ABSTRACT
Public, political, and professional 1 expectations of school proceed from the assumption that what goes on in schools is education and that schools are effective instruments for achieving an unlimited range of cognitive and affective educational purposes. This has been nowhere more evident than in the wide and inconsistent variety of prescriptions for schooling made in the name of development. Though public, political, and professional leaders have had a common institution in mind, the local public school, their perceptions of that school, its activities, and what it might accomplish have varied widely. Moreover, consistent definitions of development or agreement on developmental goals have not been achieved, even though universal and extended popular schooling has often been seen as both a basic element, and instrument of, the different definitions of development.
