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The article reflects on the reforms of teacher training in Portugal. The tradition of teacher training in Portugal is as old as anywhere. The first Portuguese teacher training schools were established in Lisbon and Oporto in 1844, a mere five years after the first state normal school was set up in Lexington, Massachusetts. At the end of World War II, only France, Spain and Portugal among the countries of Western Europe clung to the notion that education of primary schoolteachers who are a majority, should be an alternative to, and not follow general senior secondary school education. The history of upgrading of teacher training in these countries has been slow.

The article reflects on comparative method in education from 1964 to 1966. It discusses the efforts to improve methods of cross-cultural analysis which, according to the author, is of immediate importance to professional researchers in the field of comparative education. The article discusses the search for systematization of comparative methods in education and related fields. It considers efforts concerning foreign education which could be listed under the heading of International Studies in Education.

The article presents an obituary for Isaac Kandel.

In the course of a mere 38 years of Soviet power, the country - the onetime backward Russia has become a country where there is no illiteracy. Every year the Soviet Union's higher educational institutions train many more engineers, agronomists, and other specialists than does the U.S. This proud boast so characteristic of the Russians in general has been in recent years echoed all over the free world. But to urge the need for increased scientific manpower is one thing to blame the schools for not having done so already, quite another. The latter judgment involves a comparison of two school systems, and such comparison cannot be meaningful if one merely glances at the respective statistics and curricula. To do so is to ignore the methods of comparative education, the little known but increasingly valid discipline. One needs, of course, to compare educational information, but over and above, one needs to apply to it the educationally relevant insights from other social disciplines. To understand the role of the educational system one must study its foundations in society.