1. Was Wycliffe's attack (147) as direct and fierce as Luther's (151)? 2. Explain the difference in the results attained by the two attacks? 3. Was the challenge of Wycliffe's followers on indulgences (148) any less direct than that of Luther (151)? 4. Does the list of items drawn up by the Church Council of Constance (149) indicate a general recognition of the need for extensive Church reform? 5. Try to state the possible change in the progress of human history and civilization, had the demands of the Council of Constance (149) been carried out in good faith. 6. Considering the nature of heresy at the time, does the extract from Thomas Aquinas (152) indicate a narrow or a liberal attitude? SUPPLEMENTARY REFERENCES * Adams, G. B. _Civilization during the Middle Ages_. Beard, Charles. _Martin Luther and the Reformation_. Beard, Charles. _The Reformation of the Sixteenth Century in its Relation to Modern Thought and Knowledge_. (Hibbert Lectures, 1883.) Fisher, George P. _History of the Reformation_. Gasquet, F. A. _Eve of the Reformation_. Johnson, A. H. _Europe in the Sixteenth Century_. Perry, George G. _History of the Reformation in England_. CHAPTER XIII EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS I. AMONG LUTHERANS AND ANGLICANS ULTIMATE CONSEQUENCES OF THE BREAK WITH AUTHORITY. That the Protestant Revolts in the different lands produced large immediate and permanent changes in the character of the education provided in the revolting States is no longer accepted as being the case. In every phase of educational history growth has proceeded by evolution rather than by revolution, and this applies to the Protestant Revolts as well as to other revolutions. Many changes naturally resulted at once, some of which were good and some of which were not, while others which were enthusiastically attempted failed of results because they involved too great advances for the time. Much, too, of the progress that was inaugurated was lost in the more than a century of religious strife which followed, and the additional century and more of suspicion, hatred, religious formalism, and strict religious conformity which followed the period of religious strife. The educational significance of the reformation movement, though, lies in the far-reaching nature of its larger results and ultimate consequences rather than in its immediate accomplishments, and because of this the importance of the immediate changes effected have been overestimated by Protestants and underestimated by Catholics.