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The odd reader (here in England "odd" means occasional) may be interested in how a book comes about. Members of the SIECUS Board of Directors were planning a Festschrift and dinner for Mary Calderone on the occasion of her 75th birthday. One planning idea was to have a booklet, filled with brief essays from prominent sex educators, distributed between the roast beef and the ice cream. My reaction was that such "souvenirs" find their burial place in the same dusty drawer as the program from the high school prom and ticket stubs from South Pacific. I suggested a more lasting, noticeable "monument," a "proper" (as the English say) book which would draw contributions from both SIECUS and non-SIECUS scholars. 1 was too clever to be trapped as editor (in a 1974 preface, I had written "I swore 1 wouldn't edit another book"). And so I seduced Lorna Brown (into being editor). I contacted a few potential con tributors, suggested a few others, convinced Leonard Pace at Plenum Press that this was a worthwhile venture, and left the country. To my amaze ment, six months after settling in Cambridge, England, the rough draft of the book arrived along with areminder from Lorna that during the se duction I had promised to write an Introduction.
Lasting Change in Foreign Language Education presents a historical account of foreign language in general education. The author examines the struggle of this subject discipline to align with the changing mission of secondary education as it emerged as the predominant institution enrolling students in the study of second languages. This 100-year history suggests trends persistent across major periods of reform to explain current problems in the expansion of learning opportunities in foreign language. Included is a complete database of education statistics on foreign language education and national and state education law from 1899 to the present. Analysis of this data is presented in multiple formats to describe the historical capacity of the education system to achieve reform. A review of contemporary standards-based education initiatives in states and school districts similarly serves to reflect how historical trends continue to restrict change. Concise policy implications are suggested as a means to address historical precedence and the greater mission of general education in the development of education policy and its transformation into practice. Policy development must include a greater understanding of the historical development of foreign language in general education. This vital link has been lacking in the past century as foreign language has struggled to realign itself with the changing mission of general education. For example, there are distinct curricular differences between a general education for all students and one for leadership and higher education. Only the latter makes room for solid foreign language education. In addition, the study of foreign language has remained primarily a beginning-level endeavor for the majority of students over the past century. This trend results in significant pressure on the beginning level curriculum, particularly during periods of reform, to provide multiple academic outcomes in education.