Parents' National Educational Union.

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Mothers' Educational Course. (Three Years). 1920

First Year.

First Year is in progress.

Mothers' Educational Course. (Three Years). 1920

Second Year.

I.--Divinity.

To help Mothers to give such teaching as should confirm their children in the Christian Religion.

1. The Apostles' Creed. The Historic Faith, by Bishop Westcott (Macmillan, 4/6).
2. David. Solomon. The Prophets.
      a, As arranged in Clews to Holy Writ (Holder & Stoughton, 1/6). Read the passages in the Bible.
      b, Prophets and Kings, by F.D. Maurice (Macmillan, 2/8).
      c, The Dawn of Revelation, by Miss M. Bramston (Simpkin & Co., 5/-).
3. Illustrations of period.
      a, The Times of Isaiah, by Prof. Sayce, 1/6.
      b, Assyria, by Prof. Sayce, 1/6.
      c, Babylonian Life and History, by E.A. Wallis Budge, 1/6. (All, R.T.S.)
4. Practical Teaching of Religion.
      a, Chapters on religious teaching in Home Education, Parents and Children, Ourselves, our Souls and Bodies, by C.M. Mason (Kegan Paul, 3/6 each).
      b, The Natural Religion, by the Rev. V. Staley (Mowbray & Co., 1/-).
      c, How to use the Prayer book* (optional), by Mrs. Romanes (Longmans, 2/-).
      d, Pastor Pastorum, by Rev. H. Latham, (Bell, 4/11).
For reference: Helps to the Study of the Bible (Oxford Press, from 1/-).
*Good but not evangelical.

II.--Physiology and Health.

To give the knowledge necessary for the care and development of children in sickness and health.

1. The organs of the body and their functions.
      a, Lessons in Elementary Physiology, by Professor Huxley (Macmillan, 3/5), chapters i.-vi.
      b, The Little Red Mannikin, by Owen Lankester (Allman, 2/-).
2. Laws of health and care of the sick.
      a, Lectures on Nursing, by E.C. Lückes (Kegan Paul and Co., 3/9).
      b, The Preservation of Health, by Clement Dukes, M.D. (Longmans, 5/-).

III.--Mental and Moral Science and Education.

To show the principles of Education and Methods based on these principles.

1. MENTAL PHYSIOLOGY.
      a, Parents and Children, by C.M. Mason (Kegan Paul & Co., 3/6).
      b, Carpenter's Mental Physiology, Book I. (Kegan Paul & Co., (9/-).
      c, The Education of the Central Nervous System (Halleck), lectures vi.-xii. (Macmillan, 5/-).

2. ETHICS.
      a, Parents and Children and Ourselves, Our Souls and Bodies.
      b, The Making of Character, by J. MacCunn (Cambridge University Press, (1/11).
      c, A Survey of English Ethics, (Lecky), edited by W.A. Hirst (Longmans, 2/8).

3. EDUCATION, THEORY OF.
      a, Parents and Children.
      b, Emile, edited by Jules Steeg (Heath & Co., 1/6).
      c, Quick's Educational Reformers (Longmans, 2/8).
      d, Four Socratic Dialogues (Oxford Press, 3/6).

4. EDUCATION. TEACHING.
      a, The Herbartian Psychology applies to Education, by J. Adams (Isbister, 2/8).
      b, The Training of Teachers, by Professor Laurie (Cambridge Press, 4/6).
      c, Essays in Practical Education, by C.M. Mason (Kegan Paul, 3/6).

IV.--Nature-Lore and the Elements of Science.

To enable Mothers to awaken their Children's interest in Nature and to give them their first ideas.

1. Elements of Botany. Flowers, Fruits, and Leaves, by Sir J. Lubbock (Macmillan, 3/5).
2. The Year's Wild Flowers (of the neighborhood), mounted and described. John's Field Flowers (S.P.C.K., 5/8), or Ann Pratt's Wild Flowers (S.P.C.K., 2 vols., 6/- each).
3. The Year's Birds described. A Year with the Birds, by Ward Fowler (Macmillan, 2/6). John's British Birds and their Haunts (S.P.C.K., 3/9).
4. A Text-book of Geology, by W.J. Harrison (Black, 2/-).
5. Elementary Lessons in Astronomy, by Lockyer (Macmillan, 4/2).
6. House, Field and Garden, by L.C. Miall (Arnold, 4/6).

N.B.--The use of the test questions in the "Home Education" Series will show the student what portions of each volume it is necessary to re-read.

