14. Why would the introduction of real studies into them be especially slow?
15. What explanation can you offer for the much earlier beginnings in scientific instruction in German lands than in England or America, when much more of the important early scientific work was done by Englishmen than by Germans? and the failure of science for a time to find a home in the German universities?
16. Explain the continued dominance of the theological faculty in the universities of the seventeenth century.
SELECTED READINGS
In the accompanying Book of Readings the following illustrative selections are reproduced:
210. Rabelais: On the Nature of Education.
211. Milton: The Aim and Purpose of Education.
212. Milton: His Program for Study.
213. Adamson: Discontent of the Nobility with the Schools.
214. Montaigne: Ridicule of the Humanistic Pedants.
215. Montaigne: His Conception of Education.
216. Locke: Extracts from his Thoughts on Education.
217. Locke: Plan for Working Schools for Poor Children.
218. Comenius: Title-Page of the Great Didactic.
219. Comenius: Contents of the Great Didactic.
220. Comenius: Plan for the Gymnasium at Saros-Patak.
221. Comenius: Sample pages from the Orbis Pictus.
(a) A page from a Latin-German edition of 1740.
(b) Two pages from a Latin-English edition of 1727.
(c) A page from the New York edition of 1810.
222. Butler: Place of Comenius in the History of Education.
223. Gesner: Need for Realschulen for the New Classes to be
Educated.
224. Handbill: How the Scientific Studies began at Cambridge.
225. Green: Cambridge Scheme of Study of 1707.
QUESTIONS ON THE READINGS
1. Show that Rabelais was in close sympathy with the best of the new humanists of his age.
2. Would Milton's definition of the purpose of education be true, still?
3. Show from Milton's program of studies that he represents a transition type, and also that his program contains the nucleus of the more modern studies of the secondary school.