Significant development of the school that began in the late 1920s, when land acquisitions provided dormitory accommodation and facilities for the growing school, continued during the next three decades. By 1930, the school had fully expanded into a high-school accommodating preschool through grade twelve, and that same year, Tracy Manley became the first student to receive a High School Diploma from Kodai School. In 1944, Dayavu Dhanapal became the first Indian woman staff member to join the school. Internationalization (1960–1989) The 1960s marked the beginning of a new era in the school's history; a period of revolutionising social changes. In 1960, Herb Krause, whose grand daughter is a Kodai School graduate and a former teacher at the school, took the role of principal after ten years as a teacher. Krause's goal was to open the school up to students of all nationalities and religions – a movement away from the traditional American Christian image the school had had. In 1966, a committee was established to improve the curriculum, staff and instructional material of the school, and it was accredited by the Middle States Association of Colleges and Schools in 1968 as a result of the committee's work. A new merit/demerit disciplinary system was introduced as a "supplementary system of discipline and guide to staff members" – a very controversial standardisation of disciplinary consequences. Another major change in the school occurred during this time – nationalism was becoming more and more visible in the world, and the American missionary exodus from India began. This debased the Kodai School community in a way that could not have been expected. The nature of the Kodai School student body needed to change in order to meet enrolment needs and budget realities. Herb Krause began visiting New Delhi, Bangkok and Beirut. Several international companies endowed grants upon the school in return for guaranteed places for students. Consequently, a student body of a more diverse and cosmopolitan background developed. This led to a new debate about religious freedom, having to do with the fundamental mission and purpose of the school. The Kodai School staff were divided into two groups: one supporting a mandatory Christian curriculum, with the other supporting religious freedom. When the new chaplain, Robert Dewey, arrived in 1965, the issue came to a head. Dewey merged the ideals of a Christian school and religious freedom: he once said "creative dialogue is absolutely essential if