The Lyceum movement began as an attempt to improve elementary school education and promote free public education. After 1839 the focus of the Lyceum moved toward improving adult education. It also encouraged teachers to organize and promoted the establishment of state boards of education. (IS)

Compares books used in the elementary schools of different regions of Imperial Germany around the turn of the century. Asks how regionally controlled schools contributed to building German national identity. Argues that identity-formation was based on shared values and loyalty to homeland while acknowledging the different parts of the nation. (DSK)

Presents a review of Muslim education in India between the years 1008 and 1757. Generates seven conclusions about education in this period. Among them, that education was inseparable from religion, that almost all rulers were authors who encouraged mass education, and that problem solving, discovery, and other "modern" educational…

Contributions of the Swedish scholar and social critic Wilhelm Sjostrand are discussed. His interests included educational psychology, comparative education, and the history of education. (RM)

Gives an overview of the moral education of mankind in the 20th century, referring particularly to Japan, the Soviet Union, Nigeria, and the United States. Contends that the grave crises of modern civilization have resulted from the neglect of moral education. Calls for a reconsideration of the very foundations of moral education, and proposes…

Investigates the origins of the various ladies' educational associations, records some of their accomplishments, and determines how they facilitated women's entrance into the system of higher education. (Author/IRT)

Contends that education was an important instrument of social change during the French Revolution. Argues that education became a way to speed up social modernization and, at the same time, hide the contradictions of modernization. (CFR)

Discusses the development of the university system within the Holy Roman Empire, especially in Germany, explaining that the University of Prague in 1348 was the Empire's first university. Reports that after the University of Prague, the new university type, or the "German type," developed by combining types of universities in Bologna and…

Characterizes the reasons for creating institutions of higher education during the formative years of the Dutch Republic focusing on the two different phases in which the development of universities occurred. Expounds that beginning in 1574 during the first phase four universities developed, while universities developed rapidly in the second phase…

Investigates the founding of two universities, Trinity College Dublin and Harvard College, as instances of "transfer of knowledge" and were seen as ideal replicas of the original model, or Cambridge University. Reports that universities were tools of the "civilizing" process in Ireland and the Massachusetts Bay colony. (CMK)

Examines the emergence of Hispanic American universities within three broad periods: (1) the founding of the first three royal universities; (2) the creation of approximately a dozen universities managed by the religious orders; and (3) the disappearance of several monastic universities leaving place for secular institutions. (CMK)

States that the International Working Men's Association (IWMA) presented itself as an association wanting to implement a new type of society that was classless and socialist. Explains that education was a topic addressed by IWMA and explores the topic of education at the IWMA general congresses. (CMK)

Examines Jules Ferry's role in creating compulsory, free, public schools in France in the 1880s. (IRT)

Provides a brief history of the impact of urbanization on education, specifically focusing on the relationship between social class and educational policy. Concludes that schools and youth clubs failed to achieve much relief from the pressures and fundamental problems associated with urban poverty. (JDH)