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The 18 papers of this conference were divided into five topics ranging from literacy to the history of progressive reform to history of education from an international perspective. Part 1 includes: "Isabella Graham and Joanna Bethune's Early American Experiments in Educating Illiterates" (L. Townsend); "The Dilemma of Equivalency: American Colleges and the Evaluation of Armed Services Training in the 1940s" (A. D. Rose); and "An Analysis of Historical Studies of Literacy Standards from Three Epochs in American Elementary Education" (K. Hanus). Part 2 includes: "John Dewey: 'Philosophy and Education in Their Historic Relations'" (J. J. Chambliss); "Addams's Pragmatic Impact on Adult Education" (M. T. Colky); "Charles Deneen and Illinois Education Reform during the Progressive Era" (E. E. Gordon); "Progressive Education and School Architecture" (D. Nelson); and "The Hessian Hills School, 1930-1941: Social Reconstructionism in Practice" (K. M. Campbell). Part 3 includes: "The Career of Edward Orton, the First President of the Ohio State University" (K. A. Work; D. L. Shaver); "Booker T. Washington and the Movable School" (E. H. Goldstein); and "Frederick Siedenberg, S. J.: Catholic, Priest, and Progressive, a Contradiction in Terms" (M. C. Schiltz). Part 4 includes: "Pre-British European Educational Activities in India" (K. C. Thottopuram); "Education for Subjugation and Liberation: The Historical Context of Peoples' Education in South Africa" (T. Reagan); "An Historical Overview: Educational Assimilation of the Saami in Norway" (G. Roland); and "Dunkel's Herbart Revisited: The Milieu in which He Worked" (E. V. Johanningmeier). Part 5 includes: "Education and Reform at Robert Owen's New Lanark" (G. Gutek); "The Old Northwest Revisited: Education before the Era of the Common Schools" (C. R. Wolf); and "The Passage of Compulsory Attendance Laws, 1870-1915" (M. J. Eisenberg). The conference program, minutes of the business meeting, and a directory of attendance are included. (JB)

The papers of this proceedings are presented in three parts. The four papers in part 1, "Issues in 20th Century American Education", discuss the women graduates of Oberlin College, 1836-1860, the Americanization of art museums, the business community's response to government's support of the labor movement, and the response of liberalism to the educational depression as seen through the publications of "Nation" and the "New Republic". The titles are: (1) "Conflict of Roles: Evangelism and Feminism a Twentieth Century Perspective?" (R. S. Saslaw); (2) "John Cotton Dana, The Newark Museum and the Arts in American Society" (A. S. Schnee); (3) "The National Association of Manufacturers and the Free Enterprise Campaign in the Schools, 1929-1949" (C. A. Moore); and (4) "The Assault on the Schoolhouse: Liberal Responses to the Educational Depression" (J. M. Wallace). The three papers in part 2, "Educational Developments in 19th Century American Education", present the moral instruction found in a children's magazine, the debate about the purpose of industrial education, and the growth of colleges in Massachusetts. Part 2's titles are: (1) "The Magazine as Educator: Mary Mapes Dodge and 'St. Nicholas'" (L. B. Fuller); (2) "Book and Platform Over Anvil and Hoe: Horace Mann Bond and the Place of Industrial Education in the Black College Curriculum" (W. J. Urban); and (3) "The Colleges and the State in Mid-Nineteenth Century Massachusetts" (A. Tachikawa). In Part 3, "Studies in European Educational Ideologies", two papers cover Italian education prior to fascism and under fascism, and the third paper gives insights into Homeric educational philosophy. The titles for Part 3 are: (1) "Bottai and Fascist Educational Policy, 1936-1943" (A. De Grand); (2) "Education in Liberal Italy: Prelude to Fascism?" (F. J. Coppa); and, (3) "An Alternative Approach to Homer's 'Iliad'" (R. H. Beck). The proceedings and the business meeting's minutes are included. (DJC)

