The "Partial Agenda for Modern European Educational History" proposed by Albisetti focuses primarily on the nineteenth century, and on some large-scale trends and issues, such as those relating to education and secondary instruction for women. Discussing this issue implies--especially in the diverse and heterogeneous context of…

The headlines "Who's Trying to Ruin Our Schools?" and "Danger's Ahead in the Public Schools" grabbed the attention of the American public during the early 1950s as mainstream publications reacted to efforts by right-wing organizations to influence the curricula of America's elementary and secondary schools. "A bewildering disease that threatens to…

Explains that in the United States, child-centered progressivism was part of a larger humanitarian movement led by the northern middle classes in the antebellum and postbellum periods. States that games, stories, play time and informal learning experiences became part of a broader educational discourse due to the writings of Johann Pestalozzi and…

States that the mobilization of Bavarian schoolteachers in 1848 indicates a high degree of politicization prior to the outbreak of revolution in the German state. Explains that teachers demanded professional recognition, better teacher education, freedom from subordination to clerics, improved pay, higher social status, and a greater national…

Focuses on the parochial education of Polish-Americans from 1870-1940, addressing staffing and curriculum issues. Includes information on topics such as the issue of ethnicity, textbooks used in the curriculum, development of sisterhoods, postwar religions, ethnicity, and nuns in the 1930s. (CMK)

Reports on the educational initiatives in the Netherlands during the nineteenth century in relation to mental retardation. States that the optimism towards people with mental retardation that emerged in many countries in the second half of the nineteenth century did not emerge within the Netherlands. (CMK)

Examines the relationship between state and inspectorate in Wales by tracing the history of Harry Longueville Jones, the first Her Majesty's Inspectorate (HMI) of Church schools. Considers how he tried to shape an educational system suitable for the needs of Welsh communities. Includes a historical description of Wales. (CMK)

Explores the history of the Americans for the Competitive Enterprise System (ACES), a group seeking to use the schools as a means of promoting a business ideology. Examines one instance when organized labor repelled a corporate intrusion into the public schools. (CMK)

Considers the state of the urban public education system in Chicago (Illinois). Addresses the effects of demographic and economic changes, the role of Benjamin Coppage Willis as superintendent of the Chicago schools, and the effects of inequality and plans for desegregation. (CMK)

Addresses the change from the system of workshop apprenticeship to that of industrial training, pioneered in 1878 by the Baldwin Locomotive Works and the Spring Garden Institute, that eventually spread to the public school system in Philadelphia (Pennsylvania). (CMK)

Summarizes the crises and calls for change from 1981-1988 within the Detroit (Michigan) school system that led to the creation of the HOPE (Hayden, Olmstead, and Patrick for Education) coalition. Discusses the years the HOPE coalition headed the school board and the reasons for its failure. Addresses the implications for other cities. (CMK)

Examines the implications of the Moravians' emphasis on children in their Indian missions and suggests that the Moravians' interests converged with the concerns of Indians about the fate of their own children. Focuses on the history of the missions in the Susquehanna and Ohio valleys between 1765 and 1782. (CMK)

Discusses the educational destruction and construction in Democratic Kampuchea (Cambodia) under the Khmer Rouge regime. Explains that in constructing the Democratic Kampuchea education system the Khmer Rouge sought to harness the power of education to their agenda of egalitarian, self-reliant, and agrarian socialism. (CMK)

Explores ethnic differences in contextual or neighborhood effects on school attendance in Early Chicago. Analyzes (1) the determinants of school attendance for the sons of native-born Americans and Germans and (2) the effects of proximity to other ethnic groups on the school attendance of boys. (CMK)

Recounts the rocky development of a dominant common school system in London, Ontario between 1852 and 1860. Details the support and opposition to the move among the various social, economic, and ethnic groups in the provincial city. Even after the system implementation, school attendance indicated social differentiation. (MJP)