The London Mechanics' Institute first met in 1823 and discussed the formation of adult evening education for the working classes. This paper offers a new perspective on the movement, supportive historical material, and alternative approaches for analysis. (ND)

A grant system for educational funding, the Revised Code, was initiated in England in 1862. This article investigates one of its criticisms--that it tended to cut down resources--by examining what happened to the cash flow and why in the years following its inception. (Author/ND)

An historical look at the rationale for women's education in the late 1800s. The elementary and secondary school curriculum for girls centered on the teaching of domestic subjects, based on social-Darwinistic arguments. (ND)

Description of the German education system in early 1900s and its criticism by the political Social Democratic Party, based on fear that education would reflect Germany's government and society. (ND)

Great majority of literature about popular education in Victorian England offers little information about relationships in schools, education's role in the community, social structures and processes, controversies, changing ideas, and theoretical assumptions. (Author/ND)

Based on information printed in the journal, "Past and Present," it is argued that educational historians are placing too much attention on sociology and anthropology theories rather than examining the educational process itself. (ND)

Discussion of important questions about higher education: What should be its content? What should we educate for, and why? What constitutes a meaningful liberal education in modern times, as distinct from mere training for a vocation? (Author/ND)

Because university teachers tend to be intellectually lazy and avoid sound, rigorous thought, it is emphasized that they should weigh evidence, assess arguments fairly, and take a partial stand on values and philosophies they hold. (ND)

The question of when and why do scholars become revolutionaries is discussed by historically comparing the scholars of Vietnam and Western Sudan during national revolutions. (ND)

Discussion of history instruction, courses, and curricula at the Open University which emphasizes (1) methods and principles and (2) relating history to other academic disciplines. (ND)

Discussion of the distinction between a trained teacher who teaches basic education and a gentlemanly scholar who teaches higher moral theories concludes that all education is moral and that teachers should be treated as professionals rather than amateurs. (ND)

A discussion of both theory and practice of social work points out two problems: (1) social service departments are seen as a residual service and (2) public anxiety exists about nonaccidental injury to children. (ND)

The fusion of politics and education, both necessary and dangerous, constitutes difficulty and honor for educators when providing equality of opportunity and training of responsible citizens. (ND)

The purpose of this paper is to clarify some of the conceptual issues involved in discussions of psychology and education which rely on the assumption that biological factors serve as a basis or are responsible for human intelligence. (Author/ND)

The assumption that education should be democratic is criticized, and how schools and universities in a democratic state should be governed is discussed. (Author/ND)