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The period 1789-1848 saw in England and France enormous political, economic, and social changes, each in subtle and complex interaction with the other two. While educational institutions can be agents of social change, th~y themselves would be expected to reflect fundamental structural changes within society. Both of the books under review, one implicitly, the other explicitly, attempt to lay bare the processes by which education, as a componhent of the societal superstructure, is determined by infrastructural C anges.

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