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Focuses on the historical significance of the "Sunday Advertiser" in London, England. Entrance of the newspaper into the weekend market of journalism; The role of Elizabeth Johnson in the pioneering of English Sunday papers; The activities of the Friendly Society of Licensed Victuallers in opening a school and funding it with a newspaper; Discussion of content and circulation of the "Sunday Advertiser" in the early 19th century; Management of operating costs and profits; The committee system of management; Sale of the newspaper to William J. Clement.

Information about several papers discussed in the 9th and 10th of the Pugwash Conferences in Science and World Affairs which were held in Cambridge on August 25-30, and in London, England on September 3-7, 1962. The conference gathered 60 scientists from 18 countries. The papers presented by Western scientists and the statements emanating from the conferences have shown no evidence of partisan inspiration.

The article discusses the proceedings of the Royal Society and British Academy held in London, England. Observations about several papers discussed at a symposium on the process of extracting information on prehistoric man's knowledge of astronomy and mathematics, with a subtitle of "The Unwritten Evidence" is presented. The symposium featured several notable people including R. J. K. Atkinson and Fred Hoyle.

The article focuses on the London, England sugar merchants of the eighteenth century. Like many other spheres of economic life in the eighteenth century, the sugar trade has left comparatively few records for the historian to evaluate. The excellent history of the Pinney family by professor Richard Pares discusses much about the organization of the Bristol sugar market. Information about London sugar merchants is restricted very largely to the letter and account books of Messrs Lascelles and Maxwell covering the years 1740 to 1769 but unfortunately only one of the letter books survived the blitz. Nevertheless, Pares was able to work upon the manuscripts prior to their destruction and record some of results of his investigations before his premature death in 1958. The discovery of the Mills family papers has opened the way to a fresh look at the London sugar trade in the eighteenth century. Tobits Wall of Abchurch Lane, London, England originally owned the London sugarhouse. Upon his death in 1744, Wall left the business to his nephew, Mathew Mills and although the London directories for the years 1746 to 1748 are missing, the firm appears in the London directory of 1749 as Mathew and John Mills of New Broad Street.

This article presents a profile of revolutionist and philosopher Karl Marx. The revolutionist and philosopher became a public figure in 1843. One of the most remarkable men of the day, who has played an unscrutable but puissant part in the revolutionary politics of the past forty years, is Karl Marx. A man without desire for show or fame, caring nothing for the fanfaronade of life or the pretense of power, without haste and without rest, a man of strong, broad, elevated mind, full of far-reaching projects, logical methods and practical aims, he has stood and yet stands behind more of the earthquakes which have convulsed nations and destroyed thrones, and do now menace and appall crowned heads and established frauds, than any other man in Europe, not excepting Joseph Mazzini himself. The student of Berlin, the critic of Hegelianism, the editor of papers, and the old-time correspondent of the New York Tribune. he showed his qualities and his spirit, the founder and master-spirit of the once dreaded International, and the author of Capital, he has been expelled from half the countries of Europe proscribed in nearly all of them, and for thirty years past has found refuge in London,England.

The article presents information on the 21st annual general meeting of the Standing Conference on Studies in Education held at King's College in London, England, on December 15, 1972. The new Chairman of the Conference, J.R. Webster, of the of the University College of North Wales, Bangor, was elected at the beginning of the business meeting and took the chair throughout the day. Margaret Sutherland, of the University of Leeds, and S.J. Eggleston, of the University of Keele, were elected to the Editorial Board. The meeting endorsed the change of Publisher that had been negotiated by the General Purposes Committee during the summer, from Messrs. Faber and Faber to Messrs. Basil Blackwell of Oxford, to begin with this first Number of Volume XXI. The afternoon session was a private meeting devoted to discussing the future function of the Standing Conference in the light of the James Report and the White Paper. The morning session, however, following the business meeting, was a public session to which representatives not only of the universities and colleges of education were invited as normally, but also of the polytechnics.

