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7. What does the distribution of scholars at Roxbury (188) show as to the
character of the school?

saying
That a certain amount of labor must be engaged in goes without
saying. Human beings have to live and it requires work to supply
the resources of life. Even if we insist that the interests
connected with getting a living are only material and hence
intrinsically lower than those connected with enjoyment of time
released from labor, and even if it were admitted that there is
something engrossing and insubordinate in material interests
which leads them to strive to usurp the place belonging to the
higher ideal interests, this would not–barring the fact of
socially divided classes — lead to neglect of the kind of
education which trains men for the useful pursuits. It would
rather lead to scrupulous care for them, so that men were trained
to be efficient in them and yet to keep them in their place;
education would see to it that we avoided the evil results which
flow from their being allowed to flourish in obscure purlieus of
neglect. Only when a division of these interests coincides with
a division of an inferior and a superior social class will
preparation for useful work be looked down upon with contempt as
an unworthy thing: a fact which prepares one for the conclusion
that the rigid identification of work with material interests,
and leisure with ideal interests is itself a social product.
The educational formulations of the social situation made over
two thousand years ago have been so influential and give such a
clear and logical recognition of the implications of the division
into laboring and leisure classes, that they deserve especial
note. According to them, man occupies the highest place in the
scheme of animate existence. In part, he shares the constitution
and functions of plants and animals — nutritive, reproductive,
motor or practical. The distinctively human function is reason
existing for the sake of beholding the spectacle of the universe.
Hence the truly human end is the fullest possible of this
distinctive human prerogative. The life of observation,
meditation, cogitation, and speculation pursued as an end in
itself is the proper life of man. From reason moreover proceeds
the proper control of the lower elements of human nature — the
appetites and the active, motor, impulses. In themselves greedy,
insubordinate, lovers of excess, aiming only at their own
satiety, they observe moderation — the law of the mean–and
serve desirable ends as they are subjected to the rule of reason.

3. What class of children did Raikes (293) make provision for?

[1] Quick, R. H., _Essays on Educational Reformers_, 26. ed., p. 97.

supporting universities were provided with them, twenty-one more were
created, chiefly in Germany and Holland
[10] Between 1600 and 1700, although most of the cities capable of
supporting universities were provided with them, twenty-one more were
created, chiefly in Germany and Holland. The first American university
(Harvard) was established in 1636, and the second (Yale) in 1702. In the
eighteenth and nineteenth centuries, without counting the United States or
any western-hemisphere country, forty more were created. Among the
important nineteenth-century creations were Berlin, 1810; Christiana,
1811; St. Petersburg, 1819; Brussels, 1834; London, 1836; and Athens,
1836.