conveyed?16. What may we believe is the part of the divine Educator in things natural and spiritual?17. What part do lessons play in education?18. What principle as regards a curriculum do we find in a child's natural aptitude for knowledge?

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Week 26: Read Chapter XXIII (pages 249-256)

CHAPTER XXIII - WHENCE AND WHITHER (see page 306)

A Question for Parents: Whence?

1. What was the leading thought about children in the past generation?2. What intellectual labour does a child go through in his first year?3. Remark on the intelligence of children.4. Show that they are highly endowed but ignorant.5. Choose between 'happy and good' and 'good and happy' as an educational maxim.6. By what test would you try various systems of education?7. Show the duty of advancing with the tide.

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Week 27: Read Chapter XXIV (pages 257-267)

CHAPTER XXIV - WHENCE AND WHITHER (see pages 306-307)

A Question for Parents: Whither?

1. How are children great?2. What is wisdom?3. Show that children grow in wisdom rather than in intelligence.4. Show that all possibilities are present in a child.5. Show that we all live for the advancement of the race.6. Show that we find our 'whence' in the potency of the child.7. Our 'whither' in the thought of the day.8. How should the thought of the day affect education with regard to science?9. With regard to art?10. With regard to books?11. How should the idea of the solidarity of the race affect education?12. How may we teach children that to serve is promotion?13. How shall we guard them from considerations of expediency?

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Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 28: Read Chapter XXV (pages 268-279)

CHAPTER XXV - THE GREAT RECOGNITION REQUIRED OF PARENTS (see page 307)

1. Show that education is not religious and secular.2. Show that knowledge, like virtue, is from above.3. Have we any authority for thinking that science, art and poetry are 'by the Spirit'?4. Have we any teaching as to the origin of the first ideas of common things?5. Show that divine teaching waits upon our co-operation.6. What manner of teaching invites and what repels divine co-operation?7. Show that this 'recognition' resolves certain discords in our lives.8. How does it safeguard us from intellectual sin?9. How does it lead to harmony in our efforts?10. Why must teaching be fresh and living?11. Why must books be living?12. Why can we not get rid of our responsibility by using some neat system?13. Why must children read the best books?

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Week 29: Read Chapter XXVI (pages 280-290)

CHAPTER XXVI - THE ETERNAL CHILD (see page 307-308)

The Highest Counsel of Perfection for Parents

1. Show that every babe bears an evangel.2. Show that a child is humble.3. That humility is not relative but absolute.4. Show that the Christian religion is objective.5. That children are objective in tendency.6. Show that our care must be to give every function an objective and not a subjective employment.7. What part should fortitude play in education?8. Show that the self-regardful child is no longer humble.9. Show that the tendencies of children may receive an altruistic or an egoistic direction.10. How does this apply to the cry––'It's not fair'?11. Show that humility is the highest counsel of perfection.

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Actions to Take:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________