The article reports on the annual meeting of the Standing Conference on Studies in Education. The meeting took place on December 16, 1966, at the Institute of Education of the University of London in England, with chairman Professor Roger Wilson presiding. At the end of the business meeting the Conference turned to a discussion of "The Implications of Comprehensive Secondary Education." In the morning session professor Philip Taylor opened with a paper on "The Implications for the Schools." The opening paper in the afternoon, on "The Implications for Departments and Colleges of Education," was given by professor William Taylor. Professor Philip argued that if comprehensive schools are to share in the development of young people they will need to show that they can add something significant which cannot be obtained outside school. Schools offer training in the way of abstracted culture. These have a limited appeal in terms of social and moral explorations--they relate to abstractedness and not to a personal self.

The article presents information about the annual meetings of the Standing Conference on Studies in Education at the College of Preceptors in London, England, on December 8, 1961. At the end of the business meeting the Conference turned to a discussion of "The Value of Comparative Studies in the Training of Teachers". The morning session was opened by Vernon Mallinson, Reader in Education in the University of Reading, in a paper on "The Case for the Teaching of Comparative Education." The afternoon session was opened by J. A. Lauwerys, Professor of Comparative Education in the University of London, who spoke on "Methods and Techniques in Comparative Education." Vernon Mallinson began by clearly defining what Comparative Education comprises. He tried to show that the mere study of foreign systems of education provided no real discipline for the student and was but the descriptive side of the task. Considering the student as a future member of the teaching community, Mallinson found him far too parochial in outlook, and that the proper study of Comparative Education both killed this and also globally situated the student by deepening his understanding of pedagogic problems and by showing how different countries must deal differently with common educational problems.

This article discusses a study which examined the relation between science and atheism in London, England during the mid-Victorian period. The paper described what atheists did in the 1860s, their ideology, and their total commitment to the task of making every thinking man and woman an atheist. The mid-Victorian atheist delighted in the use of words, but his shades of meaning in using terms such as atheist, freethinker, secularist are elusive to the historian. In connection with this a nomenclature was suggested. An atheist might deny the existence of God, or he might refuse to do this on the grounds that the word God had no meaning for him. Freethinkers declined to accept the divine inspiration of the bible and he would have included amongst freethinkers the atheists, Unitarians, and a growing number of liberal Christians. The secularist was a freethinker who combined thought with action and aspired by concerted effort with his fellow freethinkers to expose religion to the logic of material facts. Science was studied by working-class atheists because they loved learning for its own sake, and additional motivation came from its usefulness in proving the scripture to be wrong. In conclusion the paper saw science as an alternative to religion for the thinking working man.

The article focuses on the history of advertising in newspapers in London, England between 1650 and 1750. It may be approached from at least three directions. First, there is the history of advertising per se; in this respect subsequent general histories have made little advance on Henry Sampson's pioneering work published almost a century ago. Blanche B. Elliott in A History of English Advertising has covered fresh ground in her examination of the advertisement sheets in the late seventeenth century, but has barely touched upon the much larger subject of advertising in newspapers proper during the period under review. The historians have concentrated somewhat superficially on the evident humor, quaintness, and evocativeness of many of the advertisements and have almost entirely neglected any quantitative analysis. Secondly, advertising may be considered as part of the history of journalism, a legitimate approach when one appreciates that by 1750, 75% of space in some dailies was being devoted to advertisements. Thirdly, the advertisements may be studied as a source for literary, economic, and social history.

The article presents information on a paper presented by journalist Walter James on educational research during the Standing Conference on Studies in Education which was held in London, England, on December 12, 1970. Over the years many educational researches, in short summary as news items, have announced themselves to James in the page proofs. Educational researchers and their critics have wrestled in the correspondence columns. There have been many articles recording the results of some kind or another of educational research. But if the nature of research in the two fields is so different, it does not seem to James to follow that in the natural sciences there should be so wide a field of agreement and in educational science. There are long-standing controversies and unsettled questions in the natural sciences. The steady state and big bang theories of the origins of the universe are a case in point. But if one looks at any one of the natural sciences he can see a broad area of knowledge and theory over which the great majority of scientists are agreed.

