14. Are children at the age of ten utterly incapable of 15. Does the practice of reasoning with children upon 16. In what respects is it important in education to lose 17. Can we discover the bent of a child's mind before 18. Can punishments be limited to the direct conse- Pages 67 to 100. 19. Would it be wise to leave a child untaught from a 20. May it be right sometimes to require memory-work 21. How early may it be wise to instruct a child in a 22. May the instruction given to children be limited to 23. Can school government be based on other founda- 24. Under home influences alone, would Rousseau's 25. How can the lessons learned upon the playground 26. What general principle as regards clothing might well as those to which his directions would be likely to lead us? 27. What argument for manual training, as a branch of school work, may be drawn from the plea for the exercise of all the senses? Pages 100 to 130. 28. How are children to be practically trained in school so as to "arm them against unforeseen accidents"? 29. Can a teacher be justified in adopting a willful de ception in order to promote in a child that acuteness of perception that will detect the deception? 30. What relation has the sense of sight to that of touch in its earliest development? 31. What is the especial great advantage in drawing from objects rather than from copy? 32. What is the argument for combining drawing from the copy with object drawing? 33. What advantages has experimental geometry, as suggested for Émile, over the geometry as com monly presented by theorem and formal demonstration? 34. When should the latter properly come in to supplement the former? 35. To what extent should the physical exercises of the schoolroom have for their purpose muscular dexterity and agility? 36. For what chief purpose are the arts of recitation and singing to be included in the training of youth? 37. From the age of five to twelve can all needed instruction be acquired through experience and the senses under any conditions that can be assumed? Pages 131 to 160. 38. Is the normal boy, at the age of twelve to fifteen, possessed of physical and mental strength relatively greater than his desires? 39. Is Rousseau right in ascribing the exception to such rule to faults in educational training? 40. In what sense is it true. that it is only necessary to know that which is useful? 41. What are the necessary objections to the doctrine that the child "is not to learn science, but to discover it "? 42. Can the child who does not read think more clearly than the child who reads ? 43. How may Rousseau's doctrine concerning the sign and the thing be best observed in modern school work? 44. What prevalent error violates his "fundamental principle" concerning the teaching of sciences? 45. What are the advantages in using simple and "homemade" apparatus rather than that which is more elaborate? Pages 161 to 191. 46. Is the stimulus of emulation necessarily harmful in dealing with children from twelve to fifteen years of age? 47. What objection is there to making the state of Robinson Crusoe the ideal state with reference to which the elements of early education are to be chosen? 48. In what manner may the instruction of children be extended from the material relations of life to the social and spiritual relations? 49. What is the most forcible argument in favor of teaching a trade to the young man whose circumstances indicate that he may never have occasion to resort to it for a livelihood? 50. Should manual training in the public schools have reference to artisan skill or to general mental development? 51. Does Rousseau's scheme give to the boy of fifteen years all of knowledge and of culture that should be acquired at that age? Pages 192 to 224. 52. How can the right self-love be kept distinct in the training of children from the evil self-love? 53. Can love of self be used as a basis of benevolence in the mind of a child? 54. How may the developing boy or girl be best guarded from the effects of evil imagination? 55. Is the thought that any given suffering may come to himself necessary to the awakening of pity for a sufferer? 56. Will all right feelings arise spontaneously in the heart of the child, or must there be direct effort to call them forth? 57. Can the author's distinction between man as individually good and man in society as evil be maintained? 58. Is history a better field for the study of human nature than is current experience? 59. How may tables be most successfully made use of in the moral instruction of youth? Pages 224 to 258. 60. How is a youth best taught to be in sympathy with humanity? 61. Should the apparent tendency of many boys to little acts of cruelty toward the lower animals be dealt with as an acquired or as a natural trait? 62. Is it possible to acquire all the good lessons of experience in social relations without any of the evil? 63. If all thought of God and of religion be kept from the child and the youth, can the man acquire a truer conception of divine things? 64. Is the young man who has been restrained through ignorance more likely to be controlled by intelli gence when the ignorance can be no longer maintained? 65. Can the "child of twelve years who knows nothing" be well instructed at the age of fifteen? 66. Is the young man at twenty likely to become more "amiable and polished" in society because of not having any early contact with social requirements and customs? 67. How much of Rousseau's scheme of education and training commends itself as practicable? 68. What would be the marked weaknesses or faults in a youth trained as this work suggests? Pages 259 to 308. 69. Is it in any sense true that while the perfect man should be active and strong, the perfect woman should be passive and weak? |