The comparative study of educational movements … is not impractical, seeing that the intellectual and economic interests of the great nations are closely interwoven and that therefore a serious change to the educational equipment of any one of them is certain, sooner or later, to concern the rest.

The youthful practitioners of the youthful field of comparative education frequently display toward the past an attitude of let the dead bury the dead. It was salutary to see them reminded recendy of the work of Michael Sadler, Isaac Kandel, and Nicholas Hans. The work of these pioneers is more than a historical curiosity; much of it, especially the theoretical part, has a modern ring, a contemporary relevance. My own interest is in Michael Sadler as an invaluable guide to changes occurring in American public education at the turn of the century.

At the Seventeenth Party Congress in January 1934, Stalin appraised the world situation optimistically. For five years, he argued, the capitalist world had been at mortal grips with an incurable economic crisis, disrupting industrial and agricultural production and destroying all national and international trade and financing. The capitalists sought salvation in preparation for a new imperialistic war. Hostility among capitalist countries was sharpening. The Sino-Japanese conflict and the occupation of Manchuria caused tensions in the Far East. In Europe the Nazi victory and rising revanchisme enhanced dangers. The Japanese and German departure from the League of Nations accelerated rearmament.

The Fate of Education in a land brought under enemy occupation is a matter of perennial interest. Here, we shall concern ourselves with the educational policies of the resistance leaders on the Island of Leyte, the Philippines, during World War II. A brief prefatory statement regarding the military situation at that time is in order.

The Japanese assault upon the Philippines was launched concomitantly with the attack on Pearl Harbor. Leyte fell to the invader in May of 1942. The Japanese immediately proceeded to set up a puppet provincial government and subjected the municipalities to its control. One of the conqueror's prime objectives was the restoration of stability, so that full integration into the New Imperial Order could be accomplished. To this end, the Japanese command early sponsored reopening of the schools–albeit, with curricular changes conformable to imperial aims.

This article attempts to examine the various factors that influenced the introduction of legal provision for compulsory education in Ceylon and the machinery employed for the enforcement of these legal provisions with a view to ascertain the extent to which the legal measures for compulsory education effectively encouraged the development of elementary education.

The development of supported systems of education in Australia was the outcome of conflicting constitutional, economic, and social policies in the nineteenth century. It is becoming obvious that Australian education needs to be reexamined in relation to the changing society in which it developed rather than as a separate institution. The period from 1830 to 1880 saw the influence of utilitarianism—in an increasingly democratic form—condition the gestation of contemporary systems of public-supported and centrally administered primary and secondary education. The conflict of policies is measured in part by the intellectual history of Australian society and is reflected in the granting of responsible parliamentary government, elected on a wide franchise, to the colonies, which in turn instituted systems of primary education. The whole process of emerging state control is evident in the current confusion over the role of the state in providing education for a modern complex and pluralist society.

Like a kaleidoscope, Philippe Ariès has brilliantly assembled a multitude of colorful illustrations and episodes to demonstrate the discovery of the modern idea of childhood in the seventeenth and eighteenth centuries. He establishes a familiar rhythm as each chapter traces this discovery from another vantage point: the child as seen in works of art, the child playing games, praying at home, or attending school. Each time he uses the Middle Ages as a starting point where the child received no special attention apart from his elders. The total effect produced by Ariès' sensitive and probing treatment is one of great immediacy, of an actual, lively world in the past that has been very much neglected.