This article presents information on the annual general meeting of the Standing Conference on Studies in Education took place on December 15, 1968, in the Council Room at King's College London, England with Professor J.W. Tibble in the chair. At the Business Meeting it was recommended that Professor J. Kerr be invited to become Treasurer of the Conference in succession to Professor C.E. Gittins, and that L.K. Turner be elected to the Editorial Board in succession to the Reverend G.J.N. Whitfield. At the end of the Business Meeting the Conference turned to a discussion on Educational Research: Policy in Universities, Institutes, and Education Departments, and in Colleges of Education. Short papers were given as a basis for the afternoon discussion by Professor Stephen Wiseman from the National Foundation for Educational Research in England and Wales, Professor William Taylor of Department from Education and Science, Professor Jack Wrigley from Schools Council, David A. Walker from Scottish Council for Research in Education, Professor J. Tizard from Social Science Research Committee and Brian Young from Nuffield Foundation.

This article presents information on the annual meeting of the Standing Conference on Studies in Education that took place on December 14, 1962 at the University of London Institute of Education in London, England. At the end of the business meeting the Conference turned to a discussion of Future Patterns in the Training of Graduate Teachers, inaugurated by two papers: one by Professor J.P. Tuck from the standpoint of the University Departments of Education, the other by T.H. Simms, of Homerton College, Cambridge, from that of the Training Colleges. These two addresses are summarized below. Professor J.P. Tuck argued that the training of graduate teachers ought to be undertaken only by institutions which are inside the Universities. Schools which employ graduate tea!hers need as many links with the Universities as they can have. The standard of the professional studies of students is likely to be higher in the Universities. A successful association between training and educational research is more likely to arise in the Universities, and likewise association between lecturers in graduate and undergraduate courses.

The article presents information on the annual meeting of the Standing Conference on studies in education which was held in the Council Room of the College of Preceptors, in London, England. Professor Roger Wilson, of Bristol, was elected Chairman in succession to Professor A. V. Judges, as from next October. Professor Judges was elected Vice-Chairman. The offices of Secretary and Treasurer do not yet fall vacant under the Constitution. They continue to be held by Professor J. W. Tibble and Mr. Alan Milton respectively. Professors Eric Ashby, John Fulton and Geoffrey Crowther were invited by the Meeting to become members of the Standing Conference. After the business meeting of the conference devoted the rest of the day to a discussion on "The Training of Graduates for Teaching." Two papers had been circulated in advance as conference-documents: one by Professor Eaglesham on "Graduates in Training Colleges," the other by Professor Roger Wilson on "The Teaching Function of University Departments of Education."

The article presents authors' response to comments on his paper "Some Problems in the Evaluation of Urban Road Investments," by K.M. Gwilliam and C.A. Nash. The paper discussed the treatment of the benefit from tax gain to the government. These authors say that they did criticize the London Transportation Study (LTS) treatment of taxation. The paper was also criticized on the treatment of dead loss. Authors say that they criticize the LTS criterion in respect of the implication of ignoring the dead-loss, but not in respect of the situation envisaged simply because, as an inspection of they considered there a different case, namely one with a backward bending supply curve, a most important part of the LTS evaluation problem. So far as it goes, authors agree with the statement made by Gwilliam and Nash about the general case in the appropriate context. The paper was also criticized for the treatment of systems' effects. These author doubts whether their points about the treatment of network effects can be properly called a criticism of the LTS criterion. LTS was attempting an evaluation of a total network, not of a link within it. These authors say that they believe that the attempt made by Gwilliam and Nash to show that the LTS criterion is really the way of measuring the benefits is fallacious.

The article presents authors' comments on the paper "Some Problems in the Evaluation of Urban Road Investments," by M.E. Beesley and A.A. Walters. In the paper Beesley and Walters suggest a procedure for evaluation of urban road projects that differs in some important matters of principle from that developed in connection with the London Transportation Study (LTS), which is widely favored as the appropriate basis for economic evaluation. In considering taxation gain, Beesley and Walters say the argument for including this item as a benefit or cost must be, as is usual in cost benefit analysis, that it reflects a real benefit or cost to society in some sense. They said that on the assumption that some other taxes are reduced to compensate them, one should enter a benefit if the reduction in the marginal misallocation of resources and costs of collection of the reduced taxes offsets the costs of collection and misallocation effects of the taxes on the new road. They said that tracing out the misallocation effects and collection costs would be immensely complicated and thus, from ignorance, one must remain neutral as to whether any benefit exists.

