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Since the "discovery" of Walter Smith, American art educators quite naturally assume that Smith was the most important or only graduate of the South Kensington System to influence the development of art education in this continent. In fact Smith was only one of a number of South Kensingtonians who carried the system to the far corners of the English-speaking world, particularly to the colonies that were to become Australia, New Zealand, and South Africa, as well as to Canada. This paper examines the career of one such art educator: David Phillip Blair (1850-1925). Just as Smith was influential in three countries (England, the United States, and Canada), Blair, who was born in Scotland, was active in England, New Zealand, and Canada. [ABSTRACT FROM AUTHOR]

The article highlights developments in the field of comparative education as of October 1975. Two professionals were awarded personal chairs at the University of London, England namely, Dr. Brian Holmes and Dr. Edmund King for their contributions in comparative education research. Several conferences in the field are announced, including the "Comparative Education Society in Europe 1975 Conference", "Comparative and International Education in Society in Canada 1975 Conference" and the "Comparative Education Society in Europe (British Section) 1975 Conference."

In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English). [ABSTRACT FROM AUTHOR]

An area of research in which sociologists and historians would seem to share a rather obvious concern is that of social change. In his presidential address before the joint meeting of the Canadian Historical and Canadian Political Science Association, S. D. Clark emphasized this. "We cannot become students of change," he said, "without becoming historians. It is only by looking at what has happened to societies of the past, and over time, that the sociologist can derive the data on which to build his principles of social change." That is to say that the study of social change requires recognition of processes in time and must deal, insofar as time past is involved, with evidence that is historical. The student of social change must become a historian and the historian, insofar as he is interested in understanding and interpreting general processes, must become a social scientist. When, however, one searches the literature for particular studies of historical social change, one's findings are meager indeed, especially if one's standards, theoretically and methodologically, are reflective of those of contemporary social science, and one's historiographical standards, of contemporary history. If, in addition, one is searching for social change studies of a particular national history, then the material is even more limited. For this reason I have expanded this review, which was originally concerned with the American nineteenth century only, to include two studies of English history, because these two studies include important theoretical and methodological contributions to the study of history and social change in America. [ABSTRACT FROM AUTHOR]