Search

This article attempts to present an exhaustive, fully-documented discussion of recent and current work around the world on questions related to French/Dutch multilingual contact in Brussels. An attempt has been made to go beyond mere bibliographical listing to an evaluation of everything of importance written around this topic, primarily in the twentieth century but with particular emphasis on work accomplished since 1945. This review is divided into the following areas: censuses and statistics, linguistic make-up of Brussels, origin of the contact situation, linguistic aspects of the contact situation, lexical items, and the literary language. It is concluded that there is a lack of balance in the amount of scientific investigation conducted on the languages present; in particular, the amount of published work on the Flemish of the area is small. Gaps were also found in the areas of inquiry opened up by modern linguistics. Sixty-three works are cited in the bibliography. (Author/KM)

This textbook is the eighth volume of the bound periodical, "American Journal of Education." This journal was established to enter into a range of education-related discussion and investigation. This volume includes No. 20, March 1860 and No. 21, June 1860. Among the topics covered in these issues are: school architecture; teaching history; geography; instruction in natural science; geometry; arithmetic; physical education; Christianity in education; public or foundation schools of England; public instruction in Norway; historical development of popular education in Greece; course of instruction in the primary schools of Germany; public instruction in Prussia; primary schools in Prussia; public instruction in the Kingdom of Bavaria; agricultural education; public instruction in Belgium; public instruction in Holland; school discipline; instruction in singing; polytechnic schools; and teachers' institutes. An index is included.

This is the second volume of the bound periodical, "American Journal of Education"--established to enter into a range of education-related discussion and investigation. This volume includes No. 5, August 1856 to No. 7, December 1856. Articles in this volume discuss topics such as: the American institute of instruction; Milton on education; higher and special schools of science and literature in France; religious instruction in public schools; subjects and methods of instruction in mathematics; modern Greek language; management of public libraries; reformation education; condition of common or public schools in the United States in 1855; home education; Prussian expenditures for public instruction compared with French; science and scientific schools; physical training; drawing in schools of art; Catholic educational establishments in the United States; public instruction in Duchy of Nassau; gradation of public schools; religion and public schools; uses of astronomy; a college of architecture; and Norwich Free Academy. An index is included. [This volume is published by F. C. Brownell.]

Volume I begins with the Commissioner of Education's introduction of the 1908 report. Chapter I is on current topics and discusses education relations, including professor, teacher and student exchanges. International congresses are discussed, including the first international congress of mothers, parents' national education union, universal congress on the Esperanto language, international congresses on advancing drawing and art teaching, historical sciences, orientalists, the blind, moral education, domestic economy and home industry instruction, the Peninsular War, and the Pan-American scientific congress. Education commissions in Illinois, Iowa, Kansas, Kentucky, Maryland, Massachusetts, New Jersey, Pennsylvania, Virginia, Washington, and North Dakota are covered. The work of several education boards and associations are summarized. Additional current topics covered are teachers' colleges, agriculture and mechanic arts teacher training, graduate schools, establishing a National University of the United States, industrial education, journalism courses, coeducation in the U.S. and foreign countries, school hygiene, compulsory attendance and child labor laws, public school fraternities, student advisors, teacher pension funds, school-official changes, and short miscellaneous news. Chapter II covers education-related legislation considered in the first session of the 69th Congress by agency, proposed legislation, and state public-education legislation from October 1, 1906, to October 1, 1907. Chapter III and Chapter IV provide data and discussion on education across sectors in Porto Rico [sic] and in the Philippines, respectively. Chapter V reviews modern higher education in Spanish-American countries. Chapter VI addresses British and Irish education in 1907-08, including education bills before Parliament, education across sectors, and education in London. Chapter VII provides data and discussion on French education across sectors as well as the Musée Pédagogique. Chapter VIII covers education in Central Europe, including Prussian school statistics, feeding German school children, suicide among German school children, Prussian teachers' salaries, Saxon normal school course, Prussian "middle schools," German-American secondary-school teacher exchange, German agricultural education, German girls' education, Prussian trade and vocational schools, and the Swiss school system. Chapter IX addresses current topics in foreign education, including German universities and government employment, Chinese education progress, reorganization of Prussian girl's schools, Belgian education administration, and Italian education. Chapter X lists foreign institutions of higher education in 1907. Chapter XI provides an educational directory of chief state school officers; city superintendents; presidents of men's colleges, coeducational liberal arts colleges, and technology schools; women's college presidents; university and college pedagogy professors and department heads; and public and private normal school principals. [For Volume 2, see ED620664.]

