A detailed history of the eradication of mass illiteracy in the Soviet Union is given, from the first stage (1917-1920) to the third stage (1933 to post-war); methods of recruitment and teaching are recounted, as well as national policy developments. Instructional materials are described, and statistical data are included. (AJ)

The solution to the problem of women's illiteracy in the Soviet East, where the religion was Islam and seclusion was traditional for women, was intimately linked with the struggle for women's liberation. Such obstacles as the lack of materials and teacher shortages, and the policies developed to overcome them, are described. (Author/AJ)

The point is made that the highest priority for improvement on all levels of education for the next quarter of a century lies in an intensified search for education's role in achieving freedom, equality, and community, and that the very highest priority should be given to the search for a viable, inclusive, and just political community. (JD)

History is created, not born, as a group of students discovered three summers ago when preparing for the Francis W. Parker School's celebration of its 75th anniversary. Describes the search for the school's history and the experience of students learning about their school's past. (Author/RK)

Discusses the attitudes of Catholic and Protestant groups towards the establishment of public elementary schools in England in 1885. Describes the shift in Catholic concern from survival of religious schools to a struggle for equality and an increased share in national resources. For journal availability, see SO 505 237. (Author/DB)

The London Mechanics' Institute first met in 1823 and discussed the formation of adult evening education for the working classes. This paper offers a new perspective on the movement, supportive historical material, and alternative approaches for analysis. (ND)

A grant system for educational funding, the Revised Code, was initiated in England in 1862. This article investigates one of its criticisms--that it tended to cut down resources--by examining what happened to the cash flow and why in the years following its inception. (Author/ND)

Curricular change requires fundamental changes in school organization to be effective. Argues that this can be accomplished "without undue strain and anxiety for the staff". (Author/RK)

Explores the idea of a specially skilled professionalism among teachers of young children: to what extent has the ideal become reality? (Author/RK)

Attempts to evaluate the state of reform at the Free University of Berlin. Proceeds by first reconstructing the background against which the FU developed and reforms were instituted. Analyzes the nature and scope of the reforms of the student revolt of the late 1960s, the growing movement for counter-reform in 1973, and the prospects for future…

Uses a wide range of data from nineteenth-century Massachusetts to assess two schools of thought that attempt to link the coincidence between the industrial revolution and the development of mass public schooling in the United States. (Editor/RK)

Historians and social researchers have viewed social policy in America as primarily concerned with issues of equality. Argues that an equally important theme--a sense of loss--has gone largely unnoticed. Examines the role of loss in the historical development of social policy for public education. (Editor/RK)

In this study of San Francisco's experience with desegregation, the author examines the political background that led to recourse to the federal district court, the constitutional context within which the case was decided, and the implementation of the decision. (Editor/RK)