QUESTIONS FOR DISCUSSION
1. Compare the statement of the valuable elements in the theories of Rousseau (p. 530) with the main ideas of Basedow (p. 535); Ratke (p. 607); Comenius (p. 409).
2. Do we accept all the fourteen points of Rousseau's theory to-day?
3. Might a Rousseau have done work of similar importance in Russia, early in the twentieth century? Why?
4. Explain the educational significance of "self-activity," "sense impressions," and "harmonious development."
5. What were the strong points in the experimental work of Basedow?
6. Explain the great enthusiasm which his rather visionary statements and plans awakened.
7. Show the importance of such work as that of Basedow in preparing the way for better-organized reform work.
8. How far was Pestalozzi right as to the power of education to give men intellectual and moral freedom?
9. What do you understand Pestalozzi to have meant by "the development of the faculties"?
10. State the importance of the work of Pestalozzi from the point of view of showing the world how to deal with orphans and defectives.
11. Show how the germs of agricultural and technical education lay in the work of Fellenberg.
12. Explain the greater popularity of the Émile in German lands.
13. State the change in subject-matter and aims from the vernacular church school to the school as thought out by Pestalozzi.
14. Show that it was a fortunate conjunction that brought the work of Pestalozzi alongside of that of the political reformers of France.
15. What differences might there have been had Comenius lived and done his work in the time of Pestalozzi?