[Illustration: FIG. 106. TENDENCIES IN EDUCATIONAL DEVELOPMENT IN EUROPE, 1500 to 1700]
LINES OF FUTURE DEVELOPMENT ESTABLISHED. Still more, certain lines of future development now became clearly established. The drawing given here will help to make this evident. It will be seen from this that not only was the secondary school still the dominant type, though elementary schools began for the first time to be considered as important also, but that the secondary schools were wholly independent of the elementary schools which now began to be created. The elementary schools were in the vernacular and for the masses; the secondary schools were in the Latin tongue and for the training of the scholarly leaders. Between these two schools, so different in type and in clientèle, there was little in common. This difference was further emphasized with time. The elementary schools later on added subjects of use to the common people, while the secondary schools added subjects of use for scholarly preparation or for university entrance. The secondary schools also frequently provided preparatory schools for their particular classes of children. As a result, all through Europe two school systems—an elementary-school system for the masses, and a secondary-school system for the classes—exist to-day side by side. We in America did not develop such a class school system, though we started that way. This was because the conception of education we finally developed was a product of a new democratic spirit, as will be explained later on.
QUESTIONS FOR DISCUSSION
1. Compare the attention to careful religious instruction in the secondary schools provided by the Lutherans, Calvinists, and English. What analogous instruction do we provide in the American high schools? Is it as thorough or as well done?
2. Compare the scope and ideals of the educational system provided by the Calvinists with the same for the Lutherans and Anglicans.
3. Compare the characteristics of Calvinistic (Huguenot) education, as summarized by Foster, with present-day state educational purposes.
4. Just what kind of a school system did Knox propose (1560) for Scotland?
5. Show how the educational program of the Jesuits reveals Ignatius Loyola as a man of vision.
6. Viewed from the purposes the Order had in mind, was it warranted in neglecting the education of the masses?
7. Does the success of the Order show the importance to society of finding and educating the future leader? Can all men be trained for leadership?