This article presents an abstract of the paper The British Working-Class Press in 186. This paper dealt mainly with five weekly journals, all published in London, England. It included Bee-Hive, Commonwealth, Working Man, International Courier and National Reformer. The Bee-Hive, owned by the Trades Newspaper Co., was still primarily a trade union newspaper; but concerned with working-class political activities. George Potter was manager, and Robert Hartwell was the editor. Due to a dispute with the Junta, the Bee-Hive had been ex-communicated by the London Trades Council. The Commonwealth was owned by the Industrial Newspaper Co. Set up in 1865 when Marx and the Junta gave up hope of gaining control of the Bee-Hive, the paper took over the Miner and Workman's Advocate, and re-launched it as the organ of the International. The title was changed to Commonwealth in February 1866, when a group of middle-class Reformers became shareholders. As a result of their influence, policies were moderated, and by the beginning of 1867, the Commonwealth was mainly a mouthpiece for the Reform League. The Working Man and the International Courier were companion-papers, with Joseph Collet as editor-proprietor. The Working Man was the organ of the 0'Brienite National Reform League; the International Courier became the organ of the International in 1867. The National Reformer--Secular Advocate and Freethought Journal--was by 1867 owned as well as edited by Charles Bradlaugh; and it was regarded by him as an organ of the Reform League.

The article presents information about the annual meeting of the Standing Conference on Studies in Education, which was held in the Council Room of the College of Preceptors, in London, on December 16, 1961. It also includes the names of its committee members. On the recommendation of the Editorial Board, the Conference decided that the November 1961 issue of the British Journal of Educational Studies shall be a special issue, enlarged from 96 to 144 pages, and devoted to commemorating the work of a number of great British educators of this century. After the Business Meeting, the Conference devoted the rest of the day to a discussion on the training of graduate science teachers. The priorities in training will be different as between the two main types of student: the followers, who will need more emphasis on methodology, and the leaders, who will need more stress on theory. At the moment methodology is inadequately covered in many courses. The Education Departments should have more laboratories of their own, should visit more schools more often, should cultivate the device of schools linked to them, but at the same time should not separate their Arts and Science graduates more.

This article presents information about the proceedings of the annual meeting of the Standing Conference on Studies in Education, held on January 5, 1954, in the Council Room at King's College, London, England. College's Principal Peter Noble had welcomed the Conference members. Conference secretary J.W. Tibble had presented a report on the work of the Conference Committee during the year. After that, executive editor of the "British Journal of Educational Studies" A.C.F. Beales reported on the journal. He recalled the policy which had decided the form and make-up of the journal originally, and also the suggestions made during discussion at the previous annual meeting. The Editorial Board felt that the spread of the main articles in this year's issue was better balanced than in the past, and that the contents of the journal were still avoiding successfully any overlap into the fields for which other specialist journals already existed. In the course of discussion on the report several positive suggestions for future contents were offered for the Editorial Board's consideration. A revised draft of the Standing Conference, previously circulated, was then considered in conference, amended, and adopted.

The article presents information on the First World Conference on Medical Education was held in London, England in August 1953. The general theme was undergraduate medical education. No fewer than 32 countries contributed papers. Sectional discussions covered complex and various aspects of almost the whole field of medical education, including requirements for entry into medical schools, the aims and content of the curriculum, techniques and methods of medical education, and preventive and social medicine. As is common with conferences of this nature, what was sometimes really most valuable were the questions raised rather than the answers provided. For the historian of education Professor J.F. Fulton of Yale address on the History of Medical Education. In it he showed the supreme importance for medical education of an intimate teacher-pupil relationship, drawing his evidence from Sanskrit medical literature of 500 B.C. as well as from Plato, Hippocrates and Galen. After tracing the story through the Middle Ages to modern times he pays what is perhaps an overdue tribute to British Government-sponsored studies and reports.

