13. Contrast the aim of Sturm's school with that of the Italian court schools, and the English grammar schools. Point out the new tendencies in his work. 14. Does the sentence quoted from Elyot's _Governour_ express well the changed conditions in England at the middle of the sixteenth century? Do such changed conditions always demand educational reorganizations? 15. What basis, if any, did the opponents of Colet's school have for denouncing it as a temple of idolatry and heathenism? 16. Show how it was natural that the first American school should have been a Latin grammar school in type. 17. Show that the new conception as to education, as expressed by the new humanism, found a public ready to support it. What was the nature of this public? 18. Show how the new schools were "close to the most progressive forces in the national life," and the influence of this, particularly in England and America, in fixing classical training as the approved type of secondary education. 19. Explain how the written theme of to-day is the successor of the mediaeval disputation. 20. Show how the methods of instruction employed in the new Latin grammar schools have been passed over to the native-language schools. 21. From the paragraph quoted from Leach (p. 282), explain why a knowledge of Latin was for so long regarded as synonymous with being educated. 22. Show how instruction in Latin, by being changed from cultural to disciplinary ends, made French the language of diplomacy and society, tended to elevate all the vernacular tongues, and marked the beginnings of the end of the importance of Latin as a school study except for the purposes of the Roman Catholic Church. 23. What was the purpose of the Latin instruction, as you received it? 24. Does it require a higher quality of teaching to impart the cultural aspect of a study than is required for the disciplinary? SELECTED READINGS In the accompanying _Book of Readings_ the following selections are reproduced: 135. Guarino: On Teaching the Classical Authors. 136. Vinet: The Collège de Guyenne at Bordeaux. 137. Sturm: Course of Study at Strassburg. 138. Colet: Statutes for St. Paul's School, London. (a) Religious Observances. (b) Admission of Children. (c) The Course of Study. 139. Ascham: On Queen Elizabeth's Learning. 140. Colet: Introduction to Lily's Latin Grammar. 141. William Sevenoaks: Foundation Bequest for Sevenoaks Grammar School. 142. John Percyvall: Foundation Bequest for a Chantry Grammar School. 143. Sandwich: A City Grammar School Foundation. 144. Eton: Course of Study in 1560. 145. Martindale: Course of Study in an English Country Grammar School. 146. Simpson: Degeneracy of Classical Instruction. QUESTIONS ON THE READINGS 1. Show the large scope of Grammar, as outlined by Guarino (135). 2. How generally was his dictum that a knowledge of Latin and Greek were essential for a well-educated gentleman (135) accepted?