The work of the second year is less elementary and more difficult than that of the first. It fairly covers the principles of, and suggests good methods for, the physical, moral, mental, and religious training of children; and includes the knowledge necessary to give children their first inspiring ideas about the natural world. Every word in each of the books set is not offered to students as the teaching of the P.N.E.U. Some degree of sifting and personal selection is required.
Much of the matter is familiar; but it is one thing to read a work carelessly, and quite another to study it definitely with a view to examination.
The year's work may be done by reading at the rate of about 100 pages a week for ten months. The order of this reading is left to the student.
The examinations will fall twice a year--the first week in June and the first week in December; when examination papers will be sent to the students.
An examination can always be postponed by writing to the Secretary, House of Education Ambleside, at least a week before the months of June and December.
The final examination of Human Physiology and Hygiene will be for the diploma of the National Health Society.
Fee. Entrance Fee, a guinea.
The first half of each of the works set for study will be examined upon in the first examination, except in the case of the "Home Education" Series.
The volumes of the "Home Education" Series have been specially prepared to embody the distinctive teaching of the P.N.E.U.; therefore a large number of questions will be set upon those volumes in each examination of the course: the chapters bearing on each of the subjects indicated in each syllabus must be prepared.

P.N.E.U. READING COURSE.
"The attention of the members is called to the New Course of Reading, which is free to all members of the Union. It is confined to the distinctive teaching of the Union, and therefore to the volumes of the "Home Education" Series, the contents of which have been specially prepared from time to time for the use of the Parents' National Educational Union. The method of these volumes is a progressive amplification of the principles of the Union. It is, therefore, desirable that the books should be studied in numerical order.* Each volume will be furnished with a full table of contents and with numerous questions which should aid the reader in self-examination. On application to the Office a form may be had which runs as follows:--
'I have read the following volumes . . . . of the Home Education Series, and am satisfied of my mastery of the principles advanced in them by my ability to answer fully and exactly the questions appended to each.'
(Signed)
This form should be returned to the Office, and the reader would then be entered on the list of 'qualified members' of the P.N.E.U." (See P.N.E.U. Leaflet).
Members of the M.E.C. who satisfy the above conditions should write to the Secretary for the form for "qualified members."
Many of the books mentioned in this Programme can be borrowed from the P.N.E.U. Library, 26 Victoria Street, London, S.W., but as books are chosen which should be a possession to mothers it is very much better to buy the books. The student is free to underline, make marginal notes, etc., in her own books as she could not do in borrowed volumes.
The books mentioned can all be obtained, at the prices quoted, from G.J. Glaisher, 58, High St., Notting Hill Gate, London, W.
*1. Home Education. 2. Parents and Children. 3. School Education. 4. Essays in Practical Education. 5. Ourselves, Our Souls and Bodies. Published by Kegan Paul & Co., price 3s. 6d. each.

Typed by Nicole Robinson, Sept. 2023, Proofread by LNL, Sept. 2023

Mothers' Educational Course. (Three Years). 1920

Third Year.

I.--Divinity.

To help Mothers to give such teaching as should confirm their children in the Christian Religion.
1. The Bible. The Gospel of the Resurrection, by Bishop Westcott (Macmillan, 4/6).
2. From Jeremiah to the time of Christ. The Psalms. This part of the Bible, to be read with Clews to Holy Writ, by M. Petrie (Holder & Stoughton, 1/6).
3. Illustrations of the period. Egypt and Syria, by J.W. Dawson; Assyria, by Professor Sayce; Babylonian Life and History, by E.A. Wallis Budge. (All, R.T.S., 1/6 each), or, better than these three, Light from the East, or the Witness of the Monuments, by the Rev. C.N. Ball (Eyre & Spottiswoode, 9/1).
4. The Gospel of S. John, by Bishop Westcott (Murray, 7/11).
5. (a) The Sunrise of Revelation, by Miss M. Bramston (Murray, 5/-); (b) Religious Teaching in Secondary Schools, by G.C. Bell (Macmillan, 2/8); (c) An Elementary Introduction to the Book of Common Prayer, by Maclear and Procter (Macmillan, 1/11); (d) A First Class-Book of the Catechism (Macmillan, 6d.). (c and d optional.)

II.--Physiology and Health.

To give the knowledge necessary for the care and development of children in sickness and health.

1. The Brain and Nervous System. Chapters on these subjects in Mental Physiology, by Dr. Carpenter; Lessons in Elementary Physiology, by Professor Huxley (Macmillan, 3/5), chapters vii.-xii.
2. The Laws of Health. Sanitary Work, by C. Slagg (Crosby & Lockwood, 2/6).
3. Health in Schools, by Clement Dukes, M.D. (6/9).