The article presents information related to the recent developments in the field of education. The annual general meeting of the Standing Conference on Studies in Education was held at Kings' College, London, England on December 11, 1970. The subject of the one-day Conference was "The Purpose and Structure of Higher Education." Educational structures can facilitate good work or make it difficult. They cannot guarantee it. If there is dissatisfaction the odds are that remedies are more likely to be found in changing what is done within a structure than with root-and-branch transformation. If there is a national decision that some of those qualified to enter a university will have to go to less expensive institutions there is a logical case for turning some of the present colleges of education into general colleges of liberal arts and science. Some polytechnics must still choose between providing, for some years at least, either an honors course or an ordinary, but not both, thus losing comprehensive provision, and devoting to a particular academic area greater manpower, space, and equipment resources than they would have chosen to do at that stage of their development. In any event, the need of the 1970s is not solely for an ever increasing number of very narrow vocational courses in higher education.

The critical data in this study is information on house purchase transactions for owner occupation, which were financed with the help of a mortgage from the Nationwide Building Society (then known as the Co-operative Permanent Building Society) during the first three months of 1968. In this period the Society was involved in some 1,800 house purchase transactions, located in 539 different towns and postal districts in the South East Planning Region. This is a much wider geographical area than the London Metropolitan Region, the one under consideration in this paper. The Metropolitan Region is the area within a radius of approximately 40 miles from central London and the majority of these 1,800 transactions were in this area. For each transaction, 44 separate pieces of information were collected. The important data, from the point of view of this study, was that on purchase price, geographical location and physical aspects of the house, such as its size, age, availability of central heating, etc. All this wealth of data is stored on a computer at the Building Research Station, Watford.[1] A preliminary study of the data, Ministry of Public Building and Works Building Research Station (1968), has indicated that the houses in this particular building society's survey can be considered as typical of all transactions made by the larger building societies.[2]. [ABSTRACT FROM AUTHOR]

This article present information on the proceedings of the first world conference on medical education, held in London, England, in August 1953. The entire proceedings of the conference has recently been published by the Oxford University Press under the title "Proceedings of the First World Conference on Medical Education, London 1953, Held Under the Auspices of the World Medical Association," edited by Hugh Clegg. This publication covers major issues related to medical education that were discussed during the conference. The discussions cover: requirements for entry into medical schools; aims and content of the medical curriculum; techniques and methods of medical education; and preventive and social medicines. In the discussions on entrance-requirements the case for the humanities was put strongly, while resisting however the implication that science is in some way inferior. It was felt that entrance-requirements should be kept flexible. There was considerable support for the view that much of the traditional anatomy teaching is unnecessary and that a student should have the opportunity of watching an operation, where he will have a better opportunity of learning anatomy than in the dissecting-room.

This section presents a list of contributors on the June 1972 issue of "INFOR" magazine, including Peter H. Grinyer of The City University in London, England.

Presents information about the second international colloquium organized by the Society for the Study of Labour History, that was held in June 1968 at Birkbeck College in London, England. Similarities of language at the colloquium; Fits among the pairs of British and American papers presented at the colloquium; Juxtaposition of the descriptions of the different influences exerted on labor and on the labor movement in the U.S. and Great Britain.

The article presents authors' comments on the paper "Some Problems in the Evaluation of Urban Road Investments," by M.E. Beesley and A.A. Walters. These authors say that an alternative way of explaining the difference between the London Transportation Study (LTS) and Beesley and Walters measures is that, on the assumption of linear demand curves, LTS used a straight-line path of integration across the links whereas Beesley and Walters prefer a seriatim path. The same issue of path of integration arises when non-linear demand curves are assumed. Where cross price derivatives are equal, straight-line and seriatim paths give the same result. When this is not the case, the rule given by Beesley and Walters will give a different value according to the order in which the links are examined. In the linear demand curve case, the LTS criterion is the mean of all possible values of the procedure of Beesley and Walters and it is for this reason that the authors suggested that it was a sensible value to choose.

