For each of three examples of progressive education, this discussion outlines the underlying theory, describes some practices of teachers and pupils, summarizes evaluations previously completed, and assesses current possibilities and promises. (Author/JH)

Geared to pursuit of an academic or professional education in college, our elementary and secondary schools do not meet the needs of the great masses of people or the resources of our nation. (Author)

The rise and fall of educational and recreational centers in the early part of the 20th century. (RA)

The blueprint to eliminate black universities in the name of integration is in keeping with historical denial to blacks of access to power in institutions that shape and control the social uses of knowledge. (Editor)

A survey of the French and educational system and its similarities and differences to our own. (MB)

Author attempts to sum up what he has learned in his studies of American educational history using five principles: complexity, uncertainty, continuity, obsolescence and hope. (MB)

A historical account is given of the steps preceding the 1897 reorganization of the St. Louis school board. (MF)

Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

Arkansas passed a law requiring Bible reading in public schools in 1930, two years after passing an antievolution act. Votes on both measures, which were the result of initiatives, are compared to explain the forces that produced them. The source of support of fundamentalism is traditional southern religious attitudes. (Author/IS)

Origins and problems of classroom-centered research on language learning and teaching are surveyed, tracing the development of both the concerns and the research tools used. The development of a productive controversy over objective versus subjective methods is described. (MSE)

The historical development of social ecology and ways in which an ecological approach can illuminate the study of urban education are discussed. An interdisciplinary, microecological framework is applied to the study of links between schooling and community in a nineteenth-century dockland slum. (SR)