III.--Mental and Moral Science and Education.

To show the principles of Education and methods based on these principles.

1. MENTAL PHYSIOLOGY.
      a, Chapters in the "Home Education" Series.
      b, Mental Physiology, by Dr. Carpenter (Kegan Paul & Co., 9/-), Book II.
      c, Thompson's Laws of Thought (Longmans), (omitting chapters on Logic).

2. ETHICS.
      a, Chapters in the "Home Education" Series.
      b, Moral Instruction of Children, by Felix Adler (Arnold, 4/6). (See Review in Parents and Children).
      c, Pastor Agnorum, by Canon I.H. Skrine (Longmans, 3/9).
      d, Plato's Republic, edited by Lewis Campbell (Murray, 1/6).
      e, Coleridge's The Friend (Bell, 3/6).
      f, Ourselves, our Souls and Bodies, Part II.

3. EDUCATION, THEORY OF.
      a, Chapters in the "Home Education" Series.
      b, Education from a National Standpoint, by A. Fouillée, translated by Greenstreet (Arnold, 7/6).
      c, Educational Theories, by O. Browning) Kegan Paul, 2/8).

4. EDUCATION. TEACHING.
      a, Chapters in the "Home Education" Series.
      b Physiography, by Professor Huxley (Macmillan, 4/6).
      c, Laws of Everyday Life, by H.O. Arnold Forster (Cassell, 1/2).
      d, Vittorino da Feltre, by W.H. Woodward (Cambridge Press, 4/6).

IV.--Nature-Lore and the Elements of Science.

To enable Mothers to awaken their Children's interest in Nature and to give them their first ideas.

1. Elements of Botany. Chapters on Modern Botany, by Professor P. Geddes (University Manual, 2/8).
2. Objects of the Seashore. The Seashore, by Furneaux (Longmans, 6/-).
3. The Study of Animal Life, by Professor J.A. Thomson (University Extension Manual, 3/9).
4. Geikie's Outlines of Field Geology (Macmillan, 2/8).
5. The Story of the Heavens, by Sir R. Ball (Cassell & Co., 7/11).

N.B.--The use of the test questions in the "Home Education" Series will show the student what portions of each volume it is necessary to re-read.

The work for the third year is in advance of that of the second.
The final examinations will touch the principles gathered throughout the course, but will cover the text books of only the final year's study.
The "Nature Lore" for the third year's course is intended to put Mothers in touch with the thought of the day.
Much of the matter is familiar; but it is one thing to read a work carelessly, and quite another to study it definitely with a view to examination.
The year's work may be done by reading at the rate of about 100 pages a week for ten months. The order of this reading is left to the student.
The examinations will fall twice a year--the first week in June and the first week in December; when examination papers will be sent to the students.
An examination can always be postponed by writing to the Secretary, House of Education Ambleside, at least a week before the months of June and December.
The final examination of Human Physiology and Hygiene will be for the diploma of the National Health Society.
Fee. Entrance Fee, a guinea.
The first half of each of the works set for study will be examined upon in the first examination, except in the case of the "Home Education" Series.
The volumes of the "Home Education" Series have been specially prepared to embody the distinctive teaching of the P.N.E.U.; therefore a large number of questions will be set upon those volumes in each examination of the course: the chapters bearing on each of the subjects indicated in each syllabus must be prepared.

P.N.E.U. READING COURSE.
"The attention of the members is called to the New Course of Reading, which is free to all members of the Union. It is confined to the distinctive teaching of the Union, and therefore to the volumes of the "Home Education" Series, the contents of which have been specially prepared from time to time for the use of the Parents' National Educational Union. The method of these volumes is a progressive amplification of the principles of the Union. It is, therefore, desirable that the books should be studied in numerical order.* Each volume will be furnished with a full table of contents and with numerous questions which should aid the reader in self-examination. On application to the Office a form may be had which runs as follows:--
'I have read the following volumes . . . . of the Home Education Series, and am satisfied of my mastery of the principles advanced in them by my ability to answer fully and exactly the questions appended to each.'
(Signed)
This form should be returned to the Office, and the reader would then be entered on the list of 'qualified members' of the P.N.E.U." (See P.N.E.U. Leaflet).
Members of the M.E.C. who satisfy the above conditions should write to the Secretary for the form for "qualified members."
Many of the books mentioned in this Programme can be borrowed from the P.N.E.U. Library, 26, Victoria Street, London, S.W., but as books are chosen which should be a possession to mothers it is very much better to buy the books. The student is free to underline, make marginal notes, etc., in her own books as she could not do in borrowed volumes.
The books mentioned can all be obtained, at the prices quoted, from G.J. Glaisher, 58, High St., Notting Hill Gate, London, W.
*1. Home Education. 2. Parents and Children. 3. School Education. 4. Essays in Practical Education. 5. Ourselves, Our Souls and Bodies. Published by Kegan Paul & Co., price 3s. 6d. each.