The article focuses on one of the leading merchant-planter families of Antigua, the Olivers family. Dr Vere Langford Oliver, a descendant and author of "The History of the Island of Antigua," has compiled data on five Richard Olivers. The first two were brothers and partners who lived in Bristol; Richard I was a linen-draper and merchant who traded to Virginia and owned plantations beyond the seas while Richard II was also a linen-draper and merchant as well as burgess. Richard Ill, his second son, was born in Bristol in 1664. He was probably the Richard Oliver who became a merchant and planter in Antigua. He was very influential in the island community. The most prominent member of the family was the fifth Richard Oliver, Alderman and Member of Parliament for the City of London. Alderman Oliver was born in Antigua in 1735, the son of Rowland and Sarah Oliver but at an early age he came to London and entered his uncle's counting house. Richard Oliver IV had a transaction business in London as a single proprietor from about 1744 to 1761. On 25 April 1761, he took into partnership his son-in-law and nephew and gave him a mutual interest with himself in the business of the house, which was thenceforward carried on in the name and under the firm of Richard and Richard Oliver.

At the beginning of the nineteenth century London was no longer the only centre for the wholesale manufacture of boots and shoes. By that time the production of ready-made footwear had developed at Northampton and more recently at Stafford, Kettering, Wellingborough, and Daventry, where in each case it was conducted by one or two enterprises. The rise of wholesale manufacturing was not accompanied by the appearance of typically large enterprises but a handful of firms each employed several hundred people in 1851, the majority of whom were outworkers.' Improvements in communications and greater urbanization explain the growth of certain centres where boot and shoe production became localized, as an expanding market encouraged specialization of function and by region. In the middle fifties there were signs that some classes of workers were becoming scarce, and this fact, taken together with a strike for higher piece rates and the subsequent introduction of closing machinery, fiercely resisted by shoemakers in Northampton and Stafford, suggested that the character and chronology of the first phase of mechanization in the footwear industry can be explained: by labor shortage, a situation which was beginning to affect other sectors of the economy in the 1850's.

This article focuses on the impact of the Jewish immigration from 1880 to 1914 on the clothing industry and trade unions in London, England. After the pogroms in 1881, 1882 and 1903 poverty-stricken left Russia in droves fleeing from political and religious persecution to lands where they might worship as they pleased and where they might earn their livelihood. In London, these immigrants concentrated in the east end because the Jewish charities were available there and because earlier immigrants. German Jews, who also spoke Yiddish, had settled there. The geographic concentration of the Russian Jews in their self-made Ghetto prevented them from easily adapting themselves to the English pattern of life. The immigrants entered into a few east end trades, cabinet and furniture-making, boot and shoe-making, and especially tailoring--trades which became famous as "sweated" industries at the turn of the century. As a result of the socio-economic conditions found in these trades, particularly tailoring, two attitudes developed: one, expressed at the Trades Union Congress in 1892, was that the Jews were undermining the wage standards of the English workers; the other, expressed by Beatrice Potter, was that the hourly earnings of Jewish tailors were higher than those of Gentile tailors and that the immigrants were such fierce competitors because they lacked, "social morality." Further, the geographic concentration of the Jews led to extreme over-crowding, to a worsening of sanitary conditions, and to high rents, factors which enhanced anti-alien sentiments.

The article examines the technique of the Floor Space Index (FSI) in urban building development. The technique is first applied on a considerable scale in the preparation of the plan for the reconstruction of London, England. FSI is the relationship between available floor space on a site and the site area including half the width of adjacent streets. The FSI is believed to be useful provided that the usual injunctions are observed concerning servants gaining the upper hand and becoming onerous masters. It gives the planner a summary of what accommodation the area already possesses and how much floor space one must move for the better working of the future plan. It cites that the main results of the FSI are to come when central areas are redeveloped.