After an introduction by the Commissioner of Education, chapters I and II of volume 1 cover reports from the Mosely Educational Commission to the United States. Chapter III addresses proceedings instituted to execute the Rhodes Scholarship Trust. Subsequent chapters cover French education, agriculture teaching in French and Belgian schools, businessmen's higher education in the United States and Germany, and Liberian education. Chapter VIII covers proceedings from the August 1905 International Congress for the Reproduction of Manuscripts, Coins and Seals in Liège, Belgium. Chapter IX presents New York State Education Commissioner Andrew S. Draper's address on the New York secondary school system given at the December 1904 joint meeting of the Associated Academic Principals, the Council of Grammar School Principals, the Science Teachers' Association, the Training Teachers' Conference, and the Drawing Teachers' Club of the State of New York. Chapter X features "Art Education an Important Factor in Industrial Development," an essay by Halsey Cooley Ives, director of the St. Louis School and Museum of Arts, and director of the departments of art at the Universal Expositions held in 1903 at Chicago and in 1904 at St. Louis. Chapter XI provides discussion and data on current topics: compulsory attendance and child labor laws, school consolidation and pupil transportation, free textbooks and supplies, public-school temperance instruction, North American Sunday schools, education periodicals, public-school religious exercises, city public-school corporal punishment, vaccination requirements, city teachers' length of service, German teachers' pensions, European higher commercial education, city superintendents' and teachers' salaries, and foreign countries' education statistics. Chapter XII covers miscellaneous educational topics: forestry instruction; American agricultural education and research, by A. C. True, director of the U.S. Department of Agriculture experiment stations; and Chinese education reform progress, by E.T. Williams, Chinese secretary of the American legation at Peking. Chapters XIII and XIV report on Alaskan education and the introduction of domestic reindeer into Alaska, respectively. Chapter XV covers inauguration of the American school system in Porto Rico from the beginning of American occupation to the present. Chapter XVI covers education in the Philippines. Subsequent chapters include an education directory of chief state school officers, city school superintendents, presidents of men's and coeducational liberal arts colleges, women's college presidents, technology schools, university and college pedagogy professors and department heads, and principals of normal schools; state school system statistics; city school system statistics, and discussion and data concerning universities, colleges, and technological schools. [For Volume 2, see ED620503.]

This is the Report of the Commissioner of Education, part of the Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. The Bureau of Education report is contained within volume five, which is in two parts. Part one contains: (1) The Commissioner of Education's Introduction; (2) Statistics of State Common-School Systems; (3) City School Systems; (4) Statistical Review of Secondary Schools; (5) Statistical Review of Normal Schools; (6) Statistical Review of Higher Education; (7) Statistical Review of Professional Schools; (8) The Educational Systems of England and Scotland, with Statistics for 1893-94; (9) Manitoba School Case; (10) Education in France; (11) Public Education in Belgium; (12) Education in Central Europe; (13) Education in the Netherlands; (14) Education in Italy; (15) Report of the Loyal Commission on Secondary Education; (16) Papers Accompanying the Report of the Loyal Commission on Secondary Education; (17) Higher Education in Russian, Austrian, and Prussian Poland; (18) Art education in the public schools; (19) Facilities for the University Education of Women in England; (20) Educational Status of Women in Different Countries; (21) Chautauqua: A Social and Educational Study; (22) Pensions for Teachers; (23) Coeducation--Compulsory Attendance--American Students in Foreign Universities--Continuation and Industrial Schools; and (24) Educational Directory. [For the first part of the Commissioner of Education's 1894-95 report, see "Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III" (ED622083).]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]

Volume I begins with the Commissioner of Education's introduction. Education and the war are covered, with focus on mobilizing the intellectual resources of the nation, school children and crop production, the schools and food conservation, school attendance, and reaching public understanding through the schools. Discussion on educational surveys includes educational survey work as a function of the Bureau of Education; duplication among higher institutions; fundamental assumptions in survey work; and surveys of Wyoming, Colorado, the University of Nevada, San Francisco, and Arizona. General activities of the bureau are presented, including organization of the bureau's work, appropriations, statistics, correspondence, publications, higher education, vocational education and home economics, secondary education, city school administration, rural education, commercial education, kindergarten education, home education, community organization, civic education, Americanization, home and school gardening, negro education, school hygiene, education in foreign countries, and education for natives in Alaska. Educational conditions in the other warring countries are discussed: Conditions in England and Wales, the British education bill and statistical summaries, conditions in France, the French continuation-school bill, the Grenoble plan of vocational education, French universities, and conditions in Germany and Belgium. The report concludes with recommendations. [For Volume II, see ED621145.]

