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The Catholic theology of purgatory and its refutation in the works of the ideologists of Protestantism in the first third of the XVI century is analyzed in the article. The works of the little-known in the domestic historiography of the English reformer John Frith (1503-1533) are investigated. Frith’s commitment to Protestant dogmas on justification by faith and the exceptional authority of Holy Scripture is shown. It is noted that Frith, following them, denied the existence of purgatory, since it cannot be confirmed by the Holy Scriptures, and he interpreted the “cleansing fire” mentioned in the New Testament texts symbolically as torment of conscience and repentance. It is claimed that the theologian considered faith to be the atoning sacrifice of Christ the only means of salvation. It is concluded that the denial of purgatory naturally led Frith to a refutation of the Catholic practice of papal acts of grace and their theological justification, for which he was arrested and sentenced to be burned. It is emphasized that J. Frith called purgatory "creation" of the Roman pontiff and saw purely material reasons for the emergence and existence of faith in purgatory. It is noted that criticism by the English reformer of the Catholic faith in purgatory was subsequently reflected in the Anglican creed.

Introduction: This publication is a Russian translation of the treatise of the Dutch humanist Erasmus of Rotterdam «On the method of study, as well as reading and interpreting of the authors» (1512). The treatise was compiled for the new grammar school of St. Paul in London, but became widely known in the European humanistic environment. To identify and adequately interpret the pedagogical ideas of Erasmus specialists in the history of pedagogy should refer directly to his writings. However, Russian historiography still have neither a verified translation of the treatise, nor the studies devoted to it. Materials and methods: The basis for this translation from the original was the latest critical edition of the source in the Amsterdam collection of the Latin Erasmus' writings; the translation was checked with a modern English translation by B. McGregor in Collected Works of Erasmus. When compiling the comment, the researches drew upon the explanatory notes made by J.C.Margolin in the edition of Erasmus' Opera omnia. The traditional methods of translation, historical-philological criticism and hermeneutical interpretation of the source have been used as the main research tool in the issue. The paradigm-pedagogical approach served as an important methodological guideline for the authors. Results: In accordance with the Renaissance tradition of the revival of the ancient heritage Erasmus considers the study of classical literature to be the basis of education in general. The humanist develops a two-level curriculum, offers recommendations for choosing and training of teachers, gives various methodological advice to a teacher for delivering classes in grammar, rhetoric, reading and interpretation of Latin and ancient Greek authors. История педагогики и образования Вестник Мининского университета. 2018. Том 6. № 2 Discussion and Conclusions: The provisions of the Erasmus of Rotterdam's treatise «On the method of study» are of an applied nature. They were in demand in the school audience in many European countries in the Modern Age, which led to the popularity of his works. Nowadays his recommendations also have not lost relevance and under the name of «interactive methods» they can be successfully applied (and are being applied) in teaching of both ancient classical and foreign languages. More broadly, Erasmus' ideas allow us to identify the specifics of the pedagogical concept of the Northern Renaissance and the enlightenment reform of education and society as a whole.

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