Describes objectives and activities of a humane education program to teach kindergarten students to respect animals. Activities include daily manners practice, observation of nature, bringing animals to the classroom, field trips, and organizing a be kind to animals week. For journal availability, see SO 505 454. (Author/DB)

Discusses the future of humane education and concludes that it will gain the most support when it becomes a curriculum option so attractive to educators that they will choose it over other curriculum elements. For journal availability, see SO 505 454. (Author/DB)

In this "keynote" article, the author, a member of the Educational Board, takes a new look at the move towards non-streaming at the secondary stage, and suggests a flexible approach. (Editor)

Author was head of geography for nearly ten years before becoming deputy head at The Woodlands School, Coventry, a school that has pioneered the move to non-streaming at the secondary stage. He writes here on the practical problems arising in this transition, and how they may be overcome. (Editor/RK)

After long experience as a teacher and head teacher in Devonshire, the author was appointed as Advisor for Primary Education for North and West Devon in 1975. He writes here of his experience in moving to flexible forms of grouping through cooperative teaching as head of Blue Coat Pilton at Barnstaple. (Editor/RK)

Takes up the discussion initiated by Michael Armstrong and David Hawkins (FORUM, 17:2 and 17:3) on the reconstruction of knowledge and the relationship of knowledge and individual experience and intuition. (Editor/RK)

A recent number of FORUM (Vol. 17, No. 3), focusing on "The Question of Size", suggested the formation of "schools within schools" as a possible solution to the problems of large schools. Here two teachers from Countesthorpe College, Leicestershire, develop this approach, based on their own experience. (Editor)

Discusses a new approach for the effective use of mixed ability teaching. (Editor/RK)

Article is a statement by the Editorial Board of this journal in support of the move to comprehensive education. The need for reorganization of the examination system as the first condition for improvement of educational quality is stated. (RW)

Relationship between evaluation methods and objectives and ideology is discussed. The need for qualitative rather quantitative assessment is emphasized. (RW)

Criteria for assessing achievement, progress, and attitudes of students as individuals are discussed. (RW)

The advantages of the Mode 3 examination program, in which the process of syllabus development, examination construction, and grading is carried out internally by the individual teacher, are discussed. (RW)

Majority of testing programs is designed to demonstrate the superiority of performance of one student over another rather than evaluate the degree to which an individual has mastered specific skills. The necessity of changing this orientation is discussed. (RW)