This is the biography of a school: Abbot Academy of Andover, Massachusetts. One of the first educational institutions in New England to be founded for girls and women alone, Abbot had by far the longest corporate life of any: it opened its doors to seventy students on May 6, 1829 and endured until those same doors and all the material goods inside…

The article outlines the professional career of Wek Grimes, for 17 years the director of academic services of the National Association of Independent Schools (NAIS), and notes his many committee responsibilities and his role as coordinator of the annual NAIS conference. (SB)

The article is a personal reflection and a testimony to the talents and kindnesses of Jack Downing, business manager of the National Association of Independent Schools for 16 years. (SB)

Describes the many contributions of John Chandler in his 15 years at the National Association of Independent Schools (NAIS); cites his concern with the nature and problems of school administration and describes some of the developments at NAIS under his direction; notes his family background. (SB)

This chronology of the life of Alexander Sutherland Neill, headmaster of Summerhill School, details each year of his life from 1883 to 1973. The author of 21 books, Neill did not espouse a return to "basics" in education. (JN)

An account of the collaboration among Geoffrey Pyke, Susan and Nathan Isaacs, and Evelyn Lawrence in their association with the innovative Malting House School of Cambridge, England. (SS)

This report contains statistics of public and of private kindergartens for the school year 1923-24. Increases appear in the number of kindergartens, number of teachers, and in the number of pupils enrolled, over those reported in 1922. The largest increase is in California, where the kindergarten enrollment increased 29 percent during this…

The Educational Directory, 1919-20 is divided into seven distinct parts. Part 4, Special Schools, covers the following topic areas: (1) Superintendents of schools for the blind; (2) Superintendents of schools for the deaf (State schools; Private schools); and (3) Superintendents of schools for the feeble-minded (State schools; Private schools).…

The educational directories for the years 1894-1908 from the United States Bureau of Education cover the following categories: (1) chief state school officers; (2) city superintendents; (3) university and college presidents; and (4) principals of public and private normal schools [pages 1128-1145 missing for 1894].

The author examines some of the lesser-known private and proprietary schools of late Victorian England which, by academic success and by athletic prowess, strove to emulate the great "public schools." Reasons for some successes and failures and contributions of certain headmasters are noted. (Author/SJL)

This book uses primary sources and personal experience in the Chinese school system to examine the evolution of non-governmental schools in China between 1895 and 1995. The book gives an overview of private education in pre-modern China, and discusses the growth of modern private schools in the past century as part of the Chinese people's struggle…

This article starts by locating the early implementation of progressive educational ideas in Britain in small independent schools. It traces the development of one strand of progressive thinking, and identifies three key figures in its growth--Thomas Davidson, Cecil Reddie and Kurt Hahn. (Author)

The life and philosophy of British educator Susan Isaacs (organizer of the Matting House School) and her contributions to education are examined. (JD)

At the time of the twenty-second annual meeting of the North Central Association of Colleges and Secondary Schools, held in St. Louis, Missouri, March 23-24, 1917, authority was given the Commission on Secondary Schools to make a detailed comparative study of the data gathered that year from the accredited secondary schools. The commission has for…

An "accredited secondary school," as the term is used in this bulletin, is a school which is equipped to prepare students for colleges requiring at least 14 units for unconditioned admission and which has been investigated or approved for this purpose by one of the following agencies: A State officer of education, a university or college…