Читать книгу The History of Education - Ellwood Patterson Cubberley - Страница 47

1. Characterize the type of education to be provided and the status of the teacher, as shown in the selections from the Talmud (27). Compare with Rome. With Athens.

2. Characterize the attitude of Saint Paul toward the Romans (28). Does his description of Athens (29) tally with the description of the Athenians given in the text?

3. Was it possible for the Roman and the Christian to understand one another, thinking as they did in such different terms (30 a-b)?

4. Considering Pliny and Trajan (31 a-b) as Roman officials, with the Roman point of view, and taking into account the time in the history of world civilization, would you say that they were quite tolerant of rebels within the State?

5. Compare the privileges and immunities granted the clergy (38) with the privileges previously given by Constantine to physicians and teachers (26).

6. Characterize the irrepressible conflict as pictured by Kingsley (35). Name a few other somewhat similar conflicts in world history.

7. Outline the type of instruction for catechumens as directed in the Apostolic Constitutions (39).

8. What would have been the effect of the continued rejection of secular books called for in the Apostolic Constitutions (41)?

9. What was the governmental advantage of the adoption of the Nicene Creed (42)?

10. Why did the rule of Saint Benedict (43) requiring readings and study lead to the copying and preservation of manuscripts?

11. What does the selection from Lanfranc (44) indicate as to the state of monastic learning?

12. Was there anything pedagogically sound about the letter of Saint Jerome (45) on the education of girls? Discuss.