This document contains the sixth volume of the "National Series" of the "American Journal of Education." Topics cover scientific and industrial education while providing an account of system, institutions, and courses of instruction in the principles of science applied to the arts of peace and war in different countries. This issue's focus is on systems and institutions of special and technical instruction in countries and areas such as Austria, Bavaria, free cities of Germany, Prussia, France, Belgium, Holland, Denmark, Norway, Sweden, Russia, Switzerland, Italy, Spain, and Portugal. The "National Series" of the "American Journal of Education" was commenced in September 1867 including circulars, reports, and documents issued by the Editor as Commissioner of Education to the end of 1870. It comprises five volumes of 800 pages each, with a table of contents and index to each volume. The sixth volume was issued in 1871 in quarterly numbers, the first number of the year on January 15th, and subsequent numbers on April, July, and October 15th, making a volume of at least 800 pages. [This volume was published by the Office of American Journal of Education. It represents n66 of the "Entire Series."]

This document contains volume 4 of the "American Journal of Education" "National Series." This compilation of issues 9-12 of volume 4 provides details on the state of public instruction in over 20 countries and areas in 1870. Among the areas covered are: Turkey, Switzerland, Italy, France, Prussia, Belgium, Denmark, Russia, Portugal, German states and free cities. Details concerning German universities, past and present, are also provided along with an index. [This content was published by the Office of American Journal of Education. It represents n54-57 of the "Entire Series."]

The Volume 1 Commissioner of Education's introduction discusses school and college enrollment and presents state common-school statistics on enrollment, average daily attendance, teachers and salaries, revenues and expenditures, and expenditures in Southern states by race. Report chapters address education in Great Britain and Ireland, Australasia, Belgium, Central Europe, Sweden, France, Italy, and Japan. Pupil classification and grading in St. Louis, Elizabeth (N.J.), Seattle, Denver, and Cambridge (Mass.) are described, along with a chapter dedicated to an overview of the St. Louis public school system. Common-school development in the Western states from 1830 to 1864 is covered. A chapter on the Royal Normal College for the Blind in London includes statistics on U.S. schools for the blind. Children's minor mental abnormalities related to school methods is discussed. The chapter on miscellaneous education topics includes school military drills, uniform financial reporting, professional schools, Lookout Mountain Educational Institution, need of action in ameliorating condition of the colored race, President McKinley's address at Tuskegee Normal and Industrial Institute, defense of Pennsylvania's free-school system, Bulgarian education, Kingsville (Ohio) school consolidation, the University of Illinois's new admission requirements, the Brookline Education Society, school seating improvements toward better student health and learning, speeches, Cuban schools, Mexican material progress, the U.S. national university project, religious instruction's relation to education, commercial education, and teaching civic duty. Additional chapters discuss art and literature study, the Western Literary Institute and College of Professional Teachers, the U.S. Naval Academy, arithmetic textbook history, Italian education and its reform, education and training for railway industry work, the British university extension system, and French education. A chapter devoted to school gardens offers an historical review of them and covers management, instruction in the garden, and school gardens' educational and economic value. A preliminary bibliography of Confederate textbooks is included, with notes on language tailored to the Confederacy. Lists of U.S. education periodicals, chief state school officers, college presidents, and normal school principals are included. Further chapters cover applied geography, and Swedish gymnastics. The last chapter is Booker T. Washington's address on "The Future of the Colored Race." [For volume 2, see ED622103.]