Typed by Nicole Robinson, Sept. 2023., Proofread by LNL, Sept. 2023

Mothers' Educational Course. (Three Years). 1920

First Year

INSTRUCTIONS.:
1. No Text-book to be opened between the receipt of the questions and the posting of the papers.
2. There are no restrictions as to times of working.
3. It is desirable that the papers be posted on the 16th inst.
4. Not less than three nor more than six questions must be taken in any one subject.
-----

I.--Divinity.

1. What difficulties present themselves in Natural Theology, and how should a Christian meet them?

2. By what general training and positive teaching would you fortify a child against the assaults of scepticism?

3. What salient doctrines of Christian truth do you consider it most fitting to present to children? Why? How would you deal with each?

4. Trace the development of God's revelation of Himself from the time of Abraham to that of Moses.

5. Mention twelve incidents or sayings in the Gospel of S. Luke which you consider most fitted to sustain the Divine Life in the child. Show the parents' possibilities and limitations with regard to this Divine Life.

6. Would you present the results of modern research as proving the truth of the Bible? Why not? Give a brief summary of the most remarkable monumental illustrations of Scripture history.

II.--Physiology and Health.

1. Show why no clothing is either warm or cool in itself. Describe in detail what you consider the best clothing for a boy or girl of eight, showing the principles on which you select each article.

2. Describe the structure and functions of the skin? Why are extensive scalds fatal? Give practical directions for the care of the skin.

3. Give practical instructions for the (artificial) feeding and clothing of a child of three and eight months. Give the physiological reasons.

4. Write clear directions for the management of a sick room,--(a) in case of infectious, (b) in case of non-infectious disorders: with your reasons.

5. Is it a certain gain for a child of five or six to do no lessons? Give physiological reasons for your answer.

III.--Mental and Moral Science and Education.

1. Give Richter's theories as to the education of girls.

2. From what causes does untruthfulness commonly arise? How would you train children in the habit of truthfulness?

3. Show how the action of immaterial thought on the material brain is the key to Habit. What part does the formation of habits play in education?

4. Show the importance of the initial idea in both moral and intellectual education.

5. Give suggestions for the teaching of (a) History, (b) French, (c) Modelling in Clay, (d) Needlework.

6. How would you train a child in reverence, endurance, kindness to animals, self-control, and attention?

7. Sketch briefly (a) The sum of what a child is as a human being, (b) What he has become through "heredity," (c) What parents may reasonably expect to effect by education. Give illustrations from your own family.

8. Gauge so far as you can the development of each of your children in all directions during the past year. Note any important observation you may have made as to the development of conscience, reasoning power, &c., in any one of them.

IV.--Nature-Lore and the Elements of Science.

1. Describe with diagrams the processes of germination in the two classes of flowering plants.

2. What do you mean by respiration, transpiration, fertilization? Describe each in a simple talk with children.

3. What are the wild flowers of April and of July? What botanical "talks" would you have with the children about and upon each of these.

4. What are the characters of Primulaceae, Geraniaceae, Ericaceae, Caprifoliaceae? What plants of each of these orders would you introduce to the children? Write out a talk upon one of them.

5. To which of the constellations would you introduce children? Give a diagram of the figure of each.

6. Show how you would teach children to distinguish between a star and a planet. What would you tell them about (a) The Sun, (b) The Milky Way, (c) Jupiter, (d) A Comet?

7. Name and describe the wild birds of your neighbourhood. Write out a "talk" upon the haunts, habits, and song of two of these.

8. Give the characteristics of insects and spiders. Write out talks upon the dog, the caterpillar, the oyster, and the earth-worm.

9. How would you tell a child the geological history of your own neighbourhood?

Mothers' Educational Course. (Three Years). 1920

First Year.

INSTRUCTIONS.:
1. No Text-book to be opened between the receipt of the questions and the posting of the papers.
2. There are no restrictions as to times of working.
3. It is desirable that the papers be posted on the 16th inst.
4. Not less than three nor more than six questions must be taken in any one subject.
-----

I.--Divinity.

1. Show how (a) Abraham, (b) Jacob, (c) Moses, (d) Gideon, (e) David, were trained for the part they had to play. Give other historical examples (not from the Bible) of the effect of early training.

