2. The compulsory apprenticeship of the children of the poor, male and female, to learn a useful trade. 3. The obligation of the master to train his apprentices in a trade. 4. The obligation of the overseers of the poor to supply, where necessary, the opportunity and the materials for such training of the children of the poor. 5. The compulsory taxation of all persons of property to provide the necessary funds for such a purpose, and without reference to any benefits derived from the taxation. 6. The excessive burdens of any one parish to be pooled throughout the hundred or county. In this compulsory apprenticeship of the children of the poor, with the obligation imposed that such children must be trained in a trade and in proper living, with general taxation of those of property to provide workhouses and materials for such a purpose, we have the germ, among English-speaking peoples, of the idea of the general taxation of all persons by the State to provide schools for the children of the State. The apprenticing of the children of the poor to labor and the requirement that they be taught the elements of religion soon became a fixed English practice (R. 217), and in the seventeenth century this idea was carried to the American colonies and firmly established there. It was on the foundations of the English Poor-Law of 1601, above stated, that the first Massachusetts law relating to the schooling of all children (1642) was framed (R. 190), but with the significant Calvinistic addition that: 7. "In euery towne ye chosen men" shall see that parents and masters not only train their children in learning and labor, but also "to read & understand the principles of religion & the capitall lawes of this country," with power to impose fines on such as refuse to render accounts concerning their children. QUESTIONS FOR DISCUSSION 1. Why is progress that is substantial nearly always a product of slow rather than rapid evolution? 2. Show why the evolution of many Protestant sects was a natural consequence of the position assumed by Luther. What is the ultimate outcome of the process? 3. Why was it not important that more than a few be educated under the older theory of salvation? 4. Show how modern democratic government was a natural consequence of the Protestant position. 5. Why was universal education involved as a later but ultimate consequence of the position taken by the Protestants? 6. Explain why the local Church authorities, before 1520, tried so hard to prevent the establishment of vernacular schools. 7. Explain why the religious discussions of the Reformation should have so strongly stimulated a desire to read. 8. Explain the fixing in character of the German, French, and English languages by a single book. What had fixed the Italian?