Proposes School Year Abroad program, held in France and Spain, as a workable model for internationalizing American education at the secondary level. Program focuses on language and culture in literature, history, art, and language courses (taught in the foreign language), while offering quality education for college preparation as well. (JD)

Introduces "Facing History," a recent innovative use of an historical event, the Holocaust, as a means of educating students and teachers to the meaning of such things as human dignity, morality, conflict, decision making, survival, and individual responsibility. (JD)

Describes the curriculum involved in teaching "Facing History and Ourselves: The Holocaust and Human Behavior," a program written for secondary social studies students, and gives samples of student and educator reactions to the course. (JD)

Advocates the use of daily journal entries as a vehicle for student expression to chart the process and progress of the course, "Facing History and Ourselves: The Holocaust and Human Behavior." Cites examples of student journal entries and suggests procedures for keeping journals. (JD)

Describes high school English courses which use a seminar approach, emphasizing discussion and writing, to promote a cooperative, student-centered critical and analytical method of teaching literature. (CM)

Describes how the discipline and sacrifice involved in playing competitive basketball can promote a continuing, self-rewarding challenge and test for the players and others involved. (JD)

Advises precautionary measures for adventure programs: establishment of an authority to control choices concerning school wilderness trips (what trips are allowed, who leads, who goes, what about safety measures); preparation of an up-to-date statement of policies and procedures; and continuing evaluation of the programs. (JD)

Senior high girls and boys from two single-sex schools undertook a study of a Supreme Court case that provided insight not only into constitutional law and history but also into how men and women can work together and relate in other ways than dating. (DS)

Lacking stable values and a real role to fulfill, youth in our society feel disconnected. To encourage a sense of belonging and importance, our schools and colleges should offer students a more humanistic education and closer personal involvement with their teachers. (SJL)

Noting potential conflict between the two most-frequently stated goals of independent schools, academic excellence and dedicated concern for the individual, the author discusses ways to achieve both. (SJL)

Suggests that private day schools cannot imitate boarding schools in offering a full "menu" of academics, athletics, and the arts to each student. Both student interests and parental finances would be better served if these three components were separated into optional tracks, each with its own tuition cost. (SJL)

Many dyslexic children are unusually capable in subjects that do not depend on language, and they may have leadership qualities that other children admire. Preparatory schools can, at minimal cost, make alterations in coursework requirements to accommodate the different thinking and learning patterns of dyslexic children. (Author/SJL)

Considers some of the obvious causes of our nation's verbal crisis. Presents methods for treating symptoms at the college and secondary level and prescribes preventive measures at lower levels that will heighten verbal awareness, interest, and skills. (Author/RK)

At a Virginia private school, a student-led organization inspired by the National Coalition Building Institute works to end minority groups' mistreatment. In a comfortable, small-group setting, participants examine information and misinformation about themselves and others. Sharing a universally painful human experience is the starting point. (MLH)

Surveys of students in two private schools in northeastern states showed that antigay bias is pervasive (beginning with middle schoolers), involves mostly boys, arises in unstructured spaces, and is frequently overlooked by teachers. Schools considering interventions should recognize the import of sexual identity and respect, set precedents, and…