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The article focuses on the difference in the study of natural sciences and historical studies. If the vast expansion of historical studies in recent times is compared with that of the natural sciences, people will be struck by a profound difference. While specialization necessarily reigns in both, the effort to generalize, to determine universal laws in history is slight, compared with what has been achieved in the study of Nature. This is inevitable, for history is the sphere of the incalculable, self-determined human will. Yet people are learning in psychology, physiology, climatology, economics and other sciences, to find unsuspected limits imposed on man's freedom.

The author examines how a sociological teaching of history can give historical perspective and hence depth of meaning to current discussions of welfare. The author presents his views on several factors which mainly influence a social policy. The concern for a socially acceptable territorial ordering of the physical apparatus of life, ranging from the location of employment to the design of towns and the renewal of decaying urban areas, to prevent wild fluctuations in economic activities,to maintain full employment. Equality easier to achieve in a society which is intolerant of individuality, privacy, non-conformity, and which has no high regard for free consumer choice, free association, or freedom of ownership. The main aim of the social policy is an attempt to steer the life of society. It may thus help the student to become conscious of his own value assumptions and their significance for his work in the social services.

The article discusses research in the context of education history. The author stresses that research remains focused essentially on schooling to the exclusion of other social influences and agencies purposefully designed to change behavior. The increasing use of concepts from the social sciences and the persistent concern with education in 19th century affect the study of rhetoric. According to author, there are two perspectives on the topic of milieu which should be more commonly reflected in the work of historians of education: One concerns the cultural setting, the other the professional climate of opinion.

This article presents a study on the history of education. There is an increasing realization that interpretation is an essential aspect of historiography. Neutral historians still exist, but they are becoming rarer. Another important historiographical development was concerned with the sources that the educational historian uses in making his interpretations. The educational historian must take account of another set of rules those involved in the phenomenon he is investigating, for this phenomenon is human purposes and meaning in a manner in which natural phenomena are not. Understanding social phenomena involves more than external observation; it necessitates an imaginative projection into what the phenomena mean, a meaning that can come fully only from inside the activity studied. A number of helpful and a larger number of unhelpful general histories of education were produced.

This article focuses on the history education. The history education at times is used to signify the entire range of historical writings about education. At other times it is used to denote historical writings about education by professional educators. It is also applied to those historical writings about education by professional educators who specialize in educational theory. A distinction is also made between the academic educational historian and the professional educational historian. No value judgment is implied. An additional distinction is made between the related concepts, the new history and the pragmatic history, the difference being that the new history stems from the academic tradition whereas pragmatic history is a term that applies rather to work of the professional educational historian.

This article presents a study on the historical and philosophical foundations of education in the U.S. The re-examination of the history and philosophy of education as disciplines worthy of special attention in the foundational approach to education is noteworthy. After the World War II, several textbooks in general history of education appeared in rapid succession. On the same period also, scholars are being interested with foreign education. Among the problems that were especially acute after the war was the whole question of the relation of religion to education.

This article reviews the research studies that have been reported with respect to the origin and development of different types of school districts and the evaluation of the different types from the point of view of educational changes as well as of financial support. The results of the studies showed a history of development and improvement in the degree of equality which exists in the educational offering in one-room, two-room, mixed and graded schools under the operation of the county-unit plan. The other studies focused mainly in school finance and compared the expensive district or township system with the less expensive and more efficient county system.

This article focuses on the determination of the relative effectiveness of the lecture method versus the question and answer method of teaching history. It studies the effect of definite written exercises on achievement in American history and reported that brighter pupils achieved relatively more without definite assignments to be written and handed in, while duller pupils achieved relatively more when definite written assignments were made. The researchers reported that dates rather than centuries should be emphasized in teaching chronology in history and encouraging pupils to collect newspaper clippings relative to the course is an effective means of stimulating learning activity in citizenship classes.

The article presents an experience of a student teacher who was assigned to a depressed public school in the U.S. The author describes the student teacher as a well qualified for her subject matter, with an “A” average grade in her history class, and a culturally rich background. The student teacher complaints when she was assign into a public school that has 85 percent African American students with an average of 21 problematic students per day. She insisted that her knowledge was intended only for white students like her.

The article focuses on the responsibility of the American Historical Association for the teaching of history at all levels in American educational institutions in the U.S. The American Historical Association has established a Service Center for Teachers of History. The author points out that the Service Center will prepare and supervise the preparation of various types of pamphlets to aid secondary teachers. One of the function of the Center will be to facilitate cooperation between teachers of history at all levels.

