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Reviews the book "The Rise and Fall of Adult Education Institutions and Social Movements: The Proceedings of the Seventh International Conference on the History of Adult Education," edited by Anthony Cooke and Ann MacSween.

Reviews the book "Schule wandert ins Museum: eine kritische Rekonstruktion der Musealisierung von Schul- und Pädagogikgeschichte 1977-1997," by Ulla M. Nitsch.

One of the most popular Dutch educational enlightenment authors was Hieronymus van Alphen. His three volumes of Little Poems for Children published in 1778 and 1782 were extremely successful, both in the Netherlands and abroad. Inspired by the German poets Christian Felix Weisse and Gottlob Wilhelm Burmann, Van Alphen brought about an expansion of educational space based on the integration of moral education in the spirit of the educational ideas of Locke, Rousseau and the Philanthropinists with poetical ideas and the nature of the child in both the content and the form of his poems. His poems were translated almost immediately into English, French and, surprisingly, as many of his poems were more or less adaptations of poems by Weisse and Burmann, into German too. Van Alphen’s trump card was a reversal of former strategies of education: instead of pressing moral ideas upon the children from an adult point of view, he aimed at identification by (1) writing from the perspective of children, (2) situating the poems in the world of experience of children, (3) using a childlike style with a frolicking metre, rhyme scheme and prosody, and (4) combining text and images, so putting the moral message across visually and textually at the same time. In this paper, we follow the journey of poems for children as media for the cultural transmission of moral educational ideas from Germany to the Netherlands from the perspective of cultural transmission, moral literacy and educational space. We conclude that Van Alphen, with the combined power of text and image, successfully adopted and adapted former educational strategies, such as the moral poetics developed by his German predecessors Christian Felix Weisse and Gottlob Wilhelm Burmann. Taking their strategies on a poetic journey from Germany to the Netherlands, he not only transferred them, but transformed them as well. Van Alphen did so in a specific Dutch utilitarian way. His poems could be read for fun but were intended for learning. They were useful and entertaining at the same time, because he took the life and living environment of children into account, and particularly accounted for the concept of development as a distinguishing characteristic of the specific nature of the child with which child readers could identify. [ABSTRACT FROM PUBLISHER]

The article reviews the books "The Missionary Oblate Sisters: Vision and Mission," by Rosa Bruno-Jofré and "Materialities of Schooling: Design, Technology, Objects, Routines," edited by Martin Lawn and Ian Grosvenor.

David Crook & Richard Aldrich (eds.), History of Education for the Twenty-first Century (London, Institute of Education, University of London, 2000) xi + 8 pp. [= Bedford Way Papers, 14] ISBN 0-85473-619-0 Richard Aldrich (ed.), A Century of Education (London-New York, Routledge Falmer, 2002) xx + 245 pp., ISBN 0-415-24323-8 Petra Götte &amp Wolfgang Gippert (Hrsg.), Historische P dagogik am Beginn des 21. Jahrhunderts. Bilanzen und Perspektiven. Christa Berg zum 60. Geburtstag (Essen, Klartext, 2000) 269 pp., ISBN 3-88474-888-2 Thomas S. Popkewitz, Barry M. Franklin & Miguel A. Pereyra (eds.), Cultural History and Education. Critical Essays on Knowledge and Schooling (New York-London, Routledge Falmer, 2001) viii + 369 pp., ISBN 0-415-92805-2, ISBN 0-415-92806-0 [ABSTRACT FROM AUTHOR]

Reviews the book "Introducción a la Historiografía de la Educación," by Javier Laspalas.

The article reviews the books "Creating Catholics: Catechism and Primary Education in Early Modern France," by Karen E. Carter, "Educare all’obbedienza. Pedagogia e politica in Piemonte tra Antico Regime e Restaurazione," by Paolo Bianchini and "População negra e educação: O perfil racial das escolas mineiras no século XIX," by Marcus Vinícius Fonseca.

The article reviews the books "Hacer Escuela, Hacer Estado: La educación posrevolucionaria visa desde Tlaxcala" by Elsie Rockwell and "From Many, One: Indians, Peasants, Borders, and Education in Callista Mexico, 1924-1935" by Andrae M. Marak.

