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existed two main guides and sanctions for his conduct of life, namely
the welfare of his city, and the laws and traditions of his ancestors
It has been said that for the average man in the ancient world there
existed two main guides and sanctions for his conduct of life, namely
the welfare of his city, and the laws and traditions of his ancestors.
Has the average man much wiser guides or stronger sanctions now? Is a
much nobler appeal made to the children of England than was made to
the children of Athens? Just before Joshua led his people over the
Jordan, he instructed them how the ark of the covenant was to go
before them and a space to be left between them and it, so that they
might know the way by which they must go, _for they had not passed
this way before_. Once again a river of decision has to be crossed, a
road has to be trodden along which men have not passed before. Whether
we speak of reconstruction or a new start or use any other metaphor to
show our conviction that war has changed all things, the idea is the
same. We must see to it that the ark of the covenant is borne before
our nation and our schools, along the way that is new and still full
of stones of stumbling.

1. What do the proposals of La Chalotais, Rolland, and Turgot indicate as
to the degree of unification of France attained by the time they wrote?

6. Illustrate how the Hebrew tradition that the moral and spiritual unity
of a people is stronger than armed force has been shown to be true in
history.

powerful church school system, with centralized control and supervision of
instruction, diocesan licenses to teach, and a curriculum adapted to the
needs of the institution in control of the schools
As a result of centuries of evolution we thus find, by 1200, a limited but
powerful church school system, with centralized control and supervision of
instruction, diocesan licenses to teach, and a curriculum adapted to the
needs of the institution in control of the schools. We also note the
beginnings of secular instruction in the training of the nobility for
life”s service, though even this is approved and sanctioned by the Church.
The centralized religious control thus established continued until the
nineteenth century, and still exists to a more or less important degree in
the school systems of Italy, the old Austro-Hungarian States, Germany,
England, and some other western nations. As we shall see later on, one of
the big battles in the process of developing state school systems has come
through the attempt of the State to substitute its own organization for
this religious monopoly of instruction.