Assesses the strengths and weaknesses of university study licenses such as the "Licet canon" and the "Cum ex eo" which, when issued by the Vatican in the 13th century, allowed unordained parochial rectors and ordained priests to obtain higher education. Concludes that study licenses improved the education of the parochial…

Explains the negative response of those in authority to early modern English literature which informally educated the population through "false fonde bookes, ballades, and rimes." This negative response, based on both moral and political grounds, came from clerics who saw such books as detrimental to the social structure of society. (BSR)

Tsar Alexander I of Russia created a ministry of public education and promulgated laws to provide elementary and secondary schools and higher education institutions for all classes of the population. The public took a great interest in education and actively participated in the funding of schools at every level. (RM)

Efforts to make over German universities in the image of Nazism failed, not because of the strength of the moral convictions of the professors or their faith in the professional values of the universities, but rather because of the weaknesses inherent in the ideology and organization of Nazism.(RM)

Colleges were founded in many cities of Victorian England. Some failed; others became the civic universities of twentieth-century Britain. How these civic universities were governed is described. Specifically discussed are courts, councils, trustees, faculty, powers, curriculum, appointments, finance, principals, and constitutions. (RM)

Adam Smith used selections from English literature in his classroom during the eighteenth century because he believed that vernacular literature could provide a ready context for the teaching of ideological, social, and moral lessons. He believed that higher education should prepare students for the real business of the real world. (RM)

Elementary, secondary, and higher education enrollment data for Scotland between the 1860s and 1939 are examined, and the structure and development of the Scottish system in the light of some of the general theories of comparative social history of education are discussed. (RM)

Discusses changes in the education of middle class British girls during the nineteenth century. Reports that, although girls' education resembled boys' and promoted self-actualization and vocational preparation, an accepted aim was to produce good wives and mothers. Observes that challenges to women's presumed roles were not widespread until later…

Discusses the necessity of setting boundaries for a research topic while bridging gaps with information from other disciplines and history of education in other nations. Illustrates the point with the history of women's education in the United States. Includes discussion of the influence of British boys' schools, French boarding schools, and the…