The papers in this document present three themes: history of higher education; educational thought; and education and reform. "The University of Illinois' Long Search for a Permanent Campus in Chicago, 1946-1963: The Relationship between the Politics of Influence and the Conflicting Images of an Urban University" (G. A. Sprague) begins part 1 and describes the university's site selection, the mission of the Chicago branch, the concerns from other universities, and the lack of political support. "Between Two Worlds: The Residential College at the University of Michigan" (M. C. Hathaway) presents the four periods of the Residential College's history. "Maroon Farewell: The Abolition of Intercollegiate Football at the University of Chicago" (S. S. Cohen) tells of the team's final games and the press coverage of its demise. Part 2 begins with "William Rainey Harper: Christian Individualism and the University of Chicago" (D. B. Owen) which tries to uncover Harper's philosophy and how he applied it to the University. "Deschooling Revisited: An Examination of Ivan Illich's Social Thought" (T. Reagan) distinguishes between the medieval ideal of human society and New Liberalism and examines how Illich's social theory reflected the ideal in his critique of schooling. "John Lancaster Spalding: The Horace Mann of Catholic Education" (R. N. Barger) describes Spalding's involvement in establishing Illinois' parochial schools, the Catholic Educational Exhibit, the Baltimore Cathecism, The Catholic University of America, and the Institute of Pedagogy. Part 3 begins with "The WCTU and Education: Canadian-American Illustrations" (N. M. Sheehan) that describes the American Women's Christian Temperance Union's public school arm, the Department of Scientific Temperance Instruction, and compares its efforts to include the teaching of temperance through textbooks, and its ultimate failure, to similar efforts in Canada. "The Matter of Means: The Campaign and Election for the New York Free Academy, 1846-1847" (J. Mirel) describes the political controversy over the establishment of the Free Academy. "A Note on the Occupational Backgrounds of Public High School Students Prior to 1940" (D. L. Angus) reviews the 19th and early 20th century literature written about parental occupations. The conference program, business meeting's minutes, and attendance are included. (DJC)

The papers of this proceedings are presented in 5 parts. In part 1, "Education in Nineteenth Century Europe," the two papers describe the inception of the Ragged School Union in England and the educational opportunities in Naples. The titles are: "The Ragged Schools of Victorian England and Their Contribution to Child Emigration" (T. J. Phillips) and "Going to School in Early Nineteenth-Century Naples: The Youth of Francesco De Sanctis" (C. R. Wolf). Part 2, "Varieties of Quantitative History" contains three papers covering the conditions of Illinois common schools; the voluntary school attendance in Toledo (Ohio); and the occupational status of Scott High School (Ohio) male graduates, non-graduates, and their fathers. The titles are: "The Cost of Rural Schooling in Illinois in 1902" (W. Eaton); "Analysis of Manuscript Census Data for Fifteen- to Seventeen-Year-Olds in Toledo, Ohio, 1850-1900" (M. C. Grant); and, "Occupational Mobility in Graduates and Non-Graduates of an Urban High School, 1915-1925" (S. R. Snyder). "Gender and Culture in American Educational History" is the theme of part 3. Two papers describe the movement for equality in higher education by women and the education of the first generation of Americans of Mexican descent. The titles are: "Female Participation in the NEA, 1857-1912" (B. S. Handler) and "Social and Educational Influences Shaping the Mexican-American Mind: Some Tentative Thoughts" (G. San Miguel, Jr.). Part 4, "Classical Ideas in Theory and Practice" contains two papers on the similarities between Cicero and Quintilian on oratory education and the Jesuit educational system. The two titles are: "Oratory and Conduct in Cicero and Quintilian" (J. J. Chambliss) and "Loyola and the Jesuits: Masters of Educational Management, Method, and Teacher Preparation" (G. Arakapadavil). The final section, Part 5, "Historical Deja Vu" contains three papers which discuss the inception and the evolution of Cornell University's policies and practices; William Chandler Bagley's opposition to limiting educational access and opportunity; and Robert R. Sherman's book, "Understanding History of Education." The titles are: "The Rhetoric and Reality of Academic Standards at Cornell University, 1868 to 1890" (E. M. Brier); "Toward the Rehabilitation of William Chandler Bagley: Some Notes on His Views on Race and Gender" (E. V. Johanningmeier); and, "Understanding History of Education" (R. R. Sherman). The program, the business meeting minutes, and directory of attendance are included. (DJC).

