Presents a case study of educational development in Venezuela, with emphasis on political and cultural influences, social needs, needs of developing nations, experimentation on all levels, fellowship programs, and projections for the future. (DB)

University extension arose in England during the late 1860s as an adult education movement providing university-style education for all people. In the United States in the 1880s, university extension was only the latest in a series of ventures in schooling for adults. Adult education had existed in the colonial period, but the first widespread…

The educational theory and practice of the Escuela Modern (Modern School) movement of the Spanish educator Francisco Ferrer, born in 1850, are discussed. Two fundamental tendencies of the movement are child-centered education and education in didactic terms. (RM)

Three centuries have gone by since the termination by the Catholic government of France of the religious, educational, cultural, commercial, and personal freedom of the adherents of the Calvinist Reformed Church, or Huguenots. The historical consequences of the Edict of Fontainebleau (Revocation of the Edict of Nantes) are discussed. (RM)

During the last decade there has been an explosion of institutions of higher learning and research throughout India focusing on various aspects of development and on the social sciences. The development of ideas concerning social science research and its priorities as part of India's intellectual history are discussed. (RM)

The history and demise of the following two educational agencies are discussed: the Schools Council for Curriculum and Examinations of England and Wales and the National Council for Innovation in Education of Norway. (RM)

Rabindranath Tagore (1861-1941) was an Indian educator who established the Santiniketan schools, which replicated to a large extent the ashram or forest school of ancient India, where gurus and their pupils lived in a residential hermitage. Tagore's aesthetic ideals of education as manifested in the school at Santiniketan are discussed. (RM)

The career of art educator David Phillip Blair (1850-1925) is discussed. A graduate from the National Art Training School in South Kensington, London, England, Blair was responsible for introducing the South Kensington art system, with its emphasis on the practical arts, into the schools of New Zealand and Canada. (Author/RM)

Discusses the the vicissitudes of history teaching in China and the compilation of curricula since 1949. There had been and continues to be very little history taught in China's schools. Policies governing the writing and dissemination of curriculum materials about the past have varied over the years. (RM)

In Germany during the 1970s, a largely descriptive and encyclopedic approach to geography instruction was replaced by a global approach which used world regions as vehicles for examining themes. The role of three instruments of curriculum change--an official syllabus, a textbook series, and a curriculum project--is examined. (Author/RM)

The problems of traditional overspecialization in British universities and current efforts to liberalize the curriculum are discussed in the context of the historical development of the university and curriculum structure. (MSE)

Reviews political, social, and educational influences which contributed to expansion of the Sorbonne (the University of Paris) from the late 1880s to the early 1900s, with attention to the roles of Louis Liard (dominant figure in French education) and Emile Durkheim (leading Sorbonne professor of sociology and advocate of proscientific attitudes…

Outlines briefly the organization and social role of the university in Europe during the Middle Ages. The author describes the evolution of the institutional structure from exclusively church-linked schools to self-administering educational bodies. (AM)

Focuses on mental tests, test developers, and the social and historical context in which mental tests were developed in the United States and England. Suggests that the tests were produced in an intellectual and social climate heavily influenced by eugenicist theory and that more attention should be paid to research which casts doubts on the…

Characterizes public education in New Zealand during the period 1919-1922 as being influenced by increased instruction in patriotism and systematic monitoring of teacher and pupil loyalty. The reason for the politicization of education was fear of left-wing radicalism in the wake of the Russian revolution. (DB)