This article examines representations of imperialism, anti-colonial nationalism, and decolonization in US textbooks for American and World History courses between 1930 and 1965. Broadly speaking, 1930s and early 1940s texts lauded imperialism and associated European colonialism with American imperialist activities. Authors extolled the benefits…

Documents the struggle between American Froebelians and progressives to dominate kindergarten education in theory and practice from 1860-1920. The author compares the basic tenets of each group and assesses the consequences of the progressive victory in the battle for control of the curriculum. (Author/DB)

The dominant conception of knowledge in modern consciousness and culture is examined, and some of its consequences are explored. Implications of the gap between knowledge and values with regard to our understanding of education are discussed. (RM)

Explores the emergence of systems of public education in the United States and Canada and outlines the specific responsibilities of education at various periods. Topics include: student and teacher characteristics, the relationship of schools to social reform, educational equality, industrialization, and social mobility. (Author/DB)

Discusses the importance of the school building in U.S. education from 1820 to the present. Notes that the schoolhouse became a representation of U.S. cultural values and ideals. Explores how this reverence for the place of learning has affected and been affected by educational change. (KO)

Presents a history of American board games, describes the conception and manufacture of board games, and evaluates trends in types of games which were popular from 1832-1904. The conclusion is that American board games were a major source of cultural transmission and played a significant role in socializing youth. (Author/DB)

Describes administrative problems in Japanese universities from 1870 to 1977. The universities of Kyoto and Tokyo serve as case studies of the power struggle among students, faculty, and the government. Major problems include lack of academic freedom, faculty hostility to government educational policies, and student activism. (Author/DB)

The pedagogical changes introduced during the Great Awakening reveal that the Puritans of the seventeenth century had not exhausted the educational alternatives open to them; later innovations were developed within the analytical framework built by the seventeenth-century writers. (JB)

Educational underdevelopment in the South resulted from lack of interest and/or commitment to public education by those who exercised political power. (Author)

This essay criticizes both scientific and polemic history for not focusing upon historical change, and offers a possible alternative. (Author/MF)