LAUSR

This paper describes the challenges involved in work in progress on the history of British policy in education in occupied Germany, 1945–1949. The problems centre on the range of archival sources, the structural balance of themes and chronology, and the use of appropriate illustrations. It argues that conclusions about the nature of educational policy in the British Zone depended largely on the role of individuals and their interpretation of policy guidelines rather than strict adherence to directives from on high.