A review is presented of the differences between Matthew Arnold's and Thomas Huxley's views on liberal education. (CB)

Written by the director of the Laboratory for the History of Education under the Academy of Pedagogical Sciences in Moscow, this article documents the status of historical research on schooling in medieval Russia. (JDH)

The term "adult education" was used in the United States in the late nineteenth century. Melvil Dewey developed a typology of adult education, and Henry Leipziger promoted New York City's Free Lectures program as an institute of liberal adult education. Leipziger's advocacy was largely responsible for the diffusion of the new term in its…

Explores the rediscovery of the social and civic values of general (or common) education in current reform movements. Discusses the historical experience English educators have had with common education themes. Suggests ways that the connection between English education and general education could be strengthened. (CJS)

Confronts the myth of mindless and irresponsible student participation in curriculum reform movements. Documents student involvement in the Harvard reform of general education. Shows that several student reports anticipated major aspects of the Redbook Plan for general education. Suggests that curricular reform make greater use of responsible…

Traces the three-stage development of the general education curriculum in colleges and universities since 1914. Examines history instruction's role within general education at each stage and presents various proposals for revitalizing general education and history. (CAM)

Presents a brief history of John Dickinson, Charles Nisbet, Benjamin Rush and educational philosophies of the late eighteenth century. Discusses the traditional "classical" education of Dickinson and Nisbet and the more practical theories of Rush, who advocated "instruction in the useful arts and sciences" in order to…

Gandhi's conception of basic education was spiritual and holistic, in contrast to Western-inspired vocationalism. The incorporation of his craft-based system into the nationalist agenda perpetuated the class barriers he was trying to dissolve. (SK)

As the issue of whether literature might be used to teach composition has not been a lively issue of debate among current scholars, those interested in the topic might look to George Jardine, professor of logic and philosophy at the University of Glasgow, Scotland, from 1774 to 1824. As Robert Connors suggests, teachers stand to gain much by…

The aim of this textbook is to compress within the narrowest space such a clear and intelligible account of the structures, activities, and care of the human system as is essential for the purposes of general education. The author has also sought to present the facts and principles of the subject in such a natural order as will best subserve the…

Discusses the contribution of a distinguished teacher and scholar during the formative years of the speech profession. Includes a brief biography, major tenets of the Midwestern School of Speech, and major tenets of the Cornell School as argued by Hudson, who sought to make rhetoric the center of the speech discipline. (PD)

The historical development of the liberal arts college in the United States and its status in the 1980s are discussed. Although for nearly 300 years, liberal arts colleges have been a dominant force in North American higher education, in the 1980s they have come to constitute a small and decreasing portion of postsecondary education. The position…

Traces the growth of missionary influence on educational development in Thailand and assesses the educational role still being played by various Christian groups in the country. (Author/JDH)

This article examines the content and social implications of the "Penny Magazine," the first successful effort to popularized knowledge about art. The "Penny Magazine" was published between 1832 and 1845 in England by Charles Knight. It introduced the English worker to "high" culture by making art history, imagery,…

Analyzes the context in which a postliteracy curriculum was perceived and developed in Tanzania in the late 1970s. Indicates that the first postliteracy curriculum sought to provide neoliterates with general knowledge in politics, history, geography, health, and agriculture. Analyzes factors that influenced changes in the curriculum's form and…