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The article focuses on the subject of the study of history in the Soviet Union. Westerners are not in a position to judge whether Soviet historians who succeeded in having his work published might afterwards have been reprimanded and prevented from further publication, or exposed to some punishment in his personal life. However, indications showed that the publication of scientifically documented editions of historical documents, together with critical commentaries, had attained a very high level in nineteenth-century Russia.

The article presents an outline of the objectives for the study of Samoan history and indigenous culture that was created and proposed as a pattern by a committee of seven Samoan educators. As a result of learning under such a framework, Samoan pupils are expected to be able to explain the traditional matai or chieftain social system, the manner in which the islands were governed, the nature of the traditional material culture of old Samoa, traditional Samoan occupations, the oral arts, music, and dance practiced in traditional Samoan culture, original Samoan religious beliefs, legends and religious practices, ceremonies that were part of old Samoan culture, Samoan forms of games, sports, recreation , and entertainment, fauna, flora, and non-living elements that were significant in traditional Samoan life.

The article focuses on notions about teaching the structure of an art subject. It explores how the structure of art and its historical knowledge are formulated and understood in the context of art education. It argues that such notions are influenced by curricular design. It suggests that teaching of structure has its favorable merits, but requires careful analysis. It also discusses the meaning of explanation in art and suggests that art has too many different contexts that provide and require different arrays of explanations. It suggests that understanding the structure of art-historical knowledge requires its relation to the activities that the art historians performs.

Discusses the most recent volumes in the Harvard Business History Series and the first studies prepared under the auspices of the Business History Foundation, related to business history. Value of the books and the uses to which they may be put; Basic differences between the approach to, and conception of, business history in the United States and Great Britain that they appear to illustrate; Future course of the discipline that they seem to imply.

The article focuses on historical education in the nineteenth century in Great Britain. History textbooks should be constantly changing. They are the reflection of how each generation regards the achievements of its predecessors and evaluates what motivated their conduct, and with what result. Since they are largely used by the young, they represent what their elders think they ought to know. In this article an attempt is made to consider the aims and purposes of nineteenth-century history-teaching through a survey of the books which were being written for use in schools. The changing pattern of history textbooks in the nineteenth century marks what advances were being made in the teaching of the subject. The first history textbook in the nineteenth century was "Historical Questions," published privately in the year 1800. For over a quarter of a century there was little to challenge the virtual monopoly of the book. But the emergence of history as a separate subject, and not as an adjunct to the classics, and the influences encouraging modern history opened up a market. By the 1850s books were appearing with some profusion.

This article attempts to clarify the meaning of the past in education by relating education philosopher C.G. Jung's concept of personality to the interpretation of history. It is a legitimate branch of educational studies to enquire into the pedagogical significance of the past. This is particularly so when many teachers lack a relevant metaphysic of learning. It is argued that the real goal of the philosophy of history is to establish a bond between man and history, between man's destiny and the metaphysics of history. The article author tries to demonstrate: primarily, that the real goal of history-teaching is the establishment of a bond between children and the past, between their destinies and the meaning of history; and secondly, that such a bond can promote a synthesis of social studies in education. According to Jung's concept, the more acute the consciousness, the less the timeboundedness in education. This hypothesis, based both on Eastern and Western wisdom, could, suggestively, be extended further to include the idea that after a certain height of consciousness has been attained, the limitations of material incarnation are transcended and may be known to have been transcended. The Jungian Contention that the conscious derives from the unconscious, conscious human personality being supported by the layer of the individual unconscious, which in turn rests on deeper layers of the collective unconscious.

The article reports that the method of teaching any subject depends directly upon the logic of explanation in that subject. The study of psychology and long years of practical teaching experience has helped in understanding something of the nature and limitations of the pupils, However, it is still only the beginning of the problem of finding a method of teaching a subject. And the only method of discovering what is true to the nature of a subject is by critical examination of the subject. The time is ripe for such an enterprise. During the past twenty years British philosophers have turned their attention to problems of the nature of historical knowledge, of truth and fact and objectivity in history. Any method of grouping historical events in an intelligible manner rests on showing a significant relation between two or more events, policies or movements. To do this is to presuppose a theory of historical explanation. That is to say, such techniques not only imply that the particular events grouped together are significantly related, they also imply that the general character of historical explanation is of this kind.

The article presents views of contributors on issues related to invention in science and art. According to Marianne Moore, inventiveness differs with normal intelligence and their difference can be compared within the family's relationship. She adds that invention is combinatory because it is inventive and it contrasts with convention. Marshall McLuhan states that human invention's study is a failure in history because of the difference of intelligence and invention. William J. J. Gordon said that invention is the breaking down of conventional similarities and making of new and unexpected connections.

The article presents a list of books related to education. "Education in National Development," edited by D. Adams; "In Quest of Qasars: An Introduction to Stars and Starlike Objects," by B. Bova; "A Select List of Aids of Use in the Teaching of Recent History," by G.R. Brooks; "The First Bourbon Century in France," by W.E. Brown; "Comprehensive Education: A Select Annotated Bibliography," by W.J. Bunton; and "Teachers in Turmoil," by V. Burke.

This article presents a list of books related to education. Some of the books are: "A New Guide to Modern Valency Theory," 2nd. ed., by G.I. Brown; "A Commercial Revolution: English Overseas Trade in the 17th and 18th Centuries," by R. Davis; "Scottish History," by A.A. Duncan; "Out-of-Class Activities and Civic Education," by P.R. Fozzard; "An Introduction to the Child's Conception of Space," by G.E.T. Holloway; "Notes on the Teaching of Empire and Commonwealth History," by G.M.D. Howet; "Edinburgh in Its Golden Age," by W.K. Ritche; and "The Observation and Guidance Period," by Y. Roger.

This article focuses on the Jubilee Conference of the Historical Association held in London, England at the beginning of the year. The whole event was a fitting tribute to the pioneers who had founded the Association in 1906, at a time when History, in English higher education no less than in the schools, still crept and crawled. President of the association Herbert Butterfield's Presidential Address, on historiography during the first half of the century, revealed how the study of History has since widened and deepened. The occasion of the Jubilee has produced three publications of special point and merit. One is the pamphlet "The Historical Association, 1905-1956," planned by a Committee and written mostly by Grace Stretton. The second is the special supplement on "Historical Writing" issued on January 6, 1956 by "The Times Literary Supplement." The third is a pamphlet containing the text of the several Public Lectures given during the Jubilee. As an adjunct to the Exhibition, "Fifty Years of Historical Teaching," the association issued a forty-page, cyclostyled "Guide to Sources of Illustrative Material in the Teaching of History," by E.K. Milliken.

The article focuses on the concept of interdisciplinary art education. It is described that the interdisciplinary education is considered as one of the educational approaches where students gain a better knowledge of themselves and absorb what they learn through the relationship of various subject areas, themes and periods of history. It is emphasized that the interdisciplinary education focuses on the importance of structuring the experience for the student to bring about increased learning, to help students understand their responses and to make students sensitive and appreciative of the things around them.

The article offers information on the Summer Institute in the Humanities award of John Hay Fellows Program on July 2-August 1, 1964 in the U.S. Director Charles R. Keller announces that 240 public senior high school teachers and administrators will be awarded with at least five years of experience. Participants will receive $300 and maximum travel allowance of $100, however, they will shoulder the dormitory room of $160 per person. Furthermore, literature, history and philosophy courses will be presented, as well as lectures in music and art.