This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in…

Primary schooling in Luxembourg and problems related to it are discussed. (RM)

Analyzes higher education in Scotland in terms of its history and administrative structure and in light of the myths and beliefs about the traditional Scottish university. Differences from English universities are stressed. Journal available from Editor, Gabriel Fragniere, Institute of Education, 60 rue de la Concorde, B-1050, Brussels, Belgium.…

The English tonic sol-fa system was developed in the 1930s by Sarah Glover. The system was discovered in 1841 by John Curwen, who subsequently popularized and adapted it. Conflict arose between the two educators regarding the modifications Curwen made in the system. Glover deserves recognition for her contribution. (Author/RM)

The history of international education is intimately connected to the competition between the United States and the Soviet Union during the second half of the twentieth century. Graduate programs established at colleges and universities in the United States were the outgrowth of a need to create cosmopolitan experts, capable of demonstrating the…

Adult education was introduced by the British into West Africa after World War II. However, the Oxford intellectuals put in charge of the adult education program offered an African-centered education that frequently offered more support to the progressive views of the African independence movements than to the colonialists' conservative policies.…

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)

The eminent eighteenth-century encyclopedia editor and French philosopher, Denis Diderot, exercised a powerful influence on thought and culture in Western and Eastern Europe. He was interested and involved in educational activities and ideas and contributed to pedagogical literature. His life, work, and educational thought are examined. (RM)

Many researchers believe that professional development derives from power struggles. This case study shows that the professionalization of nineteenth-century secular French primary school teachers was generated by the interplay between teachers and other participants--particularly the Catholic church, families, and the state--in the funding and…

Schools exist to educate; school mathematics is, therefore, subject to particular forces that decisively distinguish it from mathematics as a scientific discipline. How educators in Germany in the early 19th century solved the problem of the relationship of school mathematics and its respective scientific discipline, i.e., scientific mathematics,…

Examined is the development of special education for handicapped children in Greece from 1906, when the Home of the Blind was established in Athens, to 1981, when the new Law 1143 extended compulsory special education to all children of school age. (RM)

The history of Qinghua, at one time China's most Americanized national university, is discussed. Examined are its founding, its development as a university, courses taught, the administrative structure, and how it survived violent disruptions in the Chinese educational world. (RM)

An account is given of quantitative development of the German universities in the last two decades and of their relationship with the labor market. Organizational changes following the federal educational reform law of 1976 are reviewed, and some aspects of research into the problems of higher education are examined. (MSE)

Despite national variation in political, economic, and social structures, elementary school curricula are very similar throughout the world. Argues that mass curricula are closely linked to the expansion of the nation-state system and the increasing dominance of standardized models. (DM)

Begins with a brief summary of contemporary thought about, and developments in, coeducation and the overlapping topic of girls' schooling in 19th-century Russia. Makes references to, and comparisons with, contemporary debates in England and the United States. Concludes by discussing developments in coeducation in the Stalinist period. (DSK)