The article discusses the concept of training history teachers. Teacher-education institutions have the responsibility to prepare teachers who are equipped to handle local historical materials. Teachers were required to attend seminar in the social studies with emphasis on local materials. They must also see to it that students are exposed to the practice of using local materials to illustrate and make more meaningful. Institutions working on the graduate level have their role in increasing the effectiveness of the teaching of local history.

The article focuses on the writing of history, which according to the author, has always involved selection and interpretation, and consequently distortion of the past. The historian's problem is not to give man a true account of his past, but to give man a useful account of his past. In facing its present dilemma, history must reevaluate the criteria against which it judges the significance of past events. As history has become a profession, and historians have talked of the scientific spirit in the writing of history, there has been a tendency to derive these criteria from logic and the reflective processes of the historian, to interpret history in the light of the patterns into which past events seem to the historian to fall. The author suggests that if history is to serve man's ends, then, it must redefine its problem with each generation as the organization of the facts of the past relevant to the needs of the present, and the interpretation of those facts in terms of the needs of the present.

The article discusses how the nation may be trained in social thinking by history teachers in the U.S. The methods of teaching history have been variations of backing the book, reading aloud to the teacher or reading silently and later reporting. This habit and skill in social thinking lasts long after information has vanished from the mind, if it has once been thoroughly formed. The chief reason for the failure of the thinking ability of the nation to measure up to the complexity of the requirements of modern civilization is the bare fact that the nation have not known how to think and so have not trained its youth to think. There are five stages, or steps of this typical thinking process. The first step involves recognizing and scrutinizing the problem and narrowing it down to its precise meaning. The second step involves getting all the suggestions, hypotheses, or tentative ways of solving the problem, with every considerable research and using combinations of the hypotheses found, as combination hypotheses whenever possible. Under this step, the emphasis is on getting all the suggestions possible under the circumstances. Third step involves testing out each idea for merits and demerits. Next step involves an elimination contest for the several ideas found so as to choose the best one. In the last step, the final choice of judgment is accepted.

The article presents some suggestions for the correlation of English and history in the small teachers colleges. The correlation of English and history are suitable for small teachers colleges since they are most feasible in terms of organization and administration. In addition, these colleges required English course, such as introductory and advanced composition, survey of English and American literature and study of the classics which can be cooperated with course in history such as world history, American history and history of modern Europe. One way to achieve maximum cooperation is to recognize the need for parallelism in regard to these required course. If it is possible these courses supplement each other be offered in the same semester. Another way is to assign term papers in the history and English classes which provides the best opportunity for correlation.

The course of human thought could be traced in the parallel development of these two sides of knowledge. " Mathematics" the measurable, exact, settled. "History" the changing, the subjective, the matter of constant enquiry. "History "retains this vague developing connotation. This quite properly used of the account of one man's life, the history of Napoleon. Accepting this definition, it is at once clear that History is the central thread of social science; widely interpreted it embraces the whole. But for convenience of study, one need to distinguish the different aspects and preserve the autonomy of those sciences on which history is based. Thus to take the two succeeding subjects in this Conference, Geography and Biology, they have in them two great ranges of facts which condition human progress, but are not subject to Man's will. "History" is thus in touch at the highest level with Ethics as it is on the lower with the sciences of nature. It is even more truly the evolution of Morality than it is an offshoot of Earth-knowledge.

The article discusses the analysis of history of education as an academic discipline in the U.S. The history of education has been influenced in its growth by a number of factors in the field of inquiry. Colleges and universities have adapted history of education to curricula of teacher education and studies. Assessing the importance and worth of the subject in these institutions has been both favorable and unfavorable. National Education Association has recommended that educational history be made a common professional background for all teachers.

This article discusses about history of education and comparative education. The first part of the present number is devoted to studies of the history of education in the U.S. Historical works are also cited. Comparative education comprise the second part of this issue, embracing not only comparisons between two or more countries, but also the practices in any one country, other than the U.S., which may contribute to an understanding of variations in education throughout the world. Educational problems and policies in other lands, as well as the history of U.S., are rich in values for American students and practitioners of education.

The article presents an excerpt of a news release from the Yale University News Bureau regarding its efforts to develop high school students' interest in U.S. history.