Volume 2 of the Commissioner's report includes a chapter on education and crime, which considers the relationship between crime and education with statistics included. The Canadian education chapter discusses the public education system, universities, current issues, technical and industrial education, and a section on Ontario education. Chapter 30, titled "[Tulane University President] William Preston Johnston's Work for a New South," covers Johnston's career at Louisiana State University and Tulane University, including his support for women's education at Tulane. Chapter 31 presents General Agent of Alaskan Education Sheldon Jackson's 14th annual report on Alaskan education. Jackson includes reports from the 20 government schools, reports from mission schools, Alaska public school statistics for 1892-1899, information on Sitka Industrial School graduates. Chapter 32 is Jackson's ninth annual report on introduction of domestic reindeer into Alaska [ED613532]. Consular reports in Chapter 33 address issues in Belgium, France, Austria, Great Britain, Russia, Germany, Switzerland, French children's mutual-aid societies, high-art reproductions for the U.S., French workingmen's aid societies, and schools of firearms and cabinetmaking. Chapter 34 lists foreign higher-education institutions. Chapter 35 discusses city teachers' salaries, teacher pensions and annuities, the English and Welsh teaching force, German university foreign students, Prussian university women students, teacher mortality, and a new history of education. Chapter 36 presents statistics on city school systems, including recent laws, enrollment, attendance, expenditures, receipts, and data on officers, teachers, and property. Chapter 37, on higher education institutions, lists study-course changes and new buildings. The introduction of the associate degree, with its advantages, is discussed. Various universities requirements for the Ph.D. degree are given. Data is provided on public and private institutional enrollment, enrollment in colleges for men and for both sexes, nonsectarian and religious control, professors and instructors, degrees conferred on men and on women, finances, women's colleges, and technology schools. Chapters 38 through 40 present statistics and discussion on professional schools, agricultural and mechanical schools including sections on dairying education and domestic or household economy and art instruction, and normal schools. Subsequent chapters offer statistics on secondary schools; manual and industrial training schools; commercial and business schools; education of the colored race; reform schools; schools for the defective classes, including those for the blind, deaf, and feeble-minded; and public kindergartens. Chapter 47 reviews normal-school history in 33 states and Arizona Territory, and of normal schools for colored teachers, city normal and training schools, and private normal schools. Subsequent chapters present an education necrology for 1898, portable school building discussion, and foreign education statistics. [For Volume 1, see ED622102.]

In its ever increasing series of international publications concerning education in other countries around the world, the Office of Education now brings to educators this timely research document describing teacher education in the Benelux Countries. No other single bulletin of this Office has been devoted to these three nations together. The Netherlands, Belgium, and Luxembourg--comprising the group--are close neighbors and have many interests in common. It is hoped that this publication will provide much helpful information, especially for those concerned with the many phases of comparative and international education. The bulletin is organized into 3 parts: (1) Teacher education in the Netherlands; (2) Teacher education in Belgium; and (3) Teacher education in Luxembourg. Individual sections contain footnotes and a bibliography. (Contains 29 tables.) [Best copy available has been provided.]

The International Commission on the Teaching of Mathematics created by the International Congress of Mathematics at Rome, Italy, in 1908, submitted a large body of reports to the congress at Cambridge, England, in 1912. Those for the United States have been published as bulletins for the Bureau of Education. The material in this bulletin shows that the types of school organization and curricula in mathematics of the leading nations of Europe have much more in common with each other than with those in the United States. All of the statements of fact in this bulletin are based upon reports of the international commission to the congress at Cambridge. Unless otherwise stated, it is to be understood that the European schools are for boys only. Relatively little as yet done in most of the European schools for the mathematical education of girls beyond the fundamentals of arithmetic. Following an introduction, the following contents are included: (1) General arrangement of the courses in typical schools of the various countries (Austria, Belgium, Denmark, Finland, France, Germany, Holland, Hungary, Italy, Japan, Romania, Russia, Sweden, Switzerland, and United States; (2) The work in mathematics in the first school year; (3) The work in mathematics in the second school year; (4) The work in mathematics in the third school year; (5) The work in mathematics of the fourth school year; (6) The work in mathematics in the fifth school year; (7) The work in mathematics in the sixth school year; (8) The work in mathematics in the seventh school year; (9) The work in mathematics in the eighth school year; (10) The work in mathematics in the ninth school year; (11) The work in mathematics in the tenth school year; (12) The work in mathematics in the eleventh school year; (13) The work in mathematics in the twelfth school year; (14) Graphic representation of work in mathematics; (15) Certain important points of difference between the work in mathematics abroad and in the United States; and (16) Bibliography. (Contains 6 tables and 1 footnote.) [Written with the Editorial cooperation of David Eugene Smith, William F. Osgood, and J. W. A. Young. Best copy available has been provided.]

