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Delves into geographic education in the U.S. Discussion of the geographical works of the early nineteenth century; Identification of textbooks as material for history of education; Analysis of teachers and materials in elementary schools.

The article discusses geographical research. European geographers, notably the Germans, have been much more generally interested in the study of the nature of geography than those in America. There can be no question that the foundation of geography as a modem science was primarily the work of German students. In whatever country one starts, the study of the development of geography leads backward to the work of researchers Alexander Humboldt and colleagues in the early part of the nineteenth century. Further, though in many countries geographic work has become more or less independent, major changes in geographic thought are found to be expressions of the developments in German Geography.

The article looks at some general trends that are observable during the first half of the twentieth century. Nearly all scientific research was done in the universities. The decline of international science before the first world war is described. From 1919 to 1934 there was a fifteen year period in which science was unhampered by national boundaries, in which many great advances were made and in which cooperation of all kinds flourished so well that this was not a subject for special comment. This was the period that American science began to mature.

The article presents the author's report on her impressions on the state of affairs of Russian scientists which includes the dismal attendance of a Soviet scientist in several international conferences which she explains to be the result, not of lack of interest, but by the refusal of visas to Russian scientists. Moreover, she cites the inability of the Russians to acquire apparatus for research purposes as one of the grievances that further alienated them. Notwithstanding the grievances, the Russian scientists expressed interest in the field of research abroad, the author reports that she exchanged knowledge with several Russian scientists and professors from various fields of study which included discussions on methods of computation, Fourier analysis and electron diffraction.

The article reports on the science and scientists in Russia. Despite rumors inimical to the integrity of Russian science and its achievements, the field has a two-hundred-year-old tradition of high achievement. The principle of conservation of energy enunciated by Lomonosov, Mendelyeev's establishment of the periodic system of elements and the discovery of viruses attest to Russian science credibility. However, government interference via its ideological offensive compromise the achievements of Russia's science and its scientists.

The article reports on the number of foreign students in the U.S. as of November 1952 as sourced from the United Nations Educational, Scientific and Cultural Organization "Newsletter" of August 27. There are more than 30,000 foreign students coming from 126 countries enrolled in American colleges and universities. Of this number, 1,354 are attending institutions of higher learning. Asia accounts for the biggest number, or 10,952 students. Europe comes next with 7,220, Latin America with 6,802, Canada with 4,232, and Africa with 1,072. The countries with the highest number of students are China, West Germany, and Canada.

The article presents the author's views on school management. Actually the best adjective at hand is non-selective. This word has fewer emotional overtones than are sounded by some other adjectives currently in use for the common school. Further, it does in an unequivocal way express the notion of a neighbourhood school for all children, in which, and in relation to which, the conventional processes of sorting and formal segregation are reduced to a minimum. The provision of a common life to be shared under the umbrella of the curriculum of a single institution by every sort of child, must be present in unmistakable fashion to validate the conception. It can plausibly be objected that the finer implications of proposals so closely bound up with human organization cannot come to light until the ideas themselves have received concrete expression in form. So the observer, before showing impatience about details of school management which may yet expose vulnerable patches, must wait until the earliest of the schools designed to teach a true cross-section of a local community have had time to work out a viable programme.

The article focuses on the concept of existentialism and its role in education. Existentialist thinking means thinking which does not consider a situation from the outside, as something to be analyzed, but rather as one in which the thinker is himself all the time involved and for which he must take responsibility. In spite of all the suffering and courage of Englishmen during the war, the new challenge which the war brought was the ideological falling. It is this threat which constitutes the basic problem for education, that is why the existentialists may have something to say at this juncture which is significant. The whole truth about an object cannot be the scientific truth, for the whole truth cannot be known without experience of what it is like to be that object. An understanding of the concept can be reached through a deeper involvement and commitment. One thinks of education as having many diverse, separable purposes. The existentialists have no simple remedy for this state of affairs, but their stress is upon the need for educating the person, not only the functionary.

Demonstrates the use of stratified random sampling and statistical analysis applied to a land-use problem in Wisconsin. Objectives of the inquiry; Samples used in land use study; Implication of the results of the study to geographic research.

