Opening the text

The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western CivilizationCubberley, Ellwood Patterson

History

The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization

Name: The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization
Author: Cubberley, Ellwood Patterson

Cubberley, Ellwood Patterson

Education -- History

3. Compare the course of study in Sturm's school (137) with that at
Bordeaux (136), and with that at Eton (144) a little later.

4. From Ascham's statements (139), what do you infer as to the reception
of the new learning at the English court?

5. Show how Colet (138 a) and William Sevenoaks (141) both aimed to
provide for real teachers, specialized for the service, and not for
teaching as an adjunct to priestly duties. What was the significance of
these provisions?

6. Show that Colet (138 b) desired to train leaders, rather than
followers.

7. Show that he clearly provided (138 c) for a humanistic school of the
reformed type.

8. Characterize Colet's Introduction to Lily's Grammar (140).

9. What was the educational significance of such a bequest as that of
William Sevenoaks (141)?

10. What did the founding of a chantry grammar school (142), instead of a
song school, indicate as to the progress of education?

11. Would the action taken by the authorities of the City of Sandwich
(143) indicate that the humanistic grammar school had taken a deep hold on
English thought, or not? The same with reference to the course given in a
small English country grammar school, as described by Martindale (145)?

12. Just what does the instruction described as given by Campion (146)
indicate?


SUPPLEMENTARY REFERENCES

* Adams, G. B. _Civilization during the Middle Ages_.
  Jebb, R. C. _Humanism in Education_.
  Laurie, S. S. _Development of Educational Opinion since the
    Renaissance_.
  Laurie, S. S. "The Renaissance and the School, 1440-1580"; in _School
    Review_, vol. 4, pp. 140-48, 202-14.
* Lupton, J. H. _A Life of John Colet_.
  Palgrave, F. T. "The Oxford Movement in the Fifteenth Century"; in
    _Nineteenth Century_, vol. 28, pp. 812-30. (Nov. 1890.)
  Seebohm, F. _The Oxford Reformers of 1498; Colet, Erasmus, More_.
* Stowe, A. M. _English Grammar Schools in the Reign of Queen
    Elizabeth_.
* Thurber, C. H. "Vittorino da Feltre"; in School _Review_, vol. 7,
    pp. 295-300.
  Watson, Foster. _English Grammar Schools to 1660_.
* Woodward, W. H. _Vittorino da Feltre, and other Humanistic
    Educators_.
* Woodward, W. H. _Education during the Renaissance_.
  Woodward, W. H. _Desiderius Erasmus, Concerning the Method and Aim of
    Education_.




CHAPTER XII

THE REVOLT AGAINST AUTHORITY

Public-domain text, read in full here on John Shaqi.

Opening the text

The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western CivilizationCubberley, Ellwood Patterson

History

The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization

Cubberley, Ellwood Patterson

Education -- History

3. Compare the course of study in Sturm's school (137) with that at
Bordeaux (136), and with that at Eton (144) a little later.

4. From Ascham's statements (139), what do you infer as to the reception
of the new learning at the English court?

5. Show how Colet (138 a) and William Sevenoaks (141) both aimed to
provide for real teachers, specialized for the service, and not for
teaching as an adjunct to priestly duties. What was the significance of
these provisions?

6. Show that Colet (138 b) desired to train leaders, rather than
followers.

7. Show that he clearly provided (138 c) for a humanistic school of the
reformed type.

8. Characterize Colet's Introduction to Lily's Grammar (140).

9. What was the educational significance of such a bequest as that of
William Sevenoaks (141)?

10. What did the founding of a chantry grammar school (142), instead of a
song school, indicate as to the progress of education?

11. Would the action taken by the authorities of the City of Sandwich
(143) indicate that the humanistic grammar school had taken a deep hold on
English thought, or not? The same with reference to the course given in a
small English country grammar school, as described by Martindale (145)?

12. Just what does the instruction described as given by Campion (146)
indicate?


SUPPLEMENTARY REFERENCES

* Adams, G. B. _Civilization during the Middle Ages_.
  Jebb, R. C. _Humanism in Education_.
  Laurie, S. S. _Development of Educational Opinion since the
    Renaissance_.
  Laurie, S. S. "The Renaissance and the School, 1440-1580"; in _School
    Review_, vol. 4, pp. 140-48, 202-14.
* Lupton, J. H. _A Life of John Colet_.
  Palgrave, F. T. "The Oxford Movement in the Fifteenth Century"; in
    _Nineteenth Century_, vol. 28, pp. 812-30. (Nov. 1890.)
  Seebohm, F. _The Oxford Reformers of 1498; Colet, Erasmus, More_.
* Stowe, A. M. _English Grammar Schools in the Reign of Queen
    Elizabeth_.
* Thurber, C. H. "Vittorino da Feltre"; in School _Review_, vol. 7,
    pp. 295-300.
  Watson, Foster. _English Grammar Schools to 1660_.
* Woodward, W. H. _Vittorino da Feltre, and other Humanistic
    Educators_.
* Woodward, W. H. _Education during the Renaissance_.
  Woodward, W. H. _Desiderius Erasmus, Concerning the Method and Aim of
    Education_.




CHAPTER XII

THE REVOLT AGAINST AUTHORITY

Public-domain text, read in full here on John Shaqi.

The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization

The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization

No reviews yet