In general the trade-school situation in Europe may be summed up very briefly. In France we find the all-day trade school in its highest development, with special schools established for both boys and girls. The aim of these schools is to intensify the idea of artistic expression as well as to improve mechanical construction and efficiency in production. In Germany and Austria we find the continuation school, with a beginning of the all-day trade school in both countries. Belgium, Holland, and Switzerland seem to have developed a combination of the French and German systems, including in their plan the all-day trade school with apprenticeship as well as the continuation school for apprentices and tradesmen. In Italy the day trade school only is found, with greater emphasis on the artistic side--sculpture, painting, jewelry, gold and silver smithing--than on ordinary manufacture. In this respect northern Italy differs greatly from the portion of south of Florence, considerable manufacturing having been introduced. This bulletin contains a report on two dozen of the schools visited by the author in Ireland, Scotland, England, France, Belgium, and Germany, with a brief account of apprenticeship systems and a translation of some valuable documents on different phases of the general subject. The following appendices are included: (1) London & Northwestern Railway (conditions on which apprentices are admitted into the company's engine works at Crewe, England); (2) A German Apprentice Contract; and (3) German Apprentice-Training and Factory Schools. (Contains 10 plates and 4 footnotes.) [Best copy available has been provided.]

Belgium's progress in rehabilitation has been the most marked of all the countries devastated by the World War. In resumption of operation of the iron and steel industries, of coal mining, of railroad rebuilding, of the sugar factories, of cotton spinning, of rebuilding residences and communal buildings, the Government, private initiative, capital, and labor of all grades have cooperated in a way deserving to be a model to the other governments of the world. Contents include: (1) Economic recovery and educational connections; (2) Historical sketch of Belgian education; (3) Education during the German occupation; (4) Educational reconstruction; (5) University reconstruction; and (6) The University of Brussels. (Contains 1 figure and 3 footnotes.) [Best copy available has been provided.]

The document reports on the income and disbursements of the following organizations; (1) General Education Board; (2) Rockefeller Foundation; (3) Carnegie Corporation of New York; (4) Laura Spelman Rockefeller Memorial; (5) Carnegie Foundation for the Advancement of Teaching; (6) John F. Slater Fund; (7) Jeanes Fund; (8) Phelps-Stokes Fund; (9) American Field Service Fellowships for French Universities; (10) Commission for Relief in Belgium Educational Foundation (Inc.) and the Foundation Universitaire; (11) Julius Rosenwald Fund; (12) Baron de Hirsch Fund; (13) Kahn Foundation for the Foreign Travel of American Teachers, and (14) Commonwealth Fund. Includes the names and addresses of presidents and secretaries for each organization. (Contains 3 footnotes.) [Best copy available has been provided.]

This bulletin is based upon reports to the International Commission on the Teaching of Mathematics concerning the development of the teacher of mathematics in the better secondary schools of different countries. For the most part, only those schools which are under the immediate direction of the Government have been considered. And even here discussion is limited to the best schools for boys and to the teachers in such schools. As a rule, the schools for girls are not as completely organized or of so high a standard. Included in this bulletin, when possible, are brief independent sketches of the educational conditions in the various countries, so that the readers may receive here in connected form condensed but definite accounts of the following phases of educational work in the country under discussion, in so far as they bear on the preparation of teachers of secondary mathematics: (1) the general educational scheme; (2) secondary schools and their relation to that scheme; (3) the mathematics taught in the secondary schools and the pupils to whom it is taught; (4) the inducements (such as salary, pensions; social position) to young men to take up secondary-school teaching as a profession; (5) the universities of the country, the courses of mathematics and allied subjects they offer, and the diplomas or certificates they confer. The countries profiled include Australia, Austria, Belgium, Denmark, England, Finland, France, Germany, Hungary, Italy, Japan, the Netherlands, Roumania, Russia, Spain, Sweden, Switzerland, and the United States. The following are appended: (A) England: Cambridge local examinations, senior students; Oxford and Cambridge schools, examination board; University of London, matriculation examinations; (B) England: Entrance scholarships examination papers, Cambridge University; (C) France: Concours for admission to the Ecole Normale Superieure and for the Courses de licenses in 1913; (D) Agregation des sciences mathematiques; (E) Germany: Reifeprufungen; Lehramtsprufungen; (F) Japan; Examination questions. This bulletin was produced with the editorial cooperation of Smith, D. E.; Osgood, W. F.; and Young, J. W. A. An index is provided. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]

