Otiginally published in 1976. This investigation focuses on the ideology of the radical press during the French Revolution. Events, individuals, and institutions were important, but they were reported in such a manner as to make them subordinate to ideas. In their descriptions of the people and institutions of the Revolution, radicals drew heavily on the stereotypes provided by their ideology. The author analyzes the radicals of 1789 to 1791 with respect to collective interests and concerns. For these radicals, ideology governed from 1789 through 1791. And, insofar as events had any impact on the radicals, occurrences of 1790 were important because they coincided with radical shifts in opinion. Subsequent and more famous events came too late to have much impact on radical views. The author reveals that Jacobin thought of 1792 and 1793 had definite origins dating from 1789. The similarity between radical thought and the ideology of Robespierre proves that Jacobinism was not a hasty doctrine of the moment but the direct product of positions assumed since 1789.

It was clear to everyone that the public schools were failing. The causes were varied: increasing parental absence, a negative peer group influence, and a sexualized, media-driven marketplace. To combat these problems, a program called Dormant Enhancement was developed by a team of educators and scientists. By the year 2018, it was the law of the land. Now all children on their twelfth birthday are required to enter the program-no exceptions. They are placed in individualized cubicles to receive uninterrupted programming and to avoid negative pressures from their peers. They graduate on their sixteenth birthday, in every way superior to their counterparts of the previous century. The nation is delighted with the results. It's 2024, and Sharon Bradbury's husband has just died. They have been living on their ranch in the Australian Outback, where they've been raising their two boys, eleven-year-old Eric and eight-year-old Brock. Sharon's parents have invited her and the boys to return to live with them in Carmel, California. Grieving and lonely, she accepts-not realizing that Eric, who was born in the U.S. just before they moved, is required to enter the Dormant Enhancement program. When she fights to keep her son out of the system, she makes a discovery that puts her life and the lives of those she loves in danger.

This authoritative and comprehensive anthology contains classic, ground-breaking articles which present the rationale behind current methodology and identify specific applications suitable for a wide range of teaching situations. Introductory notes, written by the volume editors, precede each section and provide a cohesive overview of subjects treated. Discussion questions and suggestions for further reading give in-depth attention to each topic and alert readers to important differences of opinion.