Reviews are presented of a number of books, including: "Middeleeuwse magister: Middeleeuwse studies deel 117," edited by Mariken Teeuwen and Els Rose; "Para a compreensão histórica da infância," edited by Alberto Lopes, Luciano Mendes De Faria Filho and Rogério Fernandes; "The Politics of Education, Economy and International Educational Trends in Sweden 1930-2000" by F. Waldow; and two others.

The article reviews several books including "Repensar la historia de la educación. Nuevos desafíos, nuevas propuestas," edited by Manuel Ferraz Lorenzo, "The Premodern Teenager: Youth in Society 1150-1650," edited by Konrad Eisenbichler, and "Feminism and Motherhood in Western Europe, 1890-1970. The Maternal Dilemma," by Ann Taylor Allen.

The article reviews several books including "Making the Bible Modern: Children's Bibles and Jewish Education in Twentieth-Century America" written by Penny Schine Gold, "A History of American Higher Education," by John R. Thelin and "A Danger to the Men? A History of Women in Trinity College Dublin 1994-2004," edited by Susan M. Parkes.

The article reviews several books about education including "Public or Private Education? Lessons from History," edited by Richard Aldrich, "Women and Education: 1800-1980," by Jane Martin & Joyce Goodman, "The Radical Lives of Helen Keller," by Kim Nielsen, "Education and Learning in the Netherlands: 1400-1660: Essays in Honour of Hilde de Ridder-Symoens," edited by Koen Goudriaan, Jaap Van Moolenbroek & Ad Tervoort, "Power to Teach: Learning Through Practice," by Wendy Robinson.

Reviews several books. "The One-Room Schoolhouse: A Tribute to a Beloved National Icon," by Paul Rocheleau; "The Empty Schoolhouse: Memories of One-Room Texas Schools," edited by Luther Bryan Clegg; "Such Constant Affectionate Care: Lady Charlotte Finch: Royal Governess & the Children of George III," by Jill Shefrpn; "Rousseau oder Die wohlgeordnete Freiheit," by Hartmut Von Hentig.

Reviews several books. "Socializing the Young: The Role of Foundations, 1923-1941," by Dennis Raymond Bryson; "Childhood in the Promised Land: Working-Class Movements and the Colonies de Vacances in France, 1880-1960," by Laura Lee Downs; "A Short History of the University of Melbourne," by Stuart Macintyre and R. J. W. Selleck.

Reviews several books on educational history. "American Educational History Revisited. A Critique of Progress," by Milton, Gaither; "Chartered Schools. Two Hundred Years of Independent Academies in the United States, 1727-1925," edited by Nancy Beadie and Kim Tolley; "School's In. The History of Summer Education in American Public Schools," by Kenneth M. Gold.

Reviews the book "Imagining Teachers: Rethinking Gender Dynamics in Teacher Education," by Gustavo E. Fischman.

Reviews the book "New Sourcebooks for the Study of the History of Education in Germany," by Christel Adick and Wolfgang Mehnert.

Reviews several books on education. 'The Institute of Education 1902-2002. A Centenary History,' by Richard Aldrich; 'Free Schools, Free People. Education and Democracy After the 1960s,' by Ron Miller; 'Der historische Kontext von Pestalozzis 'Methode.' Konzepte und Erwartungen im 18,' by Daniel Trohler.

Reviews several books on history. 'The Will to Change the Child. Re-education Homes for Children at Risk in Nineteenth Century Western Europe,' by Jeroen Dekker; 'Scritti pedagogici. Storia della pedagogia,' by Augusto Guzzo; 'John Paul II and Educating for Life. Moving Toward a Renewal of Catholic Educational Philosophy,' by James T. Byrnes; 'Order in Progress. Everyday Education Practice in Primary Schools - Belgium, 1880-1970,' by M. Depaepe, K. Dams, M. De Vroede and B. Eggermont. Simon.

