In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities …

This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took …