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This chapter offers a description and analysis of teacher preparation in Scotland from the period after World War 1 to the end of the twentieth century. It traces the development of the sector from Training Centres responsible to Provincial and National Committees, through monotechnic Colleges of Education, to Faculties of Education within Universities. Among the topics covered are: political and economic pressures affecting the policy context; the drive to improve standards and raise the professional status of teachers; the influence of key policy documents, such as the 1965 Primary Memorandum; the degree of control exercised by the Scottish Education Department; the significance of shifts in language (e.g. training/education/professional learning). The 1960s are seen as a particularly important period when major structural changes were introduced in Scottish education (e.g. the establishment of the General Teaching Council and Central Committees reviewing particular aspects of the school curriculum): these impacted on the aims and content of courses designed to prepare trainee teachers for work in schools. Similarly, later reforms of curriculum and assessment (Standard Grade, 5–14, Higher Still) necessitated responses by the teacher education community. Throughout the chapter certain key themes recur: the relationship between colleges and universities; the variable scope for innovation at different points in the twentieth century; the differential provision for primary and secondary teachers, graduates and non-graduates, men and women; the relative importance of academic knowledge and pedagogic skills.

The purpose of this paper is to extend the work of Carnegie and Walker and report the results of Part 2 of their study on household accounting in Australia during the period from the 1820s to the 1960s.

The study adopts a microhistorical approach involving a detailed examination of actual accounting practices in the Australian home based on 18 sets of surviving household records identified as exemplars and supplemented by other sources which permit their contextualisation and interpretation.

The findings point to considerable variety in the accounting practices pursued by individuals and families. Household accounting in Australia was undertaken by both women and men of the middle and landed classes whose surviving household accounts were generally found to comprise one element of diverse and comprehensive personal record keeping systems. The findings indicate points of convergence and divergence in relation to the contemporary prescriptive literature and practice.

The paper reflects on the implications of the findings for the notion of the household as a unit of consumption as opposed to production, gender differences in accounting practice and financial responsibility, the relationship between changes in the life course and the commencement and cessation of household accounting, and the relationship between domestic accounting practice and social class.

This chapter examines curriculum reform in Scotland, showing how the ambitious aspirations of its flagship policy, Curriculum for Excellence, were subject to a complex array of global, national and local pressures and had to take account of political and cultural circumstances that posed particular challenges. Both the Scottish Government's management of the reform programme and the teaching profession's response to it are subject to detailed scrutiny. The discussion pays particular attention to the discourse used in promoting the policy, the shifting nature of the official narrative as the recommendations of international agencies were taken on board, and the issues that arose as the policy moved from intention to enactment. Drawing on the notion of ‘curriculum making’, which serves as a conceptual thread for all the contributions to this volume, the analysis highlights both evidence of progress and sites of continuing debate.

Arts festivals use projects to showcase creative works, configuring a creative field, whether locally, regionally or internationally, by whom engages and attends to the arts festival: artists, funders, media and audiences. This study compares the Edinburgh and Berlin arts festivals founded after World War II. Each city began with a founding festival. Edinburgh International Festival of Music and Drama sought to reconcile and heal international relations whereas the Berlin International Film Festival sought to showcase free expression and democracy. Both founding festivals were internationally oriented, as seen in their names. Each city added festivals over time and engaged in distinct temporal strategies and configured different creative fields. Edinburgh’s additional festivals entrained to its founding festival, synchronizing in time and place five festivals which led to greater duration and intensity of the experience and configured an international creative field: artists, media, and audiences who attended and engaged with the city festivals. In contrast, Berlin’s founding Film festival, which was internationally oriented, was followed by festivals that were treated as distinct, scheduling each festival sequentially across a yearly calendar and configuring a creative field regionally oriented around Germanic language and culture. Thus, a city’s temporal strategies for arts festivals may configure international, regional and local creative fields, changing who comprises the field to interact.

The memorial is an account of Smith's personality and work by a former and favored student. It is a sustained personal reminiscence backed by the reminiscences of others who admired Smith together with an account of Smith's working practices and of his main texts. It is in this sense subjective as well as objective. It is not a full-scale biography, rather a biographical sketch and it is necessarily limited by its very proximity to the subject. The principal and other informants knew Smith and liked him. However, given Stewart's own profession, the work is more than this. It was written in the context of the consequences for Smith's reputation in the light of the French Revolution. Stewart is anxious, given the sensitivities concerning the destructive radicalism in France and in the context of the conservative reaction in Britain, to distance Smith's ideas on liberty and on policy from those ideas as they were being expressed in revolutionary France. In this way, Stewart's biographical work is both an account of Smith's life and works and a politicized interpretation of his principle economic ideas.

A Review essay on Tatsuya Sakamoto and Hideo Tanaka (Eds), The Rise of Political Economy in the Scottish Enlightenment, London: Routledge, 2003 pp. xii+215. ISBN 041529648X £60.00. This volume is composed of thirteen short but concentrated essays and an introduction on the rise of political economy in the Scottish Enlightenment, each written by a distinguished Japanese scholar. Although the contributors are engaged in international scholarly activities, the volume devotes one chapter to “Adam Smith in Japan” and elsewhere draws attention to scholarly interpretations of Smith in the “West.” Both suggest that the perspective, whilst linked directly to international scholarly discussion through modern works consulted and themes identified in earlier literature (the edited volume by Hont and Ignatieff (1983) being cited, amongst others, as historically significant for the development of the approach set out in the collection), carries insights that arise out of earlier but sustained Japanese interest in the notion of social and cultural modernization and reform. It is perhaps also in this context that they hit on the centrality of the issue of “manners,” shorthand for morals, values, political behaviour, economic motivation and so on. Tatsuya Sakamoto makes this notion of “manners” explicit in his interesting chapter on Hume (p. 92) and Shoji Tanaka makes central the formation of free individuals liberated from feudalism and “religious delusions” (p. 134).

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.