The destruction following the Civil War and the attendant educational and financial problems set the South back many years. It was not until the 1920s that a revitalized South witnessed real attempts to build true universities. (RM)

Discussed are the work and the teaching methods of Martineau, one of the most widely read economic educators of the nineteenth century. She wrote 25 tales--"Illustrations of Political Economy"--each illustrating a different economic concept. One of these tales, "Demerara," is examined. (Author/RM)

Hermann Krusi, born in 1817 in Switzerland, was the first drawing and art teacher at what is today Oswego State College. His most outstanding achievement was the development of a program of "Inventive Drawing," adopted by thousands of schools throughout the nation. Krusi's life and contributions are discussed. (RM)

Points out the pioneer work in communication processes of T. H. Gallaudet, founder of American education for the deaf. (PD)

During the past decade, college student enrollment has encompassed increasing numbers of students older than the traditional age range of 17 to 23. This is not a new precedent; students in colonial colleges spanned a wide age range. Discussed are student ages from the colonial era through the latter nineteenth century. (RM)

This paper serves a dual purpose: (1) it provides a framework for the more specialized papers of this journal issue, which surveys the state of educational assessment and evaluation in the Federal Republic of Germany; and (2) it illustrates the controversial developments that have led to the present state of educational measurement. (PN)

Describes the origin and history of the American String Teachers Association (ASTA) and of the National School Orchestra Association (NSOA). While memberships overlap, the two organizations have a distinctive identity. They have shared convention sessions, lectures, and editors. (CS)

This paper is about Massachusetts-born merchant George Peabody's social contacts with 10 U.S. ministers (now called ambassadors) to Britain during the 1850s and 1860s, especially Peabody's contact with John Lothrop Motley, U.S. minister to Britain at the time of Peabody's death. The paper begins with Peabody's life and commercial career; describes…

This textbook is part of a series that aims to develop all the mathematical power needed by the average person in the accurate control of his affairs. The purpose has been to teach first the most important topics of arithmetic and last those least frequently used. This book presents topics, problems, and processes that are representative of the…

This textbook aims to develop all the mathematical power needed by the average person in the accurate control of his affairs. The purpose has been to teach first the most important topics of arithmetic and last those least frequently used. In consequence, the teacher may feel that the child who is leaving school at the end of any particular grade…

Considers the actual and ideal role and activities of secondary school principals. Reviews results of a survey of high school principals conducted circa 1920 by the Commission of Secondary Schools of the North Central Association of Colleges and Secondary Schools. (GC)

In 1918, a report was issued that organized educational objectives around "Seven Cardinal Principles": vocation, citizenship, health, worthy use of leisure, command of fundamental processes, worthy home membership, and ethical character. This article examines the extent to which curricula of a random sample of high schools during that…

Briefly reviews the history of the first kindergarten system in the United States on the occasion of the transformation of the Des Peres School in St. Louis, Missouri, into a museum and library. The transformed facility contains a restored kindergarten classroom, the Susan E. Blow museum, local historical and educational archives, and meeting…

An examination of the ways moral education was taught in elementary public schools during the first three decades of the century suggests that moral education should be (1) indirect--not taught as a isolated subject; (2) comprehensive--include all aspects of school life; and (3) broadly conceived--moral education is multifaceted. (RM)

The concept of ideological influences on education is reformulated in terms other than those of the Marxist/liberal dichotomy. Four ideal types are outlined: the academic ideology, ideology of economic renewal, egalitarianism, and the ideology of consensus. The influence of these in the development of higher education since 1945 is outlined.…