2. Write such a paraphrase of the Lord's Prayer as will show how you would present the ideas to children.

3. What teaching would you give children as to idolatry? On what grounds would you enforce the duty of missionary effort?

4. Show how Christ's sacrifice is an atonement for us. How would you present this thought to children? Show the danger of a mere verbal acquiescence.

5. "They know not what they do." Show the force of this extenuation. How should it influence us in the teaching of children?

6. "God the Holy Spirit is Himself the Supreme Educator of Mankind." How? Describe fully the part of a parent in view of this great recognition.

7. Give the history of the Moabite Stone as you would tell it to children. What light has been thrown on the empire of the Hittites? Trace the probable effect on a child of such illumination of Bible names by modern research.

8. What duty is implied by the word "calling" as applied to a man's occupation?

II.--Physiology and Health.

1. Give some account of the anatomy of the brain, with diagrams. How would you distinguish between the cerebro-spinal and the sympathetic systems?

2. Describe the organs of touch, taste, and smell.

3. Show in what ways dress may oppress, depress, and compress, with diagrams. Sketch out clothing for a girl and boy of ten, and for a young woman.

4. Describe the various artificial lights, and state which you prefer.

5. State broadly the principles of ventilation. Is a room ventilated with windows open top and bottom?

III.--Mental and Moral Science and Education.

1. How would you teach chronology to children? Sketch a chart.

2. On what lines would you choose poetry for children? Give your reasons: give lists of poems for children of 6, 10, and 13, to contain 12 in each list.

3. Give the rational of Habit.

4. What do you understand by "attention"? How would you train a child in the habit?

5. Give an outline of "P.N.E.U. Philosophy."

6. What do you consider the crux of modern thought? Show how "our" definitions of the functions of education meets the difficulty.

7. How would you attempt to cure a child of dawdling, sulking, of passionate temper, and of untruthfulness?

8. What is the duty of a parent who finds any distinguishing quality in his child?

9. Write a brief summary of the notes you have made during the past six months as to the training or progress of your children in character or studies; with any hints you may think useful to others.

IV.--Nature Lore and the Elements of Science.

1. Describe and illustrate the process of fertilization.

2. What new British plants have you become acquainted with this year? Give botanical descriptions of three.

3. Describe the movements of plants. What purposes do they effect?

4. What mono-ctyledonous plants should your children have in their botanical garden? Why?

5. Explain the barometer as to a child.

6. How do you account for crystal formations? What crystals should children be encouraged to collect?

7. Give some account of Saturn, Uranus, Neptune, and Jupiter.

8. Which of these planets have lately been conspicuous? When?

9. Name the principal stars in Auriga, Lyra, Ursa Major, Leo, and Cancer.

Mothers' Educational Course. (Three Years). 1920

Second Year.

INSTRUCTIONS.:
1. No Text-book to be opened between the receipt of the questions and the posting of the papers.
2. There are no restrictions as to times of working.
3. It is desirable that the papers be posted on the 16th inst.
4. Not less than three nor more than six questions must be taken in any one subject.
-----

I.--Divinity.

1. Enumerate the poetic works of King David. Characterise his poetry and show in what way and in what directions it may be used to give impulse to a child's life.

2. Compare the creed of David with that expressed in "The Apostles' Creed." Show how far the evolution of the historic faith had taken place in David's time.

3. What thoughts for their own guidance would you impress on children in connection with the fulness of the faith which is given us to hold?

4. Write short notes of such courses of lessons on "David" and "Solomon" as should help to prepare a boy for the temptations and opportunities of school life.

5. Give an outline of the argument of The Historic Faith. Write down any six ideas, contained in the earlier part of the work, which seem to you to be inspiring in the training of children.

6. Give the geographical outlines of Solomon's empire. Give six Bible facts showing its advanced civilization, and as many collected from other sources.

7. What parables would you first teach children? How far would you explain these?

8. Comment upon our Lord's method of training His disciples.

9. Give an outline of the Messianic teaching in the Psalms of David. How would you bring this before Vhildren?

II.--Physiology and Health.

1. Account for the fatigue experienced in shopping or in an exhibition room. What light should this throw on our treatment of children? Comment on the hurried breathing and beating heart which follow muscular exercise.

2. To what evils are sedentary persons subject? Give and comment upon four rules for muscular exercise.

3. Under what heads may "treatment" be considered? Show how the nurse may further the "rest" treatment in case of (a) a nervous shock, (b) a muscular strain.