This article reports that the Editorial Board of the journal "Education for Teaching" welcome the opportunity to explain the policy of the journal. Journals concerned with teacher-training, or sponsored by teacher-training institutions, have had a checkered career in the U.S. "The Journal of Experimental Pedagogy," for example, which was sponsored by the Training College Association, published many distinguished papers but eventually disappeared. When the system for training teachers was reorganized after the war the new Association of Teachers in Colleges and Departments of Education (ATCDE) published "The Bulletin of Education," a miscellany of articles on training, papers on other aspects of education, reviews, and Association news. It was decided that the ATCDE journal should concern itself primarily with the problems of teacher-training and that the title should consequently be changed to "Education for Teaching," which also reflects the general acceptance of the broader aim implied by the word education as opposed to training for teachers.

The article presents a discussion on the increasing trend of representation of factual data in education. For a number of years now the bulk of the work in educational studies has been devoted to the establishment of certain factual data affecting the teaching of children. Much energy has been expended in the discovery of information about the development of children, especially concerning the norms of mental growth and the testing of intelligence. The psychologist has dominated the field and, in doing so, has provided educationists with a great deal of useful information relevant to the classroom. Experts forecast that this trend of academic educational research has ushered the introduction of quantitative methods as the beginning of a process which would ultimately turn education into a true science. The turning of education into a science, however, may prove a more stubborn task than it seems to have foretold. For one thing, the framework of this aim has not found universal favour. For a great deal of the difficulty involved in establishing the psychological facts of the educational situation springs from the equivocal nature of many of those facts. Thus, many psychologists will dogmatize about the needs of children without appreciating that in the expression of a need there is usually involved a suppressed value judgment.

The article discusses methods of demographic studies. The analysis and explanation of patterns of population distribution are problems for the demographer, geographer human ecologist and location economist. The basic information employed in most studies of population distribution is the census enumeration of population by geographic sub-divisions of a country or other territorial unit. Geographers have developed several methods of portraying numbers cartographically such as the dot map or maps employing special symbols to designate places of specified sizes. A step beyond the mere listing or cartographic portrayal of numbers by geographic sub-divisions is the computation of the ratio of population to area, that is, population density. Ordinarily, the major interest in studies of population density has to do with the variation of density over a territory rather than with just the overall or average density of the entire territory. An approach to the analysis of distribution that is closely related to density and concentration measures is the measurement of the spacing of population units.

The article presents a bibliography of information resources that provide insight into the history of technical education in England. Some of them are: "Lectures on the Results of the Great Exhibition 1851"; "Papers Relating to Proposals for Establishing Colleges of Arts and Manufactures for the Better Instruction of the Industrial Classes," by J.A. Lloyd; "Means for Improving the Efficiency of British Artisans," by Thomas Twining; "Notes on the Organisation of an Industrial College for Artisans," by Thomas Twining; "Education and Educational Institutions Considered with Reference to the Industrial Professions," by James Booth; "The Intellectual Element of Production on the Continent"; "Memorial of Working Men Belonging to the Royal Polytechnic, the London Mechanics' and Other Institutes in London to the President of the Council on Education and to the Vice President, 1856"; "The Royal School of Mines," by M. Reeks; "The Directory or Code of Rules for Establishing and Conducting Science and Art Schools and Classes"; "The Calendar, History and General Summary of Regulations."

This article deliberates on the relationship between social mobility and fertility in teachers. R. A. Fisher in 1930 attributed the decline of ancient civilizations to the promotion to the ruling class of people who owed their mobility to relative infertility. Their failure to reproduce themselves caused the disintegration of their respective empires. Pre-war studies of the interrelationship between social mobility and fertility were either theoretical or, if actual data were collected, referred to limited populations. The more general application after 1940 of large scale sampling methods to human populations resulted in a series of field studies of the problem. Some of these provided direct evidence while others threw light on the association of both social mobility and fertility with common variables such as education. In 1955, material was collected at the Institute of Education, University of London, to study the social characteristics of teachers in grant-earning schools in England and Wales. The study provided data on both family of origin and procreation of a social group well known for the proportion of upwardly mobile persons it contains. Only minor adjustments were needed to render the data suitable for studying the relationship between fertility and social mobility of this group.

