1. What is Alexander’s definition of prevention as compared to the generally accepted definition of the word?
2. What type of human being would be a good subject for the application of the principle of prevention?
3. Why does doctor’s training not equip them to work to the principle of prevention?
4. What will happen if a doctor attempts to “improve the patient’s health and well-being by means that do not include the bringing about of an associated improvement in the employment of the primary control?” (p. 77)
5. What knowledge must doctors provide to mothers and nurses if they are to practice prevention in this wider sense with their baby patients?
6. What does Alexander mean by “comparative prevention?”
7. What does the application of prevention resolve itself into in the baby or adult with a correct working of the primary control?
8. What examples of different areas of life does Alexander give where bad habits are being cultivated?
9. What will it take for prevention to become a practical possibility?
10. How does Alexander define life? Health in living?
11. What is the problem in thinking and past action with people who believe that it is impossible to attain an ideal of constant good use?
12. What must the end-gaining outlook give way to?
13. What are the serious consequences of medical doctors viewing children as satisfactory specimens of well being?
14. In what field is the real usefulness of guidance on preventive lines needed? Why?
15. What other aspect of the child’s school life is of paramount importance?
16. What is the first aim of the teachers at Penhill School? What is of first importance in the school? Why?
17. What will even the youngest children do, after only a few weeks?