In 1873 John M. Kohler, an immigrant from western Austria, settled in Sheboygan, Wisconsin, a small town near the shores of Lake Michigan about forty miles north of Milwaukee. There he founded the Kohler Company. Initially the company manufactured agricultural implements, then expanded to the production of enameled kitchenwares, and finally enameled plumbing fixtures. The manufacture of agricultural implements and kitchenwares was early discontinued and today the company is widely known for the production of plumbing fixtures.

The independent nations of Africa now face the task of reevaluating and reshaping those institutions imposed on them by the former colonial powers. The educational institutions these emerging nations inherited are not linked to the realities of present-day African needs.

Harold Rugg IS usually remembered as one of a group of professor-reformers (sometimes referred to as the “reconstructionist wing” of the progressive education movement) whose educational philosophy included the tenet that the school ought to be in the vanguard of social change. The nucleus of this group — which in addition to Rugg looked to John Dewey, Boyd H. Bode, William H. Kilpatrick, and John L. Childs, among others, for its intellectual leadership — was located at Teachers College, Columbia University, and reached the peak of its influence during the 1930s, notably in the pages of the journal, The Social Frontier.

“There have been three silent revolutions in England,” asserted Samuel Taylor Coleridge in 1832, “first when the professions fell off from the church; secondly, when literature fell off from the professions; and, thirdly, when the press fell off from literature.” A striking illustration of what Coleridge had in mind by his second and third “silent revolutions” is afforded by an examination of the development of periodicals for women in the late eighteenth century. Moreover, a study of the origin and nature of these magazines raises the question of the actual and potential uses of literacy, an educational problem that has acquired a special significance in the twentieth century.

There was for many years a well-established generalization in American historical scholarship which assumed a direct relationship between the demands of workingmen for free public schools and the establishment of free public schools in certain eastern states in the early nineteenth century. Within the last decade the labor-education thesis has undergone some modification, so that more recent statements allow room for the role of the upper middle class in the building of free schools. Evidently what had been a relatively well-accepted thesis underwent extensive revision within a decade.