Читать книгу The History of Education - Ellwood Patterson Cubberley - Страница 35

1. Contrast the Romans as a colonizing power with the modern Germans. The English. The French.

2. At what period in our national development did home education with us occupy substantially the same place as it did in Rome before 300 B.C.? In what respects was the education given boys and girls similar? Different?

3. What was the most marked advance over the Greeks in the early Roman training?

4. Contrast the education of the Athenian, Spartan, and Roman boy, during the early period in each State.

5. To what extent does early Roman education indicate the importance of the parent and of study of biography in the education of the young?

6. Was the change in character of the education of Roman youths, after the expansion of the Roman State and the establishment of world contacts, preventable, or was it a necessary evolution? Why? Have we ever experienced similar changes?

7. As a State increases in importance and enlarges its world contacts, is a correspondingly longer training and enlarged culture necessary at home?

8. What idea do you get as to the extent to which the Latinized Odyssey was read from the fact that the Latin language was crystallized in form shortly after the translation was made?

9. What does the rapid adoption of the Greek educational system, and the later evolution of a native educational system out of it, indicate as to the nature of Roman expansion?

10. Was the introduction of the Greek pedagogue as a fashionable adjunct natural? Why?

11. Why is a period of very rapid expansion in a State likely to be demoralizing? How may the demoralization incident to such expansion be anticipated and minimized?

12. Why does the coming of large landed estates introduce important social problems? Have we the beginnings of a social problem of this type? What correctives have we that Rome did not have?

13. State the economic changes which hastened the introduction of a new type of higher training at Rome.

14. Was the Hellenization of Rome which ensued a good thing? Why?

15. How do you account for Rome not developing a state school system in the period of great national need and change, instead of leaving the matter to private initiative? Do you understand that any large percentage of youths in the Roman State ever attended any school?

16. Why do older people usually oppose changes in school work manifestly needed to meet changing national demands?

17. Compare the difficulties met with in learning to read Greek and Latin. Either and English.

18. How do you account for the much smaller emphasis on literature and music in the elementary instruction at Rome than at Athens? How for the much larger emphasis on formal grammar in the secondary schools at Rome?

19. What subjects of study as we now know them were included in the Roman study of grammar and rhetoric?

20. How do you explain the greater emphasis placed by the Romans on secondary education than on elementary education?

21. What particular Roman need did the higher schools of oratory and rhetoric supply?

22. What does the exclusive devotion of these schools to such studies indicate as to professional opportunities at Rome?

23. How do you account for the continuance of these schools in favor, and for the aid and encouragement they received from the later Emperors, when the very nature of the Empire in large part destroyed the careers for which they trained?

24. Compare Rome and the United States in their attitudes toward foreign- born peoples.