Provide the visitors to London, England who is interested in British public address with an index to the city's principal repositories of information, places of historic importance, monuments and memorabilia related to the history of public speaking in Great Britain. Houses of Parliament; Libraries; Westminster Abbey; Inns of court.

This article examines the validity of sociologist Gregory King's estimates of the population of England and Wales in 1695 and of its age composition. The estimates are analyzed in the light of the available King's manuscripts. A study of some of the original returns suggests that the population enumerations used by King in constructing his ratios of persons per house, while by no means perfect, were nevertheless reasonable in quality. The account given in the Kashnor manuscript provides some factual basis for King's allocation of houses between London, England the other cities and market towns, and the rest of England and Wales. Demographic ratios for London agree well with those obtained from more extensive contemporary material. For the rest of the nation, such a check is not possible. But analysis of the census returns for England and Wales during the nineteenth century suggests that, at least, the ratios used by King for the other towns and for the villages and hamlets were not unrealistic. How exactly King computed the numbers of towns in his various categories is not known, and the results cannot be tested for reliability until a fresh analysis of hearth-tax statistics has been made.

The article presents information on the annual meeting of the Standing Conference on studies in education which took place at the University of London Institute of Education, with the Chairman, Professor Roger Wilson. Professor W. A. L. Blyth, of Liverpool, was elected to the editorial board in place of Professor W. R. Ninblett. T. L. Jarman, Reader in Education in the University of Bristol, was invited to become a member of the Standing Conference. At the end of the business meeting the conference turned to a discussion of "Learning Theory, in Initial Training Courses." The morning session of this was opened by Professor B. M. Foss from the University of London Institute of Education, and the afternoon session by Professor Ben Morris from the University of Bristol. It is proposed that instead of taking existing learning theories and seeing how they apply to what happens in school, one should adopt the reverse process, that is to carry out a classification of the kinds of learning which go on both in and out of school and then see if any existing psychological theories or analyses might be appropriate. The most general problem for educational psychology was that it could never escape involvement in value judgments. Since the concept of education is one into which value judgments are necessarily built, a psychology which seeks to serve education has to partake of the same value judgments.

This article reports that the Standing Conference on Studies in Education held its Annual Meeting on December 15, 1955 at King's College, London, England. It had been decided, on the recommendation of the General Purposes Committee and of the Editorial Board, that following the Business Meeting there should be a discussion on "The Place of the Philosophy of Education in One-Year Courses of Training for Graduates." In general, the study of the Philosophy of Education, in one form or another, is included in a course entitled "The Principles of Education," only rarely is there a specific course named The Philosophy of Education. It may be assumed that everywhere the ultimate aim is to develop a philosophical outlook on education, to guide the students towards a philosophical approach to education. This aim is pursued by means of a wide diversity of more immediate aims, which appear to resolve themselves into three main classes: an introduction to systems of philosophy, e.g. idealism, pragmatism; a historical survey of theories of education; a view of the nature of education in the perspective afforded by fundamental concepts such as freedom, or the history of ideas, or general literature.

The article focuses on the Royal Military Academy, Chelsea, the pioneer of army education. The Royal Military Asylum at Chelsea opened its doors in 1803 to one hundred and twenty-three orphans. The foundation and growth of this establishment provided training during the year 1812 to some hundred and twenty Serjeant Schoolmasters for the Army. In its early days, the Royal Military Academy catered for all ranks, and the subjects it considered essential to a military education still form the basis of the educational curriculum of the soldier. In attempting any general estimate, it is doubtful whether it could lay claim to eminence as an educational pioneer. In one respect, however, the Royal Military Asylum made an altogether unexpected contribution to the field of adult education. The Royal Duke's well-known ability as an army administrator led him to see the possibility of using the orphanage as a training ground for the Serjeants selected to act as teachers in the regimental schools of 1812. These schools were to spring up all over the world and provided the foundations on which the first Inspector General of Military Schools was to build a quarter of a century later.

