Part 43 (1/2)

QUESTIONS ON THE READINGS

1 Show that Rabelais was in close sye

2 Would Milton's definition of the purpose of education be true, still?

3 Show froram 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

4 Explain the discontent of the nobility with the existing Church schools

5 assune's description of the education of his tiht naturally be the case

6 Just what kind of an education does Montaigne outline, and how great a reaction was this fro 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 s of the pauper- school idea of education which we later had to coe and the table of contents (219) of Coinality and novelty of his ideas

10 Compare Comenius' plan for the Saros-Patak _Gye of Guyenne, the college of Calvin, and the Jesuits

11 Compare Coh school of seventy-five years ago

12 Coe of Coland Priurated so early by Co to work them out anew in the nineteenth century

14 What does the need for _Realschulen_ indicate as to the evolution of Geres of war?

15 Coinnings of new subjects to-day in our schools

16 Just what does the Caht there?

SUPPLEMENTARY REFERENCES

Adamson, J W _Pioneers of Modern Education, 1600-1700_

Barnard, Henry _German Teachers and Educators_

Butler, N M ”The Place of Comenius in the History of Education”: in _Proc N E A_, 1892, pp 723-28

Browning, Oscar, Editor _Milton's Tractate on Education_

Comenius, J A _Orbis Pictus_ (Bardeen; Syracuse)

Hanus, Paul H ”The Permanent Influence of Comenius”; in _Educational Review_, vol 3, pp 226-36 (March, 1892)

Laurie, S S _History of Educational Opinion since the Renaissance_

Laurie, S S _John Ahts on Education_

Quick, R H _Essays on Educational Reformers_