Description: Although New Education is considered as (most) important basis of modern pedagogies (for instance Röhrs, 1998, pp. 348-353) and although spheres of activity at least like the Brazilian escola nova would be quite important internationally, New Education in Latin America is generally neglected in Europe and the USA (see for instance Oelkers, 1996). In the framework of a research project funded by the Swiss National Science Foundation, the author has analyzed 25 books edited by the central figures of Brazilian New Education like Azevedo, Leão, Lourenço Filho and Teixeira (see among others Leão 1923, Azevedo 1971). In this paper, two questions will be discussed: 1. Why was the critique of education coming form leading figures of the escola nova directed, as in Europe and the USA against the "old" school of memorizing, but much more against the (very low) level of participation in education? 2. How do the Brazilian New Eductionalist want to prepare to a life in a "changing society" (for instance Teixeira, 1997, p. 87) determined by industry, techniques, science and democracy? One result of the research is to show that the concepts and experiences of escola nova in Brazil indicate, that (international) New Education should not be conceived of mainly as child centered "new" methods, "new" contents and "new" teachers in private schools, but much more as an attempt of a total reform of public education institutions (Stauffer, 2005, 2006) that include laws concerning education, teacher education and research in education.