The article focuses on different sources for the history of English primary schools in London, England, or outside the Metropolis in Great Britain. Educational, like all other, charities are surveyed in the reports of the Charity Commissioners, who between 1819 and 1840 issued thirty two reports, the last in six parts, on the charities of England and Wales. Between 1851 and 1899 the educational trusts investigated by the Commissioners were administered by the Charity Commission. In 1899 the Commission began to transfer this branch of its responsibilities, together with the records, to the Board of Education. In 1874 this feature was replaced by one called Statistics of Affiliated Schools. The records of the British Society were destroyed by enemy action during the war of 1939-45. The reports and a few other books and documents kept in the Society's training colleges are the only primary sources for the history of the Society. Those records however are a source of outstanding importance for all students of the history of individual schools since 1870.

Focuses on the comic performance of James Henry Hackett in London in 1932. Reception of the American style comedy of Hackett in London; Response of drama critics to Hackett's performance in London; Names of plays performed by Hackett in London.

The article highlights the Pugwash Conferences on Science and World Affairs on September 3 to 7, 1962 in London, England. It was the tenth conference and was attended by eight heads of states representing all the major power blocs. Delegates and observers were also present from 36 countries gathered during the opening session. The Pugwash conferences has acquired the acknowledged role of an international forum linking between scientist-participants and politicians. U.S. President John F. Kennedy, give a statement on disarming the world that will not jeopardize the security of my country. The purpose of the conference is to provide for a free and unpublicized exchange of opinions between participants from the East and West.

The article offers information on the conference entitled "Science and the Welfare of Mankind," which was held in London, England on February 15-17, 1946. The author noted that many foreign scientists attended this meeting as representatives of groups within their own respective countries. The author attended as observer for the Atomic Energy Committee of the Carnegie Endowment for International Peace and as representative of the Federation of American Scientists. The background and works done by various organizations of scientists were also discussed.

This article examines why Charles Booth undertake his survey of life and labor in London, England. Mary Booth has written a memoir about her husband Charles which was published in 1918, where she attributed Charles' interest in poverty to what the Fabians were fond of referring to as the zeitgeist of the 1880s, the spirit of new age that have abandoned laissez-faire dogmas and look upon collectivism in a favorable sense. Among the contributing factors mentioned by Mary were the work of Ruskin and Octavia Hill, the experience of the Charity Organisation Society, Toynbee Hall and the Barnetts. But H. M. Hyndman did not assert that Charles began his work solely to counteract the socialists' claims, but the clear implication was that the Social Democratic Federation were primarily responsible. Hyndman discussed in is book The Record of an Adventurous Life, a more specific explanation of the beginning of Charles' work. Hyndman's story if a good one and has been retold by a number of writers. It is taught that Hyndman's story is untrue but the had an important indirect influence on Charles. To know more about Charles' work, the Social Democratic Federation journals, Justice and the Pall Mall Gazette have featured interesting information about Charles and his works.

The article features the British foreign policy on the international control of the atomic bomb. "The Political Quarterly" is the most important British journal devoted to the discussion of political affairs from the Labor and Liberal standpoints. Two articles in the journal titled "Britain in the Atomic Age," by Leonard Woolf and "Britain and Western Europe," by Richard H. S. Crossman start from the premise that Britain would be indefensible in an atomic bomb war. According to Woolf, ten atomic bombs would be sufficient to wipe London off the map.

The article presents information on the Annual Meeting of the Standing Conference on Studies in Education that was held in the New Lecture Theatre, at King's College London, England on December 17, 1971. Its theme, introduced by Professor J.R. Webster, of the University College of North Wales, Bangor, was based on the role of education as an undergraduate study. In opening the discussion one of the speakers suggested that the traditional concern of UDEs, the postgraduate certificate course, did not provide a basis for either a rigorous study of education or a training for research workers. The PGCE course was too brief, the backgrounds of the students taking it too varied and, most problematic of all, when training teachers it was necessary to show a direct and immediate relationship between theory and practice. It was sometimes suggested that UDEs should abandon teacher training altogether and concentrate on research. A more fruitful approach was the introduction of undergraduate and postgraduate degree courses so that UDEs became ordinary university departments who were also involved in the initial and in-service training of teachers.