This article focuses on the contributions of philosopher and educator Michael Sadler in the field of German studies, considering some of his literary works and biographical sources. As an enterprising undergraduate, Sadler went to Heidelberg, Germany, to learn German while teaching classics in an English boys' school. In I 884 he made the acquaintance of Joseph Wright, then assistant master on the staff of Neuenheim College in Heidelberg. In the decade before the outbreak of the first world war it is difficult not to become swamped by the multiplicity of references that Sadler made to German experience on all manner of occasions. Three pieces of work only are selected for mention, as being outstanding studies: in 1908, "Continuation Schools in England and Elsewhere" was published; in 1910 a trenchant historical analysis comparing German and English educational development in the nineteenth century was included in the volume of "Germany in the Nineteenth Century"; and in May 1912 Sadler lectured on "England's Debt to German Education in Frankfurt-am-Main," a strikingly informed address of which a reprint exists. During the 1930s Sadler did a good deal of book reviewing and there are some notable commentaries on writings like Leonard Woolf's "The Intelligent Man's Way to Prevent War" and Vernon Bartlett's "Nazi Germany Explained."

This article discusses the role of the foreign-language press in migrant integration. In studying transatlantic migration in the nineteenth century, one might analyse the rhythm of economic growth in the principal sending countries of Europe and attempt to find a relationship between the course of migration and the changes in pace of American economic development. One might also relate the findings of such an economic analysis to a set of demographic data showing. The results of such a study would be of interest to students of select disciplines like economics and demography. There is, however, a large body of social sciences including, for instance, history, sociology, social psychology, criminology and social geography, which contribute special tools for the study of cultural factors affecting the volume and direction of international migrations. Emotional attachments to a community and to acquaintances, to a culture or language, to political and social institutions or to a way of life must be considered as factors inhibiting Trans-Atlantic movement and affecting the adjustment of migrants in the U.S.

The article reports on the crisis facing the high schools in the U.S. According to experts, there would be no crisis in American schools if education in America enjoyed the insulation and isolation from public interest and debate which it once enjoyed. The purpose of education, then, in America would seem to be education to get somewhere, education for useful production, and equally useful and stimulating consumption. This is the education of economic man, and it has long been central to America's philosophy of education.

The author reflects on the role of education in minimizing cultural lag during the period of modern science and technology. He stated that science is progressing while the ideas of education are basically the same as those from the past. This resulted to the notion that society is unable to keep up with the rapid pace of technological changes. He suggested to change the education system to improve civilization.

The article focuses on the needs in physics in Egypt and discusses ways in which the U.S. aid program could give effective help. There is a great shortage of equipment for instruction and research at the universities and even the Atomic Energy Establishment at En Shass which has adequate equipment and lacks the trained personnel to use it. The relatively prohibitive cost of the U.S. and westem European equipment over that from the Soviet Union and her satellites makes it difficult for the U.S. to help the United Arab Republic remedy her lack of equipment. The Russian bids on specified electronic equipment run from one third to one half of the prices asked by the U.S. and western European firms.

The article provides on the planning of the Education Bill of 1902 in Great Britain. The three people who were mainly responsible for planning the Bill, during the eight months before it was introduced to Parliament in March, 1902, were Sir John Gorst, A.J. Balfour and Sir Robert Morant. One of Gorst's main objects had been to help the voluntary schools and he did bring them some assistance by the Voluntary Schools Act, 1897. In December 1900, however, the way for a real revolution in education seemed to be open. The so-called Cockerton Judgment of that month showed that there was no legal foundation for some of the higher education given by the great school boards. Morant might not check the evidence for his prejudices; but he did not make the mistake of making positive proposals without carefully ascertaining the facts which supported them. By March 1901, one finds him drawing Gorst's attention to the implications of the figures for secondary education. The immediate problem was still whether the Bill was to be for secondary education only, or for both secondary and elementary. Moreover, argued Morant, the varying nature of the different types of institutions for secondary education suggested a complex pattern of organization.

