Second of a two article section, "More Blacks, But Less Integration. The first article is "Black Youth, Black Nationalism and White Independent Schools, by William R. Link.

Discusses the American view of the role of education in developing Americans. Focuses on Massachusetts, the heart of early American industrialization, which gave prime importance to publicly supported education as a vehicle of social conditioning. (JOW)

In an effective middle school, dedicated and knowledgeable staff work cooperatively toward a curriculum based on the needs of a particular group of transescents. Ten essential elements of the middle school curriculum are discussed. (PP)

Discusses the evolution of today's family and examines issues and solutions that may contribute to a re-valuation of the child's place in society. (MP)

Suggests changes in the educational system which would correct the current problem of overeducation. The author advocates starting and finishing formal elementary secondary education at earlier ages and the addition of a two-year, postsecondary work-study program. A national service program is also discussed. (AM)

Criticizes Marxist author (Professor Edgley) for inconsistencies in his writings on the contribution of schooling to society. Edgley's failure to distinguish between the terms education and schooling leads to confusion. Also, his argument that failure in school leads students into manual labor is an overgeneralization. (KC)

The school can help abused and neglected children by establishing policies, training staff, and ensuring administrator commitment. (Author)

The need for citizens to develop personal qualities to work and live in modern society and the role of education in attaining them are discussed, including leadership, civic responsibility, a sense of one's role in society, and understanding of society's structures. (Author/MSE)

Past predictions of radical change in schools have failed to materialize. The reforms that do take root are limited, specific, and acceptable to those who implement them. Schools in the year 2000 may be similar to those of today but could be made more effective through incorporation of small changes. (PGD)

This interview, part of a series of articles on prominent European figures in the field of reading, provides comments by Jean Foucambert, National Inspector of Education in France. (AEA)

Defines the professional approach to moral education and contrasts it with the commonsense approach. The professional approach means deliberately planning school life to develop pupils as moral persons. The commonsense method treats students as members of the moral community, teachers exercising power and control over them. (RM)

Examines issues underlying tuition tax credits and relates them to the role of education in a democracy. Discusses competing sources of authority and separate communities of interest that could benefit from a tax credit system. Concludes that education should be organized to serve as an instrument of social regeneration. (Author/WD)

Reviews Arthur Jensen's "Bias in Mental Testing" in terms of its implications for racial genetic inferiority, and offers alternate explanations for racial differences in testing based on data from studies on Black socialization and cultural differences in child rearing. (CM)

Raises several questions concerning the provision of emergency and routine medical treatment during school hours for health-impaired children whose conditions are chronic and severe. Examples of standards to be met when school personnel respond to impaired children's health needs are offered. (RH)