¹ See the History of Education Quarterly, especially after 1965. From its inception to 1966, the emphasis on American history was not pronounced, but soon after, the overwhelming majority of articles published were on education in the United States.Google Scholar

² A review of the “Chronica” section of Paedagogica Historica 18 (June 1978) to 20 (June 1980) gives one a good idea of the numbers of societies in Europe devoted to the study of the history of education.Google Scholar

³ New Serials Titles: 1950–1970, Cumulative, Vol. 3 (Washington, D.C., 1973); New Serials Titles: 1971–1975, Cumulative, Vol. 1 (Washington, D.C., 1976); New Serials Titles: April-June 1982 (Washington, D.C., 1982).Google Scholar

⁴ Ibid.Google Scholar

⁵ The disparity in pages allotted to each country in “Chronica” can be rather substantial, often varying, for example, from three and a half pages on Great Britain to two lines each on Spain and Rumania. Paedagogica Historica 18 (June 1978):204–21.Google Scholar

⁶ Ibid.Google Scholar

⁷ A number of these articles are, in fact, quite good, especially those which discuss historiography. See for example, Catarsi, Enzo, “Momenti di storia della scuola italiana,” Paedagogica Historica 19 (June 1979):77–93, an excellent historiographical overview of Italian education; Chambliss, J. J., “The Origins of History of Education in the United States: A Study of Its Nature and Purpose, 1842–1900,” Paedagogica Historica 19 (June 1979):94–131; and Brickman, William W., “Notes on the Historiography of Higher Education during the 16th–18th Centuries,” Paedagogica Historica 20 (June 1980):376–80, offering interesting bibliographic insights into American educational history.CrossRefGoogle Scholar

⁸ History of Education 9 (March 1980):95.Google Scholar

⁹ On British social and class issues, see such articles as Horn, P., “The Employment of Elementary School Children in Agriculture, 1914–1918,” History of Education 10 (Sept. 1983):203–16; and Purvis, J., “Working Class Women and Adult Education in Nineteenth Century Britain,” History of Education 9 (Sept. 1980); Fidler, G. C., “The Liverpool Labour Movement and the School Board: An Aspect of Education and the Working Class,” History of Education 9 (Mar. 1980); and Woodhouse, James, “Eugenics and the Feeble-minded: The Parliamentary Debates of 1912–1914,” History of Education 11 (June 1982):127–38.Google Scholar

¹⁰ Fletcher, L., “A Further Comment on Recent Interpretations of the Revised Code, 1862,” History of Education 10 (Mar. 1981):21–31; Marcham, A.J., “The Revised Code of Education, 1862: Reinterpretations and Misinterpretations,” History of Education 10 (June 1981):81–99.CrossRefGoogle Scholar

¹¹ Marcham, A.J., “Lies and Statistics: A Note on the Newcastle Commission,” History of Education 9 (Sept. 1980):229–31.CrossRefGoogle Scholar

¹² New Serials Titles: April-June 1982 (1982).Google Scholar

¹³ See the earliest issues (1979–1980) of Histoire de l'éducation. For examples of comparative studies, see Caspard, Pierre, “Une vieille histoire: A propos de l'Histoire mondiale de l'éducation,” Histoire de l'éducation (Apr. 1982):41–62; Gergod, Paul, “L'enseignement á l'ètranger vu par les pedagogues français (1800–1914),” Histoire de l'éducation (Dec. 1979):19–30.Google Scholar

¹⁴ Chassagne, Serge, “Jules Ferry, entre la recherche et la pedagogie,” Histoire de l'éducation (Apr. 1982):68–74, and (Apr. 1983):101–4.Google Scholar

¹⁵ Broccoli, Angelo, “Conoscenza teorica e conoscenza practica,” Studi di storia dell' educazione, 4 (1983):69–81; Ravaglioli, Fabrizio, “Artigianato ed educazione oggi,” Studi di storia dell' educazione, 3 (1983):77–84.Google Scholar