SOME UNCONSIDERED ASPECTS OF INTELLECTUAL TRAINING
1. Show that we are somewhat law-abiding in matters physical and moral.
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?