4. Explain the discontent of the nobility with the existing Church schools.
5. Assuming Montaigne's description of the education of his time to be true, explain why this might naturally be the case.
6. Just what kind of an education does Montaigne outline, and how great a reaction was this from existing conditions?
7. In how far would Locke's ideas still apply to the education of a boy of the leisure class?
8. Show that Locke's plan for work-house schools was in thorough accord with English post-Reformation ideas as to the duty of the State in matters of education, and also that it contained the beginnings of the pauper- school idea of education which we later had to combat.
9. From the title-page and the table of contents (219) of Comenius' Great Didactic, point out the originality and novelty of his ideas.
10. Compare Comenius' plan for the Saros-Patak Gymnasium with such schools as Sturm's, the college of Guyenne, the college of Calvin, and the Jesuits.
11. Compare Comenius' plan (220) with the instruction in an American high school of seventy-five years ago.
12. Compare the Alphabet page of Comenius' Orbis Pictus with the same page in the New England Primer.
13. When so many educational reforms were inaugurated so early by Comenius, explain their neglect, and our having to work them out anew in the nineteenth century.