10. In what way can intelligent persons be induced to visit and take interest in schools?

11. Define the word "arbitrary," as used in relation to government, and state why children must be governed on this principle?

12. In what respect should the government of a very young child differ from that of an older one? and why?

13. What should be the primary object of attention in a school? and why?

14. Mention some of the leading points to which attention must be paid in enforcing authority over numbers?

15. Why is it important to reserve extreme punishments for extraordinary occasions?

16. Define " obedience," as it is to be demanded from a child?

17. By what means may general ascendancy over the young be attained?

18. How may public opinion in a school be made to operate in favour of discipline?

19. Mention some common errors which must be avoided, in order to gain influence over the young?

20. To what cause does Salzmann attribute many of the faults of children?

21. What was Lancaster's leading principle in the government of numbers?

22. How should new scholars be treated?

23. What is to be done with the thoroughly incorrigible? 24. What reason have we for supposing that children naturally love order?

THE MONITORIAL SYSTEM.

25. Name some of the advantages which the monitorial system possesses over other plans of instruction?

26. In what respects are monitors better teachers than adults?

27. What are the views generally entertained in Germany of the monitorial system?

28. What advantages may be expected to result to the monitors themselves from being employed as teachers?

29. What are the qualities which indicate fitness to be employed in monitorial teaching?

30. How can monitors be made to feel the responsibilities of their office?

31. What course of training is best adapted to form a good set of monitors?

32. Under what circumstances must monitors, however valuable, be dismissed from their office?

THE ART OF TEACHING.

33. What do the Germans understand by the words Didaktik, Pädagogik, and Methodik?

34. What analogy subsists between the profession of teaching and that of medicine?

35. Mention some cases which lead to the conclusion that children naturally delight in the employment of the intellect? 36. State the respective views of Wood, Pillans, and Jacotot, as to the best method of teaching the alphabet? 37. How should spelling be taught?

38. Mention some rules, by attention to which the reading of children may be improved?

39. What is the great principle to be kept in mind in teaching children to read?

40. What object is to be attained, by the constant interrogation of children in relation to what they have read?

41. What is the chief use of visible illustrations?

42. Against what error is it necessary to guard the young, in all endeavours to explain that which is taught them?

43. To what extent should the practice of explaining the prefixes and affixes of words be carried?

44. What is to be understood by incidental teaching? 45. What errors are to be avoided in communicating this kind of instruction?

46. In what way should children learning to write be classed, and on what grounds?

47. Name some of the chief points to be regarded in teaching writing?

48. What great general principle must be kept in view in teaching arithmetic?

49. By what means should children first be introduced to the practice of computation?

50. In what way is it possible gradually to accustom them to abstract calculations?

51. How can you ascertain whether a child thoroughly comprehends the reasons on which an arithmetical process may be founded?

52. What is the best way of explaining to a scholar the principle on which an arithmetical rule is founded?

53. What evils arise from under-rating the difficulties of pupils?

54. By what means may rapidity be attained in arithmetical calculations?

55. State at length the method pursued at the Boroughroad in teaching English grammar, and its advantages?

56. What is the best mode of imparting instruction in geography?

57. With what parts of the world should children first be made acquainted?

58. Mention the leading features in Woodbridge's lecture on teaching geography?

59. How did Pestalozzi teach this branch of instruction? 60. To what extent may the general principles he adopted be followed out, in teaching geometry, natural philosophy, linear drawing, or history?

61. Why is it important to form good mental habits?

62. In what way may a habit of inaccuracy affect future
happiness and usefulness?

63. Define" association," and state the general principle
on which various kinds of association depend ?

64. Mention Dugald Stewart's definition of judgment or
reason?

65. Why is a man as answerable for his belief as for his
conduct?

66. What is the chief end of instruction, as imparted to the
labouring classes?

67. Why is an enlarged course of teaching safer, and
better adapted for the mass of our population, than a con-
tracted one?

68. By what rule should a teacher be guided, in selecting
the branches of knowledge which he is to impart to his pupils?
69. Mention some dangers which arise from a too ready
adoption of new methods?

70. What is the difference between a scheming mind, and
a mind fertile in expedients for attaining a given end?

71. Who was Pestalozzi, and what was the leading feature
of his system?

72. What are the leading objects proposed to be accom-
plished at Hofwyl? Who was the founder of that establish-
ment?

73. What is the peculiarity of Jacotot's system?

74. What evils arise to indolent minds from the injudicious
use of improved methods?

75. What do you understand by precocity of mind, and to
what dangers are precocious children exposed?

76. Who was Zerah Colburn? What instruction may be
gathered from his history?

77. In what way may some kinds of religious instruction
be rendered injurious to a child?

78. What results might be expected from the diligent study
of the philosophy of teaching by all classes?

REWARDS AND PUNISHMENTS.

79. Why is it dangerous to punish children for idleness?
80. Mention Dr. Bryce's sentiments in relation to this
subject?

81. Why are rewards necessary in large day-schools?

82. Define the word "emulation," and state the conflicting
opinions which are held by educators in relation to its use?

83. What is the chief object to be kept in mind in the
bestowment of a reward?

84. Why is it dangerous to allow a reward to partake of
the character of a payment?

85. What is the nature of self-complacency, and why
should it be checked in early youth?

86. In what light ought rewards to be regarded?

87. Should rewards be offered only to a few, or be made
sufficiently numerous to be brought within the reach of all?
88. What is the primary object to be secured in the inflic-
tion of punishment?

89 What circumstances should be regarded in administer-
ing it?

90. What is it that renders punishment effectual?

91. In what cases may the infliction of corporal punish-
ment be justifiable?

92. State Fellenberg's views on this subject? Mention also
the opinions of Mr. Wood and of Professor Pillans?

93. What common errors in relation to punishment ought
to be avoided?

94. State the substance of Denzel's suggestions on rewards
and punishments?

MORAL AND RELIGIOUS INFLUENCE.

95. What influence may the general diffusion of knowledge
be expected to have upon the interests of religion?

96. What results may be expected to flow from an educator
adopting false and flattering views of human nature?