Divided into four parts, this document presents papers covering: quantitative analysis and educational history, ethnicity and education, educational paradigms, and schooling in the urban heartland. The first paper in part 1, "The Social and Economic Correlates of School Attendance among the Children of Textile Workers, 1890" (D. L. Angus, B. A. Hilbert, and J. E. Mirel) is based on the 1890 and 1891 annual reports of the commissioner of labor. "Path Analysis: Another Research Tool for the Educational Historian" (I. Newman and C. M. Dye) reviews the uses of path analysis as a research methodology. Part 2 begins with "A Test of Andrew M. Greeley's Six Step Theory of Ethnic Assimilation by the Use of Norwegian-American Historiography" (F. C. Nelsen). "Ethnicity and Ethnic Studies Revisited" (M. M. Krug) reviews the rise in the 1970s of ethnic awareness in education. "Two Christian Ideas of Childhood: Clement of Alexandria and Augustine" (J. J. Chambliss) contrasts Clement's childhood innocence based on Christ's teaching and Augustine's sinfulness of children as a burden received from Adam. "Paradigms of Education: An Overview" (R. Marks) is an introduction for a larger study on the overview of the enlightenment, evolutionary, progressive, and perennial paradigms. Part 4, "The Irony of Twentieth-Century Educational Policy and Juvenile Delinquency in Chicago, 1890-1972" (M. W. Sedlak) describes the sexual discrimination of educational solutions. The proceedings, the business meeting's minutes, and the directory of attendance are included along with an index to the first 10 volumes of the proceedings. (DJC)

The papers of this proceedings are grouped in five parts. The three papers in part 1 discuss the exposure of Italian scholars to Dewey's philosophies and include the titles (1) "John Dewey in the Evolution of Italian Education" (C. R. Wolf); (2) "Frederick Eby and the Dewey Lectures: An Essentialist Present at Educational Progressivism's Conception" (B. Westfall); and (3) "The Dewey School: A Record of Success and a Reality of Failure" (C. Eisele). Part 2, "Shaping Educational Policy: Models from the Past", discusses the discrimination against women teachers, the education of wage earners with federal funds, the life adjustment education movement, and the purposes of the International Consortium of Options in Public Education and the Progressive Education Association. The titles are: (1) "The Women Peril: As a Barrier to the Rise of Women Teachers, 1890-1920" (P. Carter); (2) "Education as a Form of Emergency Relief: The New Deal Experience" (J. Sealander); (3) "Beyond the Prosser Revolution: Another Look at Life Adjustment Education" (R. Ognibene); and (4) "The Twilight of Public Alternative Education: Professional Malignancy, An Historical Perspective" (J. T. Sears and J. D. Marshall). Part 3, "A Past Perspective on Childhood Theory and Practice," presents the introduction of Froebelian kindergarten into Ontario (Canada) and the inception of farm schools in England. The titles are: "Ontario's Kindergarten-Primary Movement: Utilitarianism Subverts Idealism" (B. A. Wood) and "The Farm-School System of 19th Century Europe and Its Legacy" (T. J. Phillips). The two papers in part 4, "Issues In Historical Research", cover the need for educators to be familiar with the history of education, and are titled "Historical Research for Educational Questions" (J. M. Lakebrink) and "Oral History: Use of Interviews to Obtain a Historical Perspective of Early Childhood Education" (S. Boyd). Part 5, "Some Perspectives on Higher Education" includes four papers discussing the evolution of modern higher education. The titles include: "The Americanization of Higher Learning" (E. Feldman); "Life and Death of an Agricultural College" (W. Eaton and M. Bond); "From Principal Teacher to Corporate Manager: An Institutional History of Change in the Role of the College President" (R. N. Barger); and "Privileged Turf: Black Participation at the University of Cincinnati, 1955-1976: The Langsam and Bennis Years" (L. L. Jones). The program, the business meeting's minutes, and the directory of attendance are included. (DJC)

