QUESTIONS FOR DISCUSSION
1. Show that education must be extended and increased in efficiency in proportion as the suffrage is extended, and additional political functions given to the electorate. Illustrate.
2. Trace the changes in the character of the instruction given in the schools, paralleling such changes.
3. Explain the difference in use of the schools for nationality ends in Germany and France.
4. Of what is the recent development of evening, adult, and extension education an index?
5. Show why university education is more important in national life to-day than ever before in history.
6. Compare the rate of development of universities during the nineteenth century, and all time before the nineteenth. Of what is the difference in rate an index?
7. Explain why Americans have been less successful in introducing science instruction into their schools than have the Germans. Agriculture than the French.
8. Explain the breakdown of the old apprenticeship education.
9. Explain the American recent rapid acceptance of the agricultural high school, whereas the agricultural colleges for a long time faced opposition and lack of interest and support.
10. Explain the continued emphasis of high-school studies leading to the professions rather than the vocations, though so small a percentage of people are needed for professional work.
11. In Germany this was largely regulated by the Government; show how it would be much easier there than in the United States.
12. Show why European nations would naturally take up vocational training ahead of the United States, Canada, Australia, or South America.
13. Explain the reasons for the new conceptions as to the value of child life which have come within the past hundred years, in all advanced nations. Why not in the less advanced nations?
14. Show the relation between the breakdown of the apprentice system, the Industrial Revolution, and the rise of compulsory school attendance.
15. Show that compulsory school attendance is a natural corollary to general taxation for education.
16. How do you account for the relatively recent interest in the education of defectives and delinquents? Of what is this interest an expression?
17. Does the obligation assumed to educate involve any greater exercise of state authority or recognition of duty than the advancement of the health of the people and the sanitary welfare of the State?
18. What additional unsolved problems would you add to the list given on the preceding page?