This paper describes the instructional devices and innovations developed and used by Gerbert D'Aurillac (ca. 947-1003), who was elected Pope Sylvester II in 999, and their subsequent impact on education in medieval Europe. The effect of prevailing thought on Gerbert's innovations is also described. The first section examines the historical context…

This publication presents interviews with 11 prominent women, representing different backgrounds, philosophies, and life experiences, in which they speak about their own experiences with work and family issues. The introduction, "On Common Ground: Prominent Women Talk about Work & Family" (Diana Zuckerman), provides an overview. The 11 interviews…

The present experiments were designed to assess retroaction and proaction effects where more than one interpolated (RI) or prior (PI) passage is learned and to determine if results are the same for eighth-grade science material as for biographies similar to those used by Crouse. (Author/RK)

German-American intellectual relations from the nineteenth century to the present are discussed in this literature review of books dealing with German refugees to the United States, the German academic system, and the German intelligentsia. (JH)

Author reviews a book on America's founder of research in child study, G. Stanley Hall, and suggests omissions which could have made it more interesting. (RK)

Dawes' ideas on the curriculum for elementary schools, and, in particular, on the contribution of science to education, were a seminal influence throughout the nineteenth century. (Author/MB)

The mutually tactful exploration which led to both interviewee's and interviewer's self-disclosures is examined. Two instances--dealing with the theme of authority management and the concepts of race and color--are used to illustrate transformations of the culture-bound strategies of coping in the course of the migrants' life histories. (RM)

The use of literature in a U.S. history class can revitalize the curriculum. The applicability of biographies, historical fiction, and contemporary fiction to history classes is discussed. A brief annotated list of appropriate sources, chronologically arranged for reluctant, average, and advanced readers, is included. (AM)

Presents answers to questions posed to Ernest Hemingway's son by students in a telephone interview. (JL)

Lists Hispanic-American legends, poetry, short stories, short essays, plays, fiction, and biography and provides brief summaries pointing out general good points and drawbacks of each for secondary teachers. (JL)

These learning stations use questions about television and film stars, as well as famous historical figures, to motivate students in problem solving and other technical language skills. (Author/SJL)

Describes the career and methods of A. S. Makarenko, revered in the Soviet Union for his successful work with children abandoned in the Civil War (1918-1921). Evolution of his theories in later Soviet education is traced and comparisons made with institutions for homeless or delinquent youth in other countries. (SJL)

A reminiscence of Willard Hurst with reference to events occurring over more than a quarter-century is presented. Emphasis is on the training of graduate law students in legal historical research. (Journal available from: University of Wisconsin Law School, Madison, WI 53706, $4.00.) (MLW)