The article provides information on the literature related to the history of German education. German education, like any object of study, must assume a shape in order to convey a meaning. This must be ample enough to contain some information about the entire content of the subject and yet be so designed as to provide special accommodation for those aspects of it which are of particular concern to contemporary students. The literary material for study has been arranged in four categories: introductory reading in English and German educational classics; centres of documentation in Germany and England and some useful reference works; books about German education before 1945; and Books about German education after 1945. Some of the books listed are "The Origins of Modern Germany," by G. Barraclough; "German History, Some New German Views," edited by H. Kohn; German Education: Past and Present," by F. Paulsen; "The Educational Philosophy of National Socialism," by G.F. Kneller; and "Zur Geschichte der Berufsschularbeit," by H. Helbert.

The article presents a list of publications related to educator James Phillips Kay-Shuttleworth. Some of the publication are: "Supplementary Official Letters," "Memorials From Diocesan and Other Provincial Boards of Education," "Grants of School Books and Maps," "Schools of Parochial Unions in England and Wales," and others. The publications include books, pamphlets, periodicals, newspapers, and others.

This article presents information on scholar Foster Watson and his contribution to the field of education. He was admitted from Lincoln Grammar School to read an honors degree in English at Owens College, Manchester, England in 1878. There he moved into the orbit of scholar A.W. Ward, and in one sense he never moved out of it. For Ward, as the Professor of History and English Language and Literature, was building up the Manchester History School by a prodigious output of published work, followed, on his departure from Manchester, by fostering and fathering those great co-operative histories--the Cambridge Modern History, the Cambridge History of English Literature and the Cambridge History of British Foreign Policy. Twenty years later Watson himself was to contribute to the second of these. When Foster Watson became vice-master of the Central Foundation School in Cowper Street, England in 1885, he was brought into immediate contact with the Finsbury Training College, because it used rooms there.

This article presents information on Thomas Percy Nunn, a scholar. Nunn was educated at the age of sixteen and was helping with the teaching and was producing school plays some of which he had written. Another of his boyhood hobbies was the making of mathematical instruments, and in later years he recalled his delight in taking readings with a sextant of his own making. Other early problems arose from the nature of the course-problems faced at this time by all the universities and university colleges with teacher-training departments. Most of the students took their professional training courses concurrently with courses for a B.A. or BSc. degree. Time-tabling problems were a nightmare, and the opposing pressures on students excessive. Under Nunn's guidance and inspiration as Principal from 1922 the College expanded steadily, not only in numbers but in the scope and variety of the work. The M.A. degree in Education had been established in 1914 and the Ph.D. degree in Education was instituted after the First World War.

This article presents information on the papers published in the November 1966 issue of the "British Journal of Educational Studies." These papers deal with some personalities of the twentieth century, at work in this country, whose influence on education and its study, before and since their death, has been profound. They were major pioneers, and their pioneering is what their different careers and achievements have in common.

Looks into the methods used by geographers in studying geography in the U.S. Commitment of academic geographers in research; Usefulness of the compilation of information about the various parts of the earth for students; Views from Leighly about the academic approach to geography.

The article provides some refreshingly new insights into the theory and practice of historical geography. In years ahead some such attempts may be made, but an intensive preparatory program of thinking and writing has brought the conviction that most of what the speaker has to offer that is worth saying under that head has, for the moment already been said. It is suggested that the concept of a separate field of historical geography may be one of the esoteric taxonomic myths. One can assume that almost any kind of geographical emphasis can be applied to the study of land and people.

The article presents critical issues concerning geography in public services. In the field of education it is important that geographers take a fresh and more discriminating view of content and skills growing out of geographic research that have practical meaning at the elementary, secondary and liberal arts level. Possibly elementary education deals most satisfactorily with geography at present time in that it tends to emphasize a few basic ideas, but it also is troubled by the obsession that it must describe in some fashion all major services of the world before the student leaves the elementary grades and there are stirrings of a new attack upon on both materials and curriculum.