4. What are the uses of ice in nursing? Give full rules for its use.

5. Describe any symptoms of congestion of the brain which should make a mother send for medical advice.

6. Discuss the value of our ordinary food stuffs.

III.--Mental and Moral Science and Education.

1. "Thought rules the world." How does Dr. Carpenter support this aphorism?

2. How does Dr. Carpenter arrive (in his preface) at the conclusion that we have real power over the formation of our own character? Show how important it is, in bringing up children, to have right ideas on this subject.

3. Give illustrations (a) of volitional and automatic activity of body, (b) of automatic activity of mind.

4. Explain the relation of the cerebrum to the sensorium.

5. What is attention? Show its importance. How may Attention be educated?

6. Distinguish between sensations and feelings and show how these are educable.

7. "Manners makyth man." What definite training in manners would you give a child? And on what principles would you base this training?

8. Discuss the discipline of consequences, as applied e.g. to the child who does not choose to learn.

10. Describe a first course in French, Reading, and Arithmetic.

IV.--Nature Lore and the Elements of Science.

1. What British fruits have you become acquainted with for the first time this year? Give a botanical description of three.

2. What uses do the colours and odours of plants possibly serve in the general economy?

3. Describe and illustrate the processes of germination.

4. Give a list of birds which have been specially under your notice this year, with any points you have yourself observed.

5. Give some account of the geological stratification of your own neighbourhood.

6. Draw a sketch of the evening sky as you last observed it, marking such heavenly objects as you have pointed out to your children.

7. Write the substance of such talk with the children about heavenly objects as would be suitable on the 15th or 16th of November.

Mothers' Educational Course. (Three Years). 1920

Second Year.

INSTRUCTIONS.:
1. No Text-book to be opened between the receipt of the questions and the posting of the papers.
2. There are no restrictions as to times of working.
3. It is desirable that the papers be posted on the 16th inst.
4. Not less than three nor more than six questions must be taken in any one subject.
-----

I.--Divinity.

1. Analyze the elements of danger to the "Historic Faith" in current thought so far as you would bring these before candidates for confirmation.

2. Would you condemn or justify David's conduct with regard to (a) Saul, (b) Achish, (c) Shimei? Treat the subject as a lesson for children.

3. What does Isaiah mean by--
      a, "The crown of pride."
      b, "The valley of vision."
      c, "The wrath of God's anger."
      d, "The land of the rustling of wings."
      e, "The wilderness of the sea."
      f, "The isles of the sea."

4. Show that Solomon represents some aspects of nineteenth century thought. Write such a study of his character as you would bring before schoolboys, say, in vacation.

5. Give instances showing how far the Book of Isaiah is illustrated by modern research. Show what use you would make of such research in teaching children/

6. In what ways would the Zeitgeist affect our religious teaching? How would you deal with current thought in the treatment of difficult questions?

7. Note half-a-dozen points in the "Schooling" of the Apostles.

II.--Physiology and Health.

1. Explain in detail the effects of muscular exercise. Show the risk of excessive athletics.

2. Write laws for the exercise of the brain. Describe and illustrate the effects of mental inactivity.

3. Describe the influence of the ganglionic nervous system.

4. Show the respective values of cold and heat as remedial agents.

5. What special instructions would you give for nursing children as distinguished from adults?

6. What facial symptoms accompany--
      a, Pain in the head?
      b, Pain in the chest?
      c, Pain in the abdomen?
What information may you gather from the cry of a sick child?

7. Give hints for the treatment of slight ailments of the eye common to children.

8. Discuss the minor ailments of children and the proper treatment for them.

III.--Mental and Moral Science and Education.

1. Explain and illustrate the aphorism "The eye sees what it brings the power to see." What is the educational inference?

2. Show that even duty is a relative term. What duty does this lay upon parents?

3. Enumerate and illustrate the laws of thought which govern the succession of ideas. How would you act upon any of these in teaching--Geography, Reading, French?

4. Give an instance from your own experience of automatic mental activity. This is the chief fact that the educator has to deal with; show how.

5. The question of the "Divining Rod" is on the tapis. Show how you would discuss it with children in such wise as to give a clue to other marvels and mysteries.

6. "Let dogs delight to bark and bite." Write out a talk with the children on self-determining power upon this text.

7. Show in detail how you would deal with a fault of disposition, as sullenness.

8. Discuss the 'how,' the 'why,' and the 'what' in the teaching of geography.

9. Compare and contrast the influence of Hobbes, Kant, and Hegel. Show the danger of modern ethical teaching.

10. Discuss the value of analysis and combination in teaching. To whom do we owe the idea of combining Geography and History?