La naissance d'une nouvelle revue d'histoire de l'éducation doit tre saluée comme il convient. Editées par le Centre de documentation et de recherche Pestalozzi, 1 Case postale 1400 Yverdon-les-Bains (Suisse) (centre.pestalozzi@bluewin.ch). qui vient de se doter d'un conseil scientifique franco-suisse, les Annales Pestalozzi se proposent "d'animer la réflexion autour de Pestalozzi et son époque" et, plus largement, d'offrir un "forum de discussion critique, entre chercheurs, sur les questions concernant la naissance de la pédagogie moderne, entre 1750 et 1850, dans son contexte intellectuel et social". Dans l'introduction de ce premier numéro, consacré "Société, Patriotisme et Education au XVIIIe si cle", Daniel Tr hler insiste sur la démarche de contextualisation qu'il estime désormais indispensable pour faire sortir l'oeuvre de Pestalozzi de l'exaltation hagiographique dont on l'entoure (les orphelins de Stans!) et de l'actualité intemporelle qu'on prête trop souvent à ses idées. Dans quelle mesure les quatre contributions originales que contient le numéro répondent-elles à ce programme? Incontestablement, elles s'attachent bien à éclairer le contexte intellectuel dans lequel s'inscrit l'oeuvre de Pestalozzi. Contexte en quelque sorte interne, d'abord, au travers de l'analyse du caractère évolutif de la réflexion de Pestalozzi, notamment dans Léonard et Gertrude dont les éditions successives, entre 1781 et 1820, expriment des visions de la société, de la vie sociale et de la pédagogie assez différentes, parfois contradictoires, comme le montrent les articles de Rebekka Horlacher et Michel Soëtard. Mais aussi en éclairant le contexte intellectuel et politique proprement helvétique du pédagogue zurichois : la figure d'Isaak Isolin, contradicteur de la philosophie politique de J.J. Rousseau, est évoquée par Béla Kapossy, tandis que D. Tr 7 hler lui-même analyse le programme éducatif de la Société helvétique (1761-1797), qui voit dans "l'histoire, l'amitié et la pédagogie" les trois piliers de la Nation à construire, et prétend oeuvrer dans ces trois domaines, mais noie son objectif dans une rhétorique stérile. Cette première livraison privilégie ainsi un contexte intellectuel, philosophique et politique. Le contexte proprement éducatif, scolaire et social est évoqué, pour sa part, d'une fa on plus allusive ou stéréotypée. Qu'en est-il, par exemple, de la combinaison effective du travail manuel et des apprentissages scolaires dans les campagnes helvétiques de l'époque, et quelle est la part de l'originalité pestalozzienne dans ce domaine (p. 52)? Ou, quand il est relevé qu'en 1820, Pestalozzi prescrit une place centrale à la prière, à la lecture de la Bible et au chant des psaumes (p. 55), cette préconisation peut-elle se comprendre sans être référée à ce qui est une pratique constante des écoles suisses depuis le XVIe siècle, et qui commence précisément à être remis en cause à cette époque? Sur la voie de la contextualisation, un bout de chemin reste donc, peut-être, à parcourir, mais ce premier numéro va clairement dans la bonne direction. [ABSTRACT FROM PUBLISHER]

A review of the book "Nuevas miradas historiográficas sobre la educación en la España de los siglos XIX y XX," edited by Jean-Louis Guereña, July Ruiz Berrio and Alejandro Tiana is presented.

A review of the book "L'ecole et la lecture obligatoire. Histoire et paradoxes des pratiques d'enseignement de la lecture," by Anne-Marie Chartier is presented.

Reviews the book "Refiguring History: New Thoughts on an Old Discipline," by Keith Jenkins.

Reviews the book "De Darwin &aagrave; Piaget : pour une histoire de la psychologie de l'enfant," by Dominique Ottavi.

Reviews the book "Enfants Terribles: Youth and Feminity in the Mass Media in France, 1945-1968," by Susan Weiner.

Reviews the book "Gender, Colonialism and Education: The Politics of Experience," edited by Joyce Goodman and Jane Martin.

Reviews the book "Intellectual Emancipation: Swiss Women and Education," by Joy Charnley and Malcolm Pender.