As yet citizens in the United States have had very little specific and authoritative information from the enemy-occupied countries of Europe and the Far East about what has happened and is happening to the intellectual life of their people. Recognizing these limitations in the information and desirous that the citizens of the United States, particularly the youth in schools and colleges, should be made as fully aware as possible of the situation, the members of the American Education Delegation meeting in London in the spring of 1944, arranged to secure authentic information on the important matters indicated. The delegation referred to was appointed by the Secretary of State of the United States for the purpose of participating with ministers of education, or their representatives, of 17 nations in a conference to be held in London, where, as is well known, most of the occupied countries have set up governments in exile. This bulletin is devoted to accounts of what the war and enemy occupation following it have meant to education in 6 of the 11 countries to which requests were addressed. They are presented as nearly as possible in the form in which they were prepared by the respective ministers of education or their representatives. They are, therefore, authentic and official and represent conditions as they were when written, during the early summer of 1944. The U.S. Office of Education presents them to the schools, school officials, and school children and youth of the United States, knowing well their sympathetic interest in their less fortunate fellows who have suffered and are suffering not alone the tragic casualties of war but the still less tolerable, brutal and unnecessary destruction which followed in its wake. In secondary schools and colleges these papers will be read as presented for the story they tell, for the style and tone of the authors, for renewed appreciation of the valiant manner in which youth of character meets disaster; but the facts disclosed will lead to further study of the countries involved, of their people, their history, and development socially, economically, and educationally. (Contains 6 footnotes.) [Best copy available has been provided.]

The author of this report, accompanied by his wife and two experienced teachers, spent three months touring European experimental schools. They visited every country that gave promise of yielding examples of experimental schools, and, while not attempting to visit every experimental school, they did attempt to visit every type in each country. They visited five experimental schools in England, four in Belgium, three in Holland, two in France, three in Switzerland, one in Austria, two in Czechoslovakia, and one in Germany. They did not attempt any statistical study or survey of the schools, but rather attempted to discover what educational ideas were behind the experiments, how these ideas were being implemented, and the personal opinion of the people most closely concerned with the results of the experiment. Based on these criteria, this report documents typical examples of the progressive educational tendencies in Europe. Following the Introduction, the following topics are covered in this bulletin: (1) Landerziehungsheime or "new schools"; (2) Handwork; (3) Self-government; (4) Individual instruction; (5) Group instruction; (6) Freedom; and (7) Research schools and classes. (Contains 2 footnotes.) [Best copy available has been provided.]

As plans for expansion of the emergency nursery school program were being considered in 1934, opportunity was offered for the author of this bulletin to visit some of the European countries and observe their programs. The Office of Education accepted this voluntary offer and the author, who had been loaned by the Office to the Federal Emergency Relief Administration (FERA) to develop the Emergency Nursery School Project, visited the countries herewith reported upon. The opportunity opened the way to gather new ideas and to see how they can be applied to current needs of this country. Observation of experiences of other countries in the light of our own problems gave a realism to the visit that enlisted interest and the fullest possible help from active workers abroad, and to those workers in the countries visited--England and Scotland, Belgium, Holland, Italy, Austria and Hungary, Czechoslovakia, the Soviet Union, and Poland, in international education, health, and welfare organizations--the Office of Education extends the warmest appreciation for assistance and for the opportunity to share experiences that should benefit everyone. The report begins with descriptions of how the nations locate administrative responsibility for the programs for young children below compulsory school age and how financial support is provided. Brief accounts of some of the schools visited indicate what is obtained for the money expended. Accounts follow of the housing and equipping of some of the nursery schools and kindergartens, of new demands upon teachers and consequent innovations in the preparation of teachers, of some of the health and nutrition work, of housing for the families and of the continued supervisory programs for the health and recreation of youth and adults. No attempt has been made to show the destitution and deprivations of the people due to the world economic difficulties. Instead the emphasis is upon what is being done to raise the standards of health, welfare, and happiness under which young children and their families best grow and develop. Appended are: (1) Original authorization for the Emergency Nursery School Program of the United States; (2) The Declaration of Geneva; (3) The Children's Code (Uruguay): A summary; (4) Child Welfare Committee of the League of Nations: Excerpts for the report of the tenth session; (5) A summary of the history of kindergarten education in Hungary; (6) Statements of receipts and expenditures of two emergency open-air nurseries in England; (7) Statistics of preschool children for the Second 5-Year Plan of the Union of Soviet Socialist Republics; (8) Menus from Czechoslovakia, Great Britain, Italy, and Poland; (9) Some organizations concerned with young children; (10) Federal census statistics for children below the age of 6, and related information; and (11) The Children's Charter developed by the White House Conference on Child Health and Protection for 1930. A bibliography is included. (Contains 25 footnotes.) [Best copy available has been provided.]

