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Count me among the many who have appreciated your Our Times series. Three issues in particular caught my eye. One was the Jan. 9 issue, with its picture of the Victory-in-Europe celebrations on Sparks Street, May 9, 1945. There we are, my sister and I, heading for the Cenotaph.

Purpose. The first purpose of this study was to define the concept of autonomy in order to create a multi-dimensional description of meaning. The second purpose of this inquiry was to attempt to discover and analyze those experiences which facilitate the development of autonomy in individuals. The data for the study were the life histories of 18 individuals. The means of gathering the data was a series of in-depth, open-ended interviews with each of the 18 informants. Video footage, letters of correspondence, and published materials were also utilized when available. Findings. Fourteen dimensions of meaning were identified to describe the concept of autonomy. These dimensions include: awareness, freedom of choice, individuality, love of learning, self-determination, self-defined structure, congruence of beliefs and actions, implementation of beliefs, expression, self-reliance, responsibility, self-worth, happiness and fulfillment. Developmental episodes were found to fall into seven categories of experience: overcoming adversity, participation in formal education, exposure to structure, exposure to models, involvement in relationships, perception broadening (awareness of bias), and self-developmental activities. These findings were synthesized into eight conceptual statements about autonomy. These statements focused on: a mindstate of awareness, individuality, inter-relationships, courage, a sense of freedom, a fulfilling life, and reflective processing of deliberate and serendipitous experience. Conclusion. This study has contributed to the body of knowledge concerning the concept of autonomy by providing definitional clarification and a categorization of developmental experiences that may facilitate the increase of autonomy in individuals. It has also linked together (through a common goal of facilitating autonomy) the individual, the democratic form of government, and the field of adult education. Finally, it provides adult education a means of fulfilling Lindeman's visions for the field.

Has the activity movement which had its beginning some fifty years ago and which has been discussed, tried out, and evaluated under many different conditions made any impression on the practices of teaching arithmetic in our public schools? If progress has been made in techniques, materials, and the selection of content in arithmetic, is it due in any way to the philosophy underlying the activity movement? Finally, what are some of these changes?

I would like to make the people of Glastonbury aware of the efficiency of their police force, especially of one officer.