The American public high school of today is without counterpart in any other country. There are about twenty thousand high schools in the U.S. of three years and four years educational span. For many years past professional geography has had slight contact with secondary education. Professional geographers by and large, hold opinions on the high school that arise from individual experience with isolated schools and from an awareness of a lack of geographic background on the part of college students. Geographers tend to deplore what they hear about the school social studies programs.

The article discusses trends and issues affecting sociology during the 25-year existence of the Midwest Sociological Society. During the covered period the influence of the pioneers in the building of American sociology, though waning, was still directly transmitted through some of their students who held key positions in sociology departments in the Midwest. The generation that first established and manned sociology departments in the burgeoning universities and colleges of the Midwest was for the most part strongly imbued with the idea and ideal of social progress. In place of social philosophies built on dubious foundations, the discipline has a nascent but growing science. The new empiric mood and objective orientation expelled not only the sociology of progress but brought into considerable disrepute the sociology of reform. Ambilances about the trends affecting the discipline of sociology have been raised by problems precipitated by the onset of the space age and mass higher education.

The paper presents the address given by the author during the general session of the Midwest Sociological Society's 25th anniversary meeting on April 13, 1962, in Des Moines, Iowa. It discusses the author's experience with the society and his participation in its previous annual conferences. During his term as secretary of the society he has observed the changes in the structure and the functions of the society since its reorganization in 1937. The most important phenomenon having implications for a regional society is the decline in regionalism of American sociology. Regionalism, in the sense that it existed in 1937 has disappeared. The birth of the society have a significant impact on the origins of modern American sociology. The educational institutions established by notable members of the society have contributed to the production of doctor of philosophy degree in sociology.

This article profiles A.F. Leach, Assistant Commissioner of education in England. When, in 1886, the Charity Commissioners deputed Leach, to inquire into the school at Southwell Minster, a chain reaction was set up which, in Leach's estimation, led to a revolution in the history of English schools. By far the greater number of those who have referred to Leach's work have accepted or rested on it. Yet it has not been incorporated into the general history of the Middle Ages. Leach worked over this de novo, and in 1896 published his book "English Schools at the Reformation," in which he showed that the attribution of fifty-one "new" foundations to King Edward VI's reign is a misreading of history. In this book he printed the surviving records of the Chantry Commissioners, the most important source for the general history of English schools. As a result of these books, Leach was chosen to write or edit most of the chapters on schools in the Victoria County Histories then appearing. In 1911 he printed, in Educational Charters and Documents, a collection of original sources, in the introduction to which he summarized his views.

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.

In 1958 Morris L. Cogan, faculty member of the Graduate School of Education, Harvard University, after an extended survey, summary, and analysis of definitions of "profession," submitted one of his own, stressing disciplined knowledge and ethical—i.e., altruistic —service. A few years later, apparently not too happy with his own product, he again reviewed the problem of defining a profession, this time elaborating a three-dimensional analysis based on the principle of "levels" of definitions. The first level, historical and lexicographical, is supposedly freighted with rich historical and traditional associations. His own product was subsumed under this category. The next level, "persuasive," includes idealistic, emotive, and affectively evocative elements considered to have value in directing or redirecting people's attitudes. The third level of definition, which he termed "operational," is designed to furnish the basis upon which individuals and associations may make specific decisions as to the behavioral concomitants of a profession. [ABSTRACT FROM AUTHOR]

The article focuses on the Morrill Land-Grant College Act of 1862 of Great Britain. The Act marked the convergence of a set of trends or cultural patterns that had been evolving for some time, for at least a century. The schools and colleges in the early colonies were modeled, naturally enough, after the European, especially the English, patterns familiar to the settlers. As the concept of general public responsibility for education gained acceptance, so the school and the college lost in sectarian flavour and in the predominance of literary studies. For with active public involvement in the provision of education came ever-increasing insistence that education pay off, that it demonstrate its practical worth, its utility. It is not so clear that pressures for engineering or technological education were vital in precipitating the Morrill Act of 1862. As with agriculture, there was almost no systematic education in engineering at the college level before the Civil War. But it should be apparent that, throughout this history and despite certain lively antipathies, several concrete antecedents to the Morrill Act had been developed, certain clear precedents had been established.