11. "Piety Is what pleases the gods." Show how the First Dialogue exposes the fallacies upon which men become "cranks."

IV.--Nature Lore and the Elements of Science.

1. Pick a Wallflower and explain to the child at your side its full uses in the economy of nature.

2. Sketch the leaf-pads of half a dozen forest trees. How would you talk about these to children.

3. Which of the Umbelliferae have you met with this year? what are the characteristics of the tribe and how do you distinguish its members.

4. What do you understand by cleavage? Explain as to children.

5. Write a list of ten important minerals, not metals. By what signs should a child distinguish each of these when he sees it?

6. What is light? Explain reflection and refraction as to a child. Write notes of a lesson on the telescope and the spectroscope.

7. Which of the birds described by Mr. Ward Fowler have you made acquaintance this year? What have you observed?

Mothers' Educational Course. (Three Years). 1920

Third Year.

INSTRUCTIONS.:
1. No Text-book to be opened between the receipt of the questions and the posting of the papers.
2. There are no restrictions as to times of working.
3. It is desirable that the papers be posted on the 16th inst.
4. Not less than three nor more than six questions must be taken in any one subject.
-----

I.--Divinity.

1. Trace briefly the history of the Bible to the close of the canonical books.

2. Show the part that Christianity played in the history of Evolution to the end of the 12th century.

3. Which are the so-called Messianic Psalms? What special value have these psalms in Gospel teaching? Instance any psalms which are distinctly historical.

4. What allusions have we (in the period studied) to Assyria, Ninevah, Chaldea, Babylon, Persia, Egypt, Syria? What light is thrown upon any of these biblical allusions by modern research?

5. What points in the character of S. Matthew would you bring before children? What records are peculiar to this Gospel?

6. In what connection is each of the following phrases used--
      a, "Suffer it to be so now."
      b, "O ye of little faith."
      c, "I will have mercy and not sacrifice."
      d, "The blind receive their sight."
      e, "He that is not with Me is against Me."
Write notes of a lesson for a girl or boy preparing for Confirmatio upon one of these passages (in extenso).

7. "Give us this day our daily bread." What teaching would you give on this petition, (a), to children of five, (b), of fifteen?

8. From the direct prophecies in the Old Testament describe the Messiah's character, offices, and life. Work this teaching into a Bible lesson which shall help children to realize the Person of our Lord.

II.--Physiology and Health.

1. Show with illustrations the connection between nervous activity and blood supply.

2. What do you understand by reflex action? Give examples. Show how this principle may be utilized in Education.

3. Describe with illustrations the elementary structure of the nervous system.

4. "Whwn all the mental powers are duly and regularly exercised the brain receives a due supply of blood." How does this bear upon--
      a, Precocious children,
      b, Mental labour in old age,
      c, Excessive study?

5. Describe fully, with illustrations, disconnecting traps. What are the advantages of a pan closet? Describe the "Wash-out" basin.

6. "The four letters, C, O, H, N, represent the four leading elements in all four varieties of food." Explain and illustrate.

7. Give advice about the care of the ears, teeth, and hair in children. Give directions for children's baths.

8. Make out dietary for a family for a fortnight, meeting all the requirements of a well-nourished body and brain, especially that of variety. Show what principles guide you in the construction of this table.

III.--Mental and Moral Science and Education.

1. Give the physiological history of an Idea that becomes a ruling principle. Classify those ideas which you would place before children and give suggestions and cautions as to method.

2. Discuss and illustrate the automatic nature of memory. Show how it may be cultivated. How may this automatic character of memory be utilized by the Educator?

3. What is common sense? What is the duty of the Educator with regard to this universal endowment.

4. How far is imagination under control and how far capable of culture? Show the value of imagination as a moral agent. Give illustrations.

5. Discuss Mr. Adler's Primary Course--Fairy Tales, Fables, the Odyssey, and the Iliad. Show the inherent weakness of the whole treatise in not recognising a law, an authority and a revelation external to man.

6. Write as fully as you can the three admirable counsels on story-telling. Show that Mr. Adler's principles of selection tend to a hot-house development.

7. Characterize this author's treatment of Bible stories and compare with the Bible narratives.

8. What does M. Fouillée consider to be the faults in our teaching of science and of modern languages? What reforms does he propose?

9. Write notes of a lesson on rain and dew for children of ten.

10. Show fully the Philosophic character of M. Gouin's method of teaching languages.

IV.--Nature-Lore and the Elements of Science.

1. Describe the minute structure and movements of pitcher plants. Give the morphology of the pitcher and other insectivorous plants.

