The author examines some of the lesser-known private and proprietary schools of late Victorian England which, by academic success and by athletic prowess, strove to emulate the great "public schools." Reasons for some successes and failures and contributions of certain headmasters are noted. (Author/SJL)

Explicates Johann Friedrich Herbart's theory of socialization, with its emphasis on the individual, and his observations on the influence of social factors on education. (Author/SJL)

In examining progressive education in Britain, the author finds that, while the future of the distinctively "progressive" style is in question, many of progressive education's main features already exist in British schools: tolerant discipline; coeducation; modified examinations; and encouragement of curriculum experiments and of the arts and…

The author looks at assessment of learning from an epistemological point of view, considering these questions: Is it possible to claim knowledge that someone has learned something? Can such claims be regarded as objective? Is self-assessment possible? Can all types of learning be assessed? (Author/SJL)

Reaction against the naive moral absolutism of past historical writing has frequently led to unconditional moral and cultural relativism which is equally dangerous. A viable solution is contingent relativism in historical judgments, combining explicit and examinable criteria of human values and concern for contexts of time and place. (Author/SJL)

In examining "authenticity to school life" as a criterion for judging school novels, the author looks at the extent to which the writers themselves have considered this important. He focuses on the period 1906-1930, when a fashion arose for some novelists to attack earlier school novels as untrue. (SJL)

The author traces Jeremy Bentham's attacks, in 1815 and 1816, on the Church of England's role in the provision of schooling in Britain, particularly his objections to Church policies excluding non-adherents from instruction. (SJL)