13. Show how the American high school was a natural development after the academy.
14. Show why the high school could be opposed by men who had accepted tax- supported elementary schools. Why has such reasoning been abandoned now?
15. Explain the difference, and illustrate from the history of American educational development, between establishing a thing in principle and carrying it into full effect.
16. Was the early argument as to the influence of higher education on the State a true argument? Why?
17. What would have been the probable results had the Dartmouth College case been decided the other way?
18. Show how the opening of collegiate instruction to women was a phase of the new democratic movement.
19. Show how college education has been a unifying force in the national life.
SELECTED READINGS
In the accompanying Book of Readings the following illustrative selections are reproduced:
316. Mann: The Ground of the Free-School System. 317. Governor Cleveland: Repeal of the Connecticut School Law. 318. Mann: On the Repeal of the Connecticut School Law. 319. Gulliver: The Struggle for Free Schools in Norwich. 320. Address: The State and Education. 321. Michigan: A Rate-Bill, and a Warrant for Collection. 322. Mann: On Religious Instruction in the Schools. 323. Michigan: Petition for a Division of the School Fund. 324. Michigan: Counter-Petition against a Division. 325. Connecticut: Act of Incorporation of Norwich Free Academy, 326. Boston: Establishment of the First American High School. 327. Boston: The Secondary-School System in 1823. 328. Massachusetts: The High School Law of 1827. 329. Gulliver: An Example of the Opposition to High Schools. 330. Michigan: The Kalamazoo Decision. 331. Michigan: Program of Studies at University, 1843. 332. Tappan: The Michigan State System of Public Instruction.