2. Name, classify, and give the habitat of a dozen species of mosses, seaweeds, and fungi that you have met with during the year.

3. Make out a table showing some seven characteristics of animals, ditto of plants, with exceptions in both cases.

4. Give some examples of the hunting, shepherding, storing, and home-making instincts of animals. Illustrate from your own observation.

5. Give some droll examples of shifts for a living. Give instances of the kind that fall within your own experience.

6. Give three talks with your children based upon your astronomical work for the Session.

7. State briefly, with diagrams, the knowledge you would impart to children to prepare them for their first essays in geological field-work.

8. Write, as for a child of ten, the story of--
      a, "A piece of chalk."
      b, "A flint pebble."
      c, "A tray of sand."

Mothers' Educational Course. (Three Years). 1920

Third Year.

FINAL EXAMINATION.
(Entirely practical and covering the Three Years' Course.)

INSTRUCTIONS.:
1. No Text-book to be opened between the receipt of the questions and the posting of the papers.
2. There are no restrictions as to times of working.
3. It is desirable that the papers be posted on the 16th inst.
4. Not less than three nor more than six questions must be taken in any one subject.
-----

I.--Divinity.

1. "Suppose ye that I am come to bring peace on the earth. I tell you nay, but rather division." Explain this. Illustrate it from everyday life as for a boy or girl of twelve.

2. Give a brief review of the life and success of our Lord as it might have appeared, on the eve of the Lord's Supper, from a worldly point of view.

3. Continue the subject by three sketches illustrating the progress of Christianity in apostolic, mediaeval, and modern days. Throw both answers (2 and 3) into the form of notes of lessons, stating the age of the children in view.

4. Show how you would use the Witness of History to Christ as a motive for Missionary zeal.

5. Give four instances each from the annals of Babylonian, Assyrian, Syrian, and Egyptian research, which throw light upon the Scriptures. Show fully the value of these illustrations in teaching children.

6. From the direct prophecies in the Old Testament construct a description of the Messiah's character, offices, and life on earth, as for children of twelve.

7. Write notes of a lesson (for a boy or girl preparing for Confirmation) on (a) "I believe in the Holy Ghost," or, (b) "I believe in the communion of Saints," or, (c) "I beleive in the forgiveness of sins."

8. Write (a) a little scheme of religious teaching, (b) a summary of religious influences, such as you would make use of for children between the ages of three and six.

II.--Physiology and Health.

NATIONAL HEALTH SOCIETY'S EXAMINATION IN HYGIENE, DECEMBER, 1894.

(Four questions must be answered, including No. 1. Three hours allowed.)

1. Describe the process of Respiration. How does expired air differ from pure air, and what are the natural means by which air is re-purified?

2. In what ways is Water liable to become contaminated during storage in the house? Mention the effects on health of the chief impurities found.

3. How does Milk form a complete food? In what parts of the Alimentary Canal are its constituents digested and absorbed?

4. How should a Dust-bin be constructed? What kind of refuse should be put into it, and what not? How is it likely to become a nuisance?

5. What conditions favour the development of Consumption? What are the chief precautions to be taken for its prevention?

J. EDWARD SQUIRE, M.D., DPH., Examiner.

The students of the M.E.C. are expected later to take the examination of the National Health Society. The above paper is given as a specimen.

III.--Mental and Moral Science and Education.

(Some of the questions set for the House of Education Certificate Examination.)

1. Show the use of imagination in (1) linking means to ends, and (2) in the operations of sympathy.

2. How would you deal with a child (of from eight to twelve) who lacks the power of attention?

3. Suppose you were asked to prescribe what subjects a child of nine should learn and for how many hours during the week. Draw up a time table for the use of such a child.

4. Distinguish between vanity, pride, and ambition, and show how these may be turned to good account.

5. Distinguish between desires and affections, and show how the difference between them necessitates a difference of treatment at the hands of the educator.

6. Explain and illustrate the maxim "Education grows upon ideas." Estimate the value of the initial or governing idea in every study.

7. On what physiological conditions does the efficiency of habit in education depend.

IV.--Nature Lore and the Elements of Science.

Suppose you take a child of ten to
      (a) A bog in June,
      (b) A pond in June,
      (c) A meadow in July,
      (d) A wood in early May or June,
      (e) A waterfall in June,
      (f) The seaside in June,
      (g) The Downs (chalk),
      (h) Out of doors at nine o'clock on Christmas Eve:

Write full notes showing what you would expect him to see, what descriptions of each object you would get from him, and what instructions you would give him, in four of the above cases.

Typed by LovieWie, August, 2023; Proofread by LNL, August, 2023

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