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Presented in four parts, part 1 of these conference papers discusses the controversy over Michael Katz's analysis of votes in Beverly, Massachusetts; Cora Wilson Stewart's crusade for literacy in Kentucky; and the debate over deaf education between Edward Miner Gallaudet and Alexander Graham Bell. The titles are: "What the Katz/Vinovskis Debate Tells Us about the Limits of Quantitative History" (Angus); "The Dream of a Common Language" (Estes); and "The Oral-Manual Debate in Deaf Education" (Reagan). The four papers in part 2 discuss women's colleges in Delaware, New Jersey, and Rhode Island; Lester Frank Ward's educational program; the influences of Herbartianism; and the legislative reforms for education based on the Harper Report of Chicago. The titles are: "Women's Co-ordinate Colleges Amid Male Supremacy" (Taggart); "A Note Concerning Lester Frank Ward and Progressive Education" (Rutkowski); "U.S. Herbartianism at the State and Local Level" (Berry); and "Attempting School Reform in Turn of the Century Chicago" (Ginsberg). Part 3 discusses Iowa's teacher education program 100 years ago and today, the evolution of normal schools' curriculum, and the history of Litchfield (Connecticut) Law School. The titles are: "Assessing the Knowledge, Skills, and Professional Attitudes of New Teachers in Iowa, 1878-1887 and 1978-1987" (Kniker); "The Evolution of Teacher Training" (Scatena); and "The Origin of Professional Education" (Handler and Handler). In part 4, four papers discuss the comparison of grade attainment and ethnicity in Pittsburgh (Pennsylvania), curricular efforts and social reconstructionism during the Depression, the failure of the American Association for Adult Education, and the evangelical messages in the "Young People's Weekly". The titles are: "The Educational Experiences of Ethnic and American Students in the Pittsburgh Public Schools, 1911-1928" (Martin and Bickel); "Radical Politics" (James); "The Anti-Profession Profession" (Rose); and "The School in a Newspaper" (Townsend). The program and business meeting's minutes are included. (DJC)

Presented in seven parts, titles in part 1 of these conference papers are: "The Uses of Educational History" (Eisele); "The Modern Assault on Public Schools" (Romanish); and "Human Rights and Education" (Padavil). In part 2, the paper titles are: "Jane Addams' Hull-House" (Colky); "Educational Policy and Conflict in the Chicago Schools" (Smith), and "Working for Cincinnati's Public Schools, 1830-1900" (Bertaux). Part 3 titles are: "The Latin Question" (Everett) and "Mother Theodore Guerin and the Education of Sister-Teachers, 1840-1856" (Scatena). Part 4 titles are: "Education for the Poor in Nineteenth Century Italy and Spain" (Wolf); "Modern Education and Social Change in the State of Kerala, India" (Thottupuram); and "The Memorandum of 1839" (Reagan). Part 5 "Schools for Scandal" (Perko) examines the Roman Catholic criticism of public schools from 1900 to 1940. In part 6, the titles are: "Veterinary Medicine from 1850 until 1890" (Lang); "Educational Engineering" (Sealander); "Spreading the Gospel" (Lakes); and "'Blest Be the Tie that Binds'" (Stith). Part 7 discusses the history of the educational system in Muncie (Indiana) and the ideological perspectives for social reconstruction of Robert Owen and William McClure. The titles are "Education in Middletown" (Jones) and "Reconstructive Themes in Robert Owen's and William MacClure's Plans for New Harmony, Indiana, 1824-1830" (Gutek). The conference keynote address "Chronology of the History of Institutional Pre-School Education in Hungary" (Vag), the program, the business meeting's minutes, and the directory of attendance are included. (DJC)

The papers in this document feature four themes: religion and education, the nature of childhood and its relationship to education, urban educational problems, and the character of educational journalism. Part 1 begins with "A Common Faith for the Common School? Religion and Education in Kansas, 1861-1900" (J. C. Carper) which compares in two parts the responses of Protestants and Catholics to religious education. "Educating 'Watch City': The Transformation of Education in Waltham, Massachusetts, 1840-1880" (G. M. Woytanowitz) discusses the reorientation of education in a rural community undergoing urbanization. "The Most Ordered of Rescues: A Reinterpretation of Childhood History and the Common School" (R. L. Schnell) analyzes Philippe Aries' interpretation of the relationship of childhood to institutions in the 19th century common school. Part 2, "Tribute to Harold B. Dunkel," begins with an introduction to Dunkel and his work by R. L. McCaul. "The Lively Educational Journalists, 1875-1900" (H. B. Dunkel) describes the growth of educational journals from local interest newspapers and the editors behind them. Part 3 begins with "The Urban Superintendency and the Depression: The Case of Thomas Warrington Gosling, Akron, Ohio, 1928-1934" (G. L. Hinson; C. M. Dye), which describes the state of education prior to Gosling's administration, his first years' triumphs, and the financial battles to keep the schools open during the 1930s. "Conservation and Proselytization: How Ancestry, Race, and Religion Shaped Parochial Education in Cairo, Illinois" (R. N. Barger) describes the racial segregation policy of the Catholic parochial school system along Irish, German, and Black lines, and the perception the parochial schools for Blacks had of themselves as missionary schools. The meeting program, business meeting's minutes, and a list of attendees are included. (DJC)