Between 1881 and 1889, a series of seven volumes was published by the French Government as a result of an investigation made by Marius Vachon. He visited the principal schools, museums, societies, and factories of the artistic industries throughout Europe, and his reports contain much basic information. It was felt that the translation of this material would be of great service in developing a system of industrial art education for the United States. Permission was therefore secured from the French Government to publish extracts from these reports. Vachon's knowledge of his subject enabled him to seize the salient points and underlying principles, and these are as vital and important to the American manufacturer, to the artist, and to the educator, at the present moment as when they were written some 35 years ago. After consultation with the director of the Industrial Art Survey, it was decided to include in this translation only those countries from which recent reports had not been secured for the survey. The translator has selected those schools whose plans and methods seemed to offer guidance for the organization of a practical system of industrial and artistic education in the United States. Appendixes include: (1) Program of studies of the Imperial Society for the Encouragement of the Arts at St. Petersburg; (2) Education and art in Soviet Russia; (3) Occupation of pupils at Brussels Academy of Fine Arts; (4) Occupation of pupils at the Ghent Industrial School; (5) Outline of organization of schools studies; (6) A system of industrial-artistic education combining all schools in this study; (7) Industries derived from the classic arts of painting, sculpture, and architecture; and (8) Courses for students of the decorative arts at the Royal Academy of Fine Arts at Antwerp. [Extracts from the studies made for the French Government by Marios Vachon. Translated by Florence N. Levy. Best copy available has been provided.]

The people of the Kingdom of Belgium (Royaume de Belgique) at the close of the nation's first century of independence, have systems of schools and allied institutions of wide variety designed to guide and aid their citizenry in proper development from earliest infancy to and during the adult years. Living in a territory long inhabited by virile, independent peoples, they hold records of more than 20 centuries of experience on which to base present action and from which to direct their future. Out of that experience and its wealth of cultural tradition they draw the foundations for carefully constructed systems of general education, one official and neutral in religion, the other private and sectarian. Such schemes of training, worked out and operated by folk on a high plane of attainment and an unusual many-sidedness of interest and contact, can not fail to have in them lessons of great value. For that reason, the author reports in a descriptive and factual way mainly the official, general educational system of Belgium and in less detail the special systems, with the thought that readers in the United States will find much of immediate practical benefit and of inspiration in noting how the Belgians manage their difficult and complicated educational affairs. Contents of this bulletin include: (1) Administration, national expenditures, and organization; (2) Primary education; (3) Secondary education; (4) The professional staff; (5) Some special aspects of the general education system; (6) Technical and agricultural education; and (7) Institutions of higher education, research, and culture. Individual sections contain bibliographies and footnotes. (Contains 31 tables.) [Best copy available has been provided.]

The educational surveys of which some account is given in this bulletin do not by any means represent all the foreign investigations that have been made; it is believed, however, that they will serve to acquaint American students of education with certain foreign types, and at the same time throw some light on the history of surveys and of progress in education. Foreign surveys differ from the American in point of authorization in that: (a) practically all are made under Government auspices and (b) the work is done either by: (1) a royal commission; (2) a select parliamentary committee; or (3) under the direction of a minister of education. The findings of the commissions, accordingly, carry with them the weight of Government authority: In the schools they are conclusive; and by the general public they are received with deference. The scope of the foreign survey is, in general, wider; it looks less to local conditions than the American survey. Even a slight examination of these reports will reveal the reason for the governmental interest in surveys; namely, international industrial competition, and the disclosure of the fact that industrial progress is dependent upon education. Contents of this bulletin include: (1) Letter of transmittal; (2) Introduction; (3) A Swiss survey; (4) English surveys; (5) Belgian surveys; (6) Scotch surveys; (7) Irish surveys; (8) German and Austrian surveys; (9) A French survey; (10) A survey of New South Wales; (11) A Swedish survey; (12) A New Zealand survey; and (13) A Canadian survey. (Contains 2 footnotes.) [Best copy available has been provided.]