5. What better methods could the Italian court schools have used to enable them to cover the university Arts course in shorter time? How would this have advanced the character of the instruction in Arts in the university?
6. Show how the type of education developed in the Italian court schools was superior to that of the best of the cathedral schools. To that developed by Sturm.
7. Show how the new type of secondary schools was naturally associated with court and nobility and men of large worldly affairs, and how in consequence the new secondary education became and for long continued to be considered as aristocratic education.
8. Explain how the terms college, lycée, gymnasium, academy, and grammar school all came to be employed, in different countries, to designate about the same type of secondary school.
9. Had the purified Latin been restored, as the general international language of learning and government, would it have helped materially in bringing about the civilizing influences Erasmus saw in it?
10. Has the development of separate nationalities and different national languages aided in advancing international peace and civilization? Why?
11. Why should the new humanistic studies have developed religious fervor in Germany and England, in place of the patriotic fervor of the Italian scholars?
12. Was the struggle against the introduction of the new learning into the German universities parallel to the late struggle against the introduction of science into American universities?
13. Contrast the aim of Sturm's school with that of the Italian court schools, and the English grammar schools. Point out the new tendencies in his work.
14. Does the sentence quoted from Elyot's Governour express well the changed conditions in England at the middle of the sixteenth century? Do such changed conditions always demand educational reorganizations?