The Northern Progressive Union in Northern Nigeria saw adult education as an important component of emancipation. Its failures and successes illustrate for adult education today how effective collective enlightenment and fusion of education and political struggles are. (SK)

Presents a brief history of the National Contest in Public Discussion from 1951 through 1963 as evidence of the importance of the contest in the area of forensics. (JMF)

Mutual improvement societies were at the forefront of adult education in New Zealand from 1870-1915. Although university extension and technical education were major contributors to adult education in Britain and Australia, they were less successful in New Zealand; thus the mutual improvement societies were predominant. (SK)

The author traces the educational activities of adults in colonial America back to their British counterparts. (CH)

This paper examines the Kalamazoo Ladies' Library Association during the 25-year period in the last half of the 19th century when the association formed a Reading Circle, held Social Meetings, and finally established a Ladies' Library Club. The Reading Circle met weekly and bi-weekly between 1861-1868; the Social Meetings took place once a month…

Eduard Lindeman's book, "The Meaning of Adult Education," and its continued importance in higher education is discussed. Lindeman's thoughts on adult education and its social function and aesthetic relevance are explored. The use of discussion groups as a method of educational discourse is advocated. (DF)

Drawing on previously unpublished archival materials as well as historical accounts of American education and the self-help tradition of education in the United States, this book examines the origins, theoretical bases, and implications of writing groups. Following an introduction that points out the varied circumstances under which writing groups…

Describes the American lyceum movement in the nineteenth century, which embodied many principles now included in adult learning theory. The lyceum was a sort of adult learning center, mostly at the village level, which used the lecture-teaching-learning approach with community study circles to share experience and knowledge. (MF)

This conference presentation describes study groups as a mechanism for changing teacher behavior. The history of study groups is discussed, beginning with the first American study groups organized by Benjamin Franklin; the Chautauqua Literary and Scientific Circle; the waning of study groups in the early 20th century as college enrollment…

International educational exchange has been the subject of two earlier bibliographies published by the U.S. Office of Education. Prepared originally under a title slightly different from the present one, the first compilation was made by Thomas E. Cotner and John W. Grissom in 1951. This was revised and updated by Frank A. Knapp, Jr., and…

This publication supplements the first printed index of pamphlet material. It adds several hundred new titles, lists many publishers submitting their materials for the first time, and lists the numbers of pamphlets in Bulletin 1937, No. 3, which are no longer available. It is hoped that as the directors and organizers of forums and discussion…

Last May the Office of Education organized a list of pamphlet material under the title "Public Affairs Pamphlets." While this tabulation was prepared primarily to meet the needs of the 10 public forum demonstrations then organizing programs of public discussion, it was widely used by libraries, forums of all kinds, social science teachers and…

Adults cannot be induced to go "back" to school but they can be assisted in continuing their education. The school, the university, forums, discussion groups, libraries, newspapers, magazines, the radio, and the motion pictures all have roles to play in making education a continuing process for adults. The public forum demonstrations,…

This bulletin has been prepared in response to many hundreds of requests for information about public affairs forums. It is impossible in such limited space to give a comprehensive description of the forum method of adult civic education or its application in various parts of the country. However, the authors have tried to include in the bulletin…

Plans and programs come in response to need. Citizens of our democracy have need of greater opportunities for truth-seeking under competent guidance. The people are hungry for increased understanding of the problems which beset them and their communities. They have a right to expect their institutions of education to give them help in their study…