The papers presented in this document cover three themes: (1) religious education; (2) the education of black U.S. citizens; and (3) the problem of education as imposition. Part 1 begins with "Tales for the Evangelical Nursery: Calculated to Edify, Caution, Instruct, Alarm, and Improve" (P. T. Rooke) that describes the moral instruction given in the nineteenth century home through the use of Mary Martha Sherwood's children's books. "Protestant Views on Education, 1865-1900: A Reevaluation of the Dual Pattern of Parallel Institutions Thesis" (R. Ognibene) argues that the Protestant denominations (Baptist, Episcopalian, and Presbyterian) had not expressed complete agreement with secular education. "The Philosophy of the Religious Education Association, 1903" (H. A. Archibald) discusses the relationship of John Dewey, George Albert Coe, and others to the Association and the debate over how to reconcile certain disciplines, such as psychology, with religious education. Part 2 begins with "Industrial Philanthropy and Black Higher Education, 1915-1930" (J. D. Anderson) and argues that industrial philanthropists' policy supported only those institutions like Fisk University that produced conservative black leaders. "In Pursuit of Freedom: The Educational Activities of Black Social Organization in Philadelphia, 1900-1930" (V. P. Franklin) describes the purposes and activities of black heritage societies, women's clubs, the YMCA and YWCA, schools, newspapers, and other organizations. Part 3 begins with "George S. Counts as an Ideologist of American Education: The 1930s" (G. L. Gutek) which discusses Counts's ideas about the 1930s, the U.S. past, social change, and programs to create a new society. "George S. Counts and the Imposition Controversy" (G. J. Dixon) provides an overview of the debate about the inclusion of Counts's ideas of social reconstruction in education and in what way schools should impose the social issues on children. "The Bode-Childs Imposition Controversy: The Critical Perspectives of the Participants" (J. DiGiambattista) presents the positions of both men in the use of experimental intelligence. "The Theory and Practice of Theodore Brameld's 'Defensible Partiality': A Mid-Century 'Resolution' to the Imposition Controversy" (C. Kridel) delineates the difference between reconstructionism and defensible partiality and reviews the Floodwood (Minnesota) Project. "The Politics of Values" (P. L. Smith) examines progressive education and the viewpoint of imposition. The program, business meeting's minutes, and list of attendees are included. (DJC)

The proceedings papers include topics on educational reform and intellectuals, religious education, immigrants, and the history of education as a discipline. The theme of an Editor's Supplement is utopianism and education, and the papers deal with Robert Owen. These three papers are reprinted from the 1973 meeting of the National History of Education Society. "The Origins of the Roman Catholic Cathechesis in the United States (1776-1799)" (C. J. Carmondy) traces the origins and the incorporation of religious education (cathechesis). "'Be Still and Know!': Quaker Silence and Dissenting Educational Ideals, 1740-1812" (J. Hendricks) relates the roles of the jeremiad, silence, and religious education on Quakerism and the visible contradictions of Quaker beliefs and lifestyle. "Brook Farm: A Lesson in Cooperative Education" (C. E. Alberti) presents the social and religious factors that led to the experiment's formation and describes the school's teachers, students, and curriculum. "A Study of Four Northern European Immigrant People and the Assimilation Process: Some Current Observations" (F. C. Nelsen) studies Germans, Dutch, Swedes, and Norwegians in relation to their views on acculturation. Under the heading "The History of Education: Past, Present, and Future", the first paper, "History of Education Today" (C. H. Gross) introduces the topic while discussing its validity as a course of study. "History of Education in the Future: Obsolescence or Relevance" (A. Peters) offers six methods of interpreting history and presents Michael A. MacDanield's Seven Change Factors as a concise model for dealing with continuity and change. "Outline of a Model for American Educational Historiography" (W. R. Stephens) is a proposed conceptual model to help clarify research methodology. The first paper in the Editor's Supplement, "Millennialism and Education: The Case of Robert Owen" (R. G. Clouse), discusses the history and biblical interpretations for millennialism and Owen's personal interpretation that he employed at the New Lanark school. "Robert Owen's New Harmony Community: An Example of Communitarian Education" (G. L. Gutek) presents his philosophy on community, the family, and education. Finally, "A House Divided: Robert Owen and William Maclure at New Harmony" (C. Burgess) describes the conflict that arose over each man's educational theory and communitarian views. The meeting's proceedings, business meeting's minutes, and a list of attendees are included. (DJC)

The first journal publication of the Midwest History of Education Society contains papers presented at its 1972 annual meeting and three papers on Canadian education. "University Extension in the United States, 1885-1915" (G. M. Woytanowitz) defines the U.S. origins of the university extension as an adult education agency. "She Could Always Teach" (K. H. Kamin) examines the historical impact of this attitude on women, the evolution of the teaching profession, and the social implications for women who did teach. "The Revolutions of 1968: A Neo-Hegelian View" (R. E. Mason) considers whether the Neo-Hegelian perspective developed by Herbert Marcuse can be attributed to the student unrest of 1964-1971 in the United States, France, and Germany. "A Critique of Lawrence Cremin's American Education: The Colonial Experience 1607-1783 and Its Adaptability In History of American Education Courses" (S. S. Cohen) reviews the book's organization and themes and discusses its use as a textbook. "Amos Bronson Alcott: Transcendental Educator" (D. B. Ripley) reviews the teaching innovations and educational philosophy introduced by Alcott in Connecticut Schools. These innovations included the physical design of the classroom, the choice of textbooks and library books, and the introduction of physical education. "Education and Industrial Skills: Changing Conceptions of the Role of Public Schooling, 1865--1900" (B. E. McClellan) discusses the introduction of manual training in the U.S. educational system. The first paper on Canadian education, "John Strachan: A Controversial Figure" (C. H. Gross), is a biographical study of the first Anglican Bishop of Toronto who promoted religious instruction in schools, especially at the university level. "American Influence on Progressive Education in Canada" (R. S. Patterson) discusses how progressive educational reform measures were introduced to Canadian educators. "Education and Multilingualism in Manitoba" (K. Wilson) discusses the effects of the Laurier-Greenway Compromise's bilingual clause and the establishment of the 1967 Public Schools Act. The program and business meeting's minutes are included. (DJC)