The selected papers presented in this document include topics on normal schools in Wisconsin and Minnesota, George S. Counts, and segregated schooling in Kansas. "Wisconsin Normal Schools and the Educational Hierarchy, 1860-1890" (J. Wasserman) describes the struggle of normal schools to be perceived as teacher training institutions rather than high schools. "Winona Normal School Student Profile, 1860-1900" (G. E. Bates, Jr.) is a preliminary report on a research project and presents the initial findings on parental occupations and social status. The first of two papers on George S. Counts, "The Political Life of George S. Counts", (W. E. Eaton) describes his political orientation, and specifically his role in the American Labor Party and the American Liberal Party. The second paper, "George S. Counts as Interpreter of Soviet Education" (G. L. Gutek) studies Counts's transformation from admirer to critic of Soviet education through the examination of his books, "The Soviet Challenge to America" (1931) and "The Challenge of Soviet Education" (1957). The final paper in the journal is "The Popular Ideology of Segregated Schooling: Attitudes toward the Education of Blacks in Kansas, 1854-1900" (J. C. Carper). This paper describes the controversy concerning education for blacks and the debate over segregated versus integrated schools. The meeting program and the Midwest History of Education Society's business meeting's minutes are included. (DJC)

The papers of this proceedings are organized into four parts : religion and education; the politics of urban education; issues in minority education; and concepts of childhood. The first paper in part 1 "I will Declare What He Hath Done for My Soul: Female Conversion Narratives in the Early Nineteenth Century" (V. L. Brereton) explores the conversion experience that led women into teaching and missionary work. "By the Bowels of God's Mercy: Protestant and Catholic Responses to Educational Development in Cincinnati, 1830-55" (F. M. Perko) describes the Catholic and Protestant influences on the common schools and the Catholic progression towards parochial schools. "Creationism vs. Evolution: Challenge to Educators" (F. Parker) relates the history of the Creationists' activities. Part 2, "Out of the Cloister of the Classroom: Political Activity and the Teachers of Detroit, 1929-39" (J. Mirel), describes the political issues of the Depression era that caused teachers to unionize. Part 3 "A History of the Social and Educational Programs of the Urban League of Pittsburgh, 1918-1932" (W. E. Bickel and D. T. Martin) contains the history of the Urban League of Pittsburgh's organization. "The Educating of Minority Children: Nothing New under the Sun?" (T. Reagan) outlines the arguments against native language instruction addressed in Dr. Charles Orpen's booklet that was published in Ireland in 1821. "Social Darwinism, Race, and Research" (F. P. Besag) presents the point of view that the originators of educational research were racists who stressed the cognitive differences between groups rather than their similarities. Part 4, "'Real Children' in Ancient Greek and Roman Art" (J. J. Chambliss), describes artworks that show that children were not always represented with adult features. The program, the business meeting's minutes, and the directory of attendance are included. (DJC)

