Examines church-state relations in educational matters in Italy from 1922 to the outbreak of World War II. Unlike Nazi Germany which could boast of nazified schools, Fascist Italy was compelled to recognize the considerable influence of Catholicism on education. (Author/KC)

Traces the influence of missionary views concerning African educability upon educational practices, 1879-1908. Concludes that the amount and kind of schooling missionaries provided reflected patriarchal goals and the missionaries' aversion to the production of a literary or technically oriented urban African elite. (Author/KC)

Examines the multidimensional, complex, and dynamic role of educational policy by examining its formation from 1928 to 1934. Concludes that educational policy needs to be understood as an unsettled and changing set of responses by government to the continual interaction among men, forces, ideas, and institutions. (Author/KC)

The teachings of the Victorian Sunday school reflected an evangelical subculture that had become comfortably adapted to the world around it. The social values of the middle and lower classes took their place beside traditional virtues of piety, charity, and honesty. (Author/KC)

The author discusses three topics with which he analyzes educational history. These topics are teacher education and the role of women in education in the nineteenth century and the American educational experience abroad after the Second World War. (Author/KC)

Examines the historical integration-segregation dilemma from the passage of the first Illinois school law in 1825 to the solidification of the segregation era in the 1930s. Discusses structural impediments to Black students' academic achievement and identifies forces which sought to establish a vocational education caste system for Blacks.…

Examines the origins of West Malaysia's cultural pluralism in the century prior to 1874. Traces the development of formal educational provision in the early years of the Straits of Malacca settlements. Concludes that West Malaysia's communal ills were the consequence of a multiplicity of circumstances, not merely British educational policies.…

Describes the political and social atmosphere at Oxford from 1823-1914. Concludes that the suspicion of student politics in the 1820s was transformed into confidence, in part because of the social homogeneity at Oxford and the administration's assumption that the undergraduates possessed responsible political views. (Author/KC)

Traces the resistance toward establishing an economics curriculum at Cambridge University from 1776 to 1860. Complex reasons include inertia, low intellectual standards, fear of being considered partisan, and avoidance of change during good times. The eventual introduction of economics was achieved only when wholesale reforms were enacted within…

Traces the evolution of a radical educational experiment, the Dalton Plan, in suburban Scarsdale, New York in the 1920s. The plan consisted of individualized instruction by contract. Although many problems had to be worked out, student scores and college achievement were excellent. (KC)

Examines the effect of the university's social environment on political leaders in Mexico from 1946 to 1970. The analysis focuses on the period from 1920 to 1940 when the majority of political leaders studied at the university. Considers the implications of developing a political elite and of the isolation of potential political leaders. (KC)

Discusses influences of the Troy Female Seminary, the first permanent institution offering American women a curriculum similar to that of contemporary men's colleges. Also discusses the role of founder Emma Willard in the social history of the nineteenth century and in the diffusion of feminist values. (KC)

Discusses attitudes and characteristics of northern female teachers from the American Missionary Society who volunteered to instruct newly-freed slaves after the Civil War. In the South, these women supplemented moral self-righteousness with a strong sense of professionalism to produce challenges to their male superiors in the areas of educational…

Explores the relationship between institutional structures and social values in nineteenth century England by examining features of traditional private girls' schools. Concludes that the reformed institutions served the interests of the feminist movement by answering to the social needs and cultural values of various social groups associated with…

Seventeenth Century Reformation leaders played an important role in establishing universal education in Germany. Their work created new opportunities for the individual, raised social conditions of countless people, and laid the foundation for modern science and learning. (Author/KC)