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The article presents the authors' perspectives on the paper by E. Brown and R. Kass concerning statistics education and practice in the U.S. They agree that it is essential for the field to take significant curriculum changes and additions to its content and focus of training to encourage students to become statisticians. They mentions the important of broadening the view of statistic education, incorporating real-world data analysis and skills in computing and data technologies.

This paper examines the challenge before art education today-that of identifying an appropriate mission within the context of the "new" school curriculum proposed by recent national reports. Implications for art teacher education are drawn and a model teacher preparation program overiew is presented. [ABSTRACT FROM AUTHOR]

The article presents the authors' comment on the paper by E. Brown and R. Kass concerning statistics education and practice in the U.S. They contend that the recommendations by Brown and Kass for changes on interdisciplinary training of statisticians, graduate programs and curricula are potentially perilous and maybe counterproductive. They also note on the lack funding enough to support the changes recommended by Brown and Kass.

The article reports that the National Association Secondary-School Principals' (NASSP) Curriculum Planning and Development Committee has consistently supported and endorsed the comprehensive secondary school's major project for 1961-1962 in the U.S. Such move is due to a belief that the school is the best hope for fulfilling the American ideal of adequate educational opportunities for all youth, and that the most effective leadership in the improvement of a curriculum is the principal of every school as he organizes his faculty, student body, and his community to meet the needs of the students. The NASSP support the principal by providing curriculum position papers.

The article reports on the claim that comparative education and international education are undergoing an identity crisis in the United States. It considers the claim that there really is no such identifiable field of study as comparative education or international education. The author comments on the accelerated attention being given by social scientists to international studies. He also expresses his concern with the direction of social change that has been popular among empirical social scientists. The article explains why the civilization-building process is appropriate as a theme for the history of education and especially for international education.