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 presented cover three general themes: modern education and curriculum; the legacy of educational thought; and origins and issues in U.S. educational development. Part 1 begins with "The 'New Social Studies' and Curriculum Innovation: The Amherst Project Experience, 1959-1972" (C. E. Samec) which describes the project's inception, the problems in communicating its curriculum philosophy, financial difficulties, and the complications of publication. "Bilingual Education: A Reevaluation of Objectives" (T. Reagan) argues three critical points in bilingual education. "New Concepts in an Old Discipline: Reconstructing the Introductory History of Education Course" (R. L. Schnell; P. T. Rooke) demonstrates how to use students' childhood experiences and family histories to teach the history of education. "Ghana's Educational Program: A Model for African Countries?" (C. E. Alberti) discusses the Ghanian educational system's development, structure, curriculum, and problems. Part 2 begins with "Isocrates: Pillar of Western Education" (W. L. Innerd) which details Isocrates' life and his teaching methods. "Educational Journalism at Its Most Provocative: The American Herbartians and Their Influence on the Direction of Twentieth Century Teacher Education" (B. H. Westfall) focuses on Charles De Garmo, Charles McMurry, and Frank McMurry, and their roles in shaping the American branch of the Herbartian movement. "Samuel Lewis, Ohio's First Superintendent of Common Schools" (M. L. Petit) is a biography of Lewis. "Useful Education for the Poor: A Benthamite Perspective" (B. W. Taylor) provides a description of Bentham's work towards educational reform for the English poor. Part 3 begins with "The Reform of Education in the Agrarian South, 1900-1950" (S. J. Maxey) which details the reform movement that included the involvement of white middle class professionals and external associations; the inception of school consolidation, high schools, school supervisors, and black educational institutions; and revised teacher education requirements. "A Davenport School's Romantic Affair with Southern Plantation Belles" (L. Horton and R. E. Belding) discusses the physical location, facilities, and curriculum of the Immaculate Conception Academy (Iowa) that attracted affluent women from the deep South during the Civil War. "Detroit's First 'Great School War': The Politics of Common Schools in a Frontier City, 1836-1842" (D. L. Angus) relates the political struggle for a free educational system. The conference program, business meeting's minutes, and a 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 important historical figures, the social and philosophical implications of immigrants and assimilation, the status of women, and the role of education. The two papers in the Editor's Supplement cover the junior high school movement and the establishment of a Michigan state school. "Jane Addams, the Hull House, and the Education of the Immigrants" (M. M. Krug) relates Addams' work to combat exploitation of the immigrants, her ideas on cultural pluralism, and her philosophy of education. "The St. Louis Sparkplug: Henry C. Brokmeyer" (H. B. Dunkel) details Brokmeyer's life, his adoption of Hegelian theories, and his political activities and describes his disciplines. "Centennial Celebration of a Persistent Journal" (R. E. Belding) describes the history of the Journal of Education. "School Governance by Women: The Stepping Stone To Political Participation" (K. H. Kamin) relates women's struggles to gain seats on male-dominated school boards, women's impact on the school systems and teachers, and the effect that these actions had on the movement for universal women suffrage. "Two Treatments of Cultural Difference: Dewey on Nationalism and Kallen on Pluralism" (J. Wissot) reviews John Dewey's views on assimilation and concern about Horace Kallen's position on cultural pluralism. "Harold Rugg: Educator In Search for the Authentic Gesture" (R. V. Bullough, Jr.) describes Rugg's ideas on the condition and destiny of the United States and the nature of an education capable of meeting the U.S. challenge and playing a crucial role in shaping its destiny. "The Junior High School: A Product of Reform Values, 1890-1920" (W. R. Stephens) traces the history of the inception of junior high schools and argues that they are a result of the progressive educational reform movement. "The 'Delicate Duty' of Child Saving: Coldwater, Michigan 1871-1896," (R. S. Patterson; P. Rooke) describes the reform movement to provide state supported educational institutions for the teaching of moral values and physical training to poverty stricken children. The program, the business meeting's minutes, and the attendees list 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)

These papers from the Midwest History of Education Society's 1973 annual meeting include topics on United States and Japanese education, A. S. Neill, and Ella Flagg Young. The editor's supplement includes two papers on U.S. educational administration. "American Education at the Turn of the Century" (P. A. Graham) urges that research of this period focus less on educational reforms and examine the educational process instead. "The History of the Soka Gakkai Movement and Its Educational Implications" (C. H. Gross) describes the history, the appeal, and the philosophical base of the Soka Gakkai (Value Creation Society) in Japan from 1930 to the present. "A. S. Neill, Summerhill, and the Anarchist Tradition" (J. Kirschner) examines anarchism and traces its influence on Neill's educational philosophy. "National Identity and Education: Symbols and Reality" (N. R. Bernier) is a thought paper on national cohesion through the socialization process. To avoid national disintegration, a national identity is promoted through national symbols that incorporate a collective self-image of an interdependent people. "Ella Flagg Young: Chicago School Superintendent, 1909-1915" (R. V. Donatelli) details the accomplishments of Young. "The Founding of the U.S. Office of Education: A Legislative History" (D. R. Warren) describes the U.S. Congress's debates over H.R. 276 in 1866-67 for the formation of the U.S. Office of Education. "The Iowa Experiment with an Integrated System of Higher Education" (E. Rutkowski) describes the history of the attempted coordination of Iowa's three state universities and their curricula under a state board of control at the turn of the century. The program, the business meeting's minutes, and attendees' list is included. (DJC)