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6. Why were the pauper-school and the rate-bill so hard to eliminate?
7. Explain why, in America, schools naturally developed from the community outward.
8. State your explanation for the older States beginning to establish permanent school funds, often before they had established a state system of schools.
9. Show the gradual transition from church control of education, through state aid of church schools, to secularized state schools.
10. Show why secularized state schools were the only possible solution for the United States.
11. Show that secularization would naturally take place in the textbooks and the instruction, before manifesting itself in the laws.
12. Show how the American academy was a natural development in the national life.
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 ill.u.s.trate from the history of American educational development, between establis.h.i.+ng 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 ill.u.s.trative 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: Pet.i.tion for a Division of the School Fund.
324. Michigan: Counter-Pet.i.tion 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. Ma.s.sachusetts: 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.
QUESTIONS ON THE READINGS
1. Do Mann's three propositions (316) hold equally true to-day?
2. Of what type of person is the reasoning of Governor Cleveland (317) typical?
3. a.s.suming Mann's description of Connecticut progress (318) to be correct, how do you account for the legislature following Governor Cleveland's recommendations so readily?
4. Did the leaders in Norwich (319) use good diplomacy?
5. Point out the essential soundness of the reasoning of the New Jersey Report (320).
6. Explain the willingness of people seventy-five years ago to conduct the school business on such a small basis (321) as the rate-bill indicates.
7. Show that, as Mr. Mann points out (322), sectarian schools and a State Church are near together.
8. Point out the weakness in the argument in the Michigan pet.i.tion (323).
9. State the purpose and nature of the first American high school (326), and contrast it with the earlier academy.
10. Contrast the English Cla.s.sical School (High School) of Boston of 1823, with the older Latin School (327), as to purpose and instruction.
11. Just what did the Ma.s.sachusetts Law of 1827 (328) require?
12. Has such opposition as that described in 329 completely died out even now?
13. State the line of reasoning and the conclusions of the Court in the Kalamazoo Case (330). Point out how this decision might influence development elsewhere.
14. Compare the University of Michigan of 1843 (331) with a present-day high school.
15. Show that Michigan (332) had perfected an American educational ladder.
SUPPLEMENTARY REFERENCES
* Brown, E. E. _The Making of our Middle Schools_.
* Brown, S. W. _The Secularization of American Education_.
Cubberley, E. P. _Public Education in the United States_.
Dexter, E. G. _A History of Education in the United States_.
* Hinsdale, B. A. _Horace Mann, and the Common School Revival in the United States_.
* Inglis, A. J. _The Rise of the High School in Ma.s.sachusetts_.
Martin, George H. _The Evolution of the Ma.s.sachusetts Public School System_.
* Mead, A. R. _The Development of Free Schools in the United States, as Ill.u.s.trated by Connecticut and Michigan_.
Taylor, James M. _Before Va.s.sar Opened_.
* Thwing, Charles F. _A History of Higher Education in America_.
