226. Mulcaster: Table of Contents of his Positions. 227. Locke: On the Teaching of Latin. 228. Locke: On the Bible as a Reading Book. 229. Coote-Dilworth: Two early "Spelling Books." 230. Webster: Description of Pre-Revolutionary Schools. 231. Raumer: Teachers in Gotha in 1741. 232. Raumer: An 18th Century Swedish People's School. 233. Raumer: Schools of Frankfurt-am-Main during the Eighteenth Century. 234. Krüsi: A Swiss Teacher's Examination in 1793. 235. Crabbe; White; Shenstone: The English Dame School described. 236. Newburgh: A Parochial-School Teacher's Agreement. 237. Saint Anne: Beginnings of an English Charity School. 238. Regulations: Charity-School Organization and Instruction. (a) Qualifications for the Master. (b) Purpose and Instruction. 239. Allen and McClure: Textbooks used in English Charity-Schools. 240. England: A Charity-School Subscription Form. 241. Southwark: The Charity-School of Saint John's Parish. 242. Gorsham: An Eighteenth-Century Indenture of Apprenticeship. 243. Indenture: Learning the Trade of a Schoolmaster. 244. Diesterweg: The Schools of Germany before Pestalozzi. 245. England: Free School Rules, 1734. 246. Murray: A New Jersey School Lottery.
QUESTIONS ON THE READINGS
1. State the main points in Mulcaster's scheme (226) for education.
2. Characterize Locke's criticism (227) on the teaching of Latin.
3. State Locke's ideas as to the use of the Bible (228).
4. Characterize the nature and contents of the so-called "Spellers" by Coote and Dilworth (229).
5. Compare the Connecticut common school, as described by Webster (230), with an English charity-school (238 b), or a Swedish popular school (232) of the time.
6. Just what state of vernacular education in Teutonic lands is indicated by the three selections (231, 232, 233)?
7. Compare the proprietary right of the teachers at Frankfort (233) with the right of control claimed over song schools by the Precentor of a mediaeval cathedral (83).
8. Do such conditions as Krüsi describes (234) exist anywhere to day?