The author visited moral education programs in four countries and describes here one in Milan, the Centro Coscienza, which uses an aesthetic rather than a rational or psychological approach. (JB)

Federally financed art programs were established in five Baltimore County schools in 1967 to provide additional art classes for culturally deprived pupils. (DS)

Sets forth the notion that the objective of art education may be the development of self-expression and creativity, but more importantly it is the attempt to achieve a harmonious and aesthetic interaction between man and his environment. (DS)

The reading fare of all children, regardless of their cultural background, must merge the new and the strange with what is believable, authentic, familiar and immediate. Discusses the why and how to do this. Bibliography. (Author/RB)

Examines the Institutes in various rural areas and shows how the combined effort of State, community and local groups have gone far to add to the growth and development of society as well as the individual. (RB)

Article shows how a visitor from another country enriched a social studies program; describes methods used, and the results gained with these methods. (RB)

For a related article, see Innovative Classical Programs in the School District of Philadelphia," in the May 1970 issue of Foreign Language Annals." (DS)

One teaching idea that has served to develop aesthetic sensitivity within the performance program involves the utilization of conducting by all students as a means of developing musical perception and responsiveness. (Author)

Describes the origin, progress, and objectives of an out-of-school coffee house" primarily for secondary students. (RD)

Published as an article in French Language Education: The Teaching of Culture in the Classroom," edited by Charles Jay and Pat Castle, Office of the Superintendent of Public Instruction, Springfield, Illinois, 1970. (DS)