13. State the change in subject-matter and aims from the vernacular church school to the school as thought out by Pestalozzi.
14. Show that it was a fortunate conjunction that brought the work of Pestalozzi alongside of that of the political reformers of France.
15. What differences might there have been had Comenius lived and done his work in the time of Pestalozzi?
SELECTED READINGS
In the accompanying Book of Readings the following selections, illustrative of the contents of this chapter, are reproduced:
264. Rousseau: Illustrative Selections from the Émile. 265. Basedow: Instruction in the Philanthropinum. 266. Basedow: A Page from the Elementarwerk. 267. Pestalozzi: Explanation of his Work. 268. Griscom: A Visit to Pestalozzi at Yverdon. 269. Woodbridge: An Estimate of Pestalozzi's Work. 270. Dr. Mayo: On Pestalozzi. 271. Woodbridge: Work of Pestalozzi and Basedow compared. 272. Griscom: Hofwyl as seen by an American.
QUESTIONS ON THE READINGS
1. Show the fallacy of Rousseau's reasoning (264 d) as to society being a denominator which prevents man from realizing himself.
2. What are the elements of truth and falsity in Rousseau's idling-to-the- twelfth-year (264 d) idea?
3. Would such a training up to twelve (264 e) be possible, or desirable?