6. From 338, show why the Middle Ages were so poor in inventions and discoveries.
7. Are there universities anywhere to-day of which we know as little as Ticknor was able to find out (339) a century ago?
8. Show that Monroe's statements are true that the struggle for national realization (340) has dominated modern history from the fifteenth century on.
9. Compare the conceptions as to the function of education in a State as revealed in the selections as to French (341) and German (342) educational purpose.
10. Show the entirely new character of the event (343) described by Stuntz.
SUPPLEMENTARY REFERENCES
* Buisson, F. and Farrington, F. E. French Educational Ideals of To-
day.
Butler, N. M. "Status of Education at the Close of the Century"; in
Proceedings National Education Association, 1900, pp. 188-96.
Davidson, Thos. "Education as World Building"; in Educational
Review, vol. xx, pp. 325-45. (November, 1900.)
Doolittle, Wm. H. Inventions of the Century.
Foster, M. "A Century's Progress in Science"; in Educational
Review, vol. xviii, pp. 313-31. (November, 1899.)
* Friedel, V. H. The German School as a War Nursery.
Gibbons, H. de B. Economic and Industrial Progress of the
Century.
Hughes, J. L., and Klemm, L. R. Progress of Education in the
Nineteenth Century.
* Huxley, Thos. "The Progress of Science"; in his Methods and
Results.
* Kuo, Ping Wen. The Chinese System of Public Education.
Lewis, R. E. The Educational Conquest of the Far East.
Macknight, Thos. Political Progress of the Century.
* Ross, E. A. "The World Wide Advance of Democracy"; in his Changing
America.
Routledge, R. A Popular History of Science.
Sandiford, Peter, Editor. Comparative Education.
* Sedgwick, W. T., and Tyler, H. W. A Short History of Science.
* Thwing, C. F. Education in the Far East.
Webster, W. C. General History of Commerce.
White, A. D. The-Warfare of Science and Theology.