tribute greatly to the work of recent years on the same subjects in America. Perhaps the most worth-while division of the book is the one entitled "Type Problems", which shows the plan of building the work of the school about "Centers of Interests", e. g., October-November of the first year, "fruits"; January-February, "clothing"; June, “the hand and foot". Many pictures of pupils' work are shown. The book will well repay any one interested in the school work of the elementary grades. The Cost of Training Teachers. By Homer E. Cooper. Baltimore: Warwick and York, 1924. Pp. 112. $1.60. The author presents us with a careful study of the cost of preparing teachers in the state of New York, which in its system of normal schools (seven in number) is typical of many other state plans. To place a teacher with normal school training in every schoolroom in New York would require that the normal schools increase their annual output ninety-six per cent, and would cost the state annually about a million dollars, besides a capital outlay of about two and a half millions. Costs may be reduced by abolishing very small classes, by reducing slightly the number of normal schools, and by requiring each student to teach a certain length of time after graduation. In Australia, it is pointed out, the student has her living expenses paid during the training course and is not asked to repay this amount to the state in case she teaches two years or more. Professor Bagley and others have advocated a similar plan for the United States. Educational Supervision. By Charles Edgar Scott. Milwaukee: The Bruce Publishing Company, 1924. Pp. 98. $1.00. This small volume should be very helpful to principals, supervisors, and superintendents. It is a clearer and more definite statement of the principles and aims of supervision than one usually finds in books designed fór supervisors. A chapter is devoted to each of the following topics: Continuity in the Child's Educational Program, Economy in the Educational Program, The Development of Teaching Ability, and Supervision in Operation. The suggestions offered in the last two chapters for improving teachers in service and applying principles of supervision are especially practical. The book has a rather extensive bibliography of available sources which makes it very desirable as a text in classes in supervision. The Jones Complete Course in Spelling, for Years Two to Eight. Pp. 227; 42 cents. Book One, for Years Two, Three, and Four. Pp. 97; 36 cents. Book Two, for Years Five to Eight. Pp. 130; 39 cents. The Jones Junior High School Writing Vocabularies, for Years Seven, Eight, and Nine. Pp. 150; 39 cents. By W. Franklin Jones. Chicago: Hall and McCreary Company, 1924. Four essentials are required for a good spelling book: a vocabulary based upon the writing needs of children; the placing of the words in the grades where children most need to learn them; suggested methods and devices in keeping with the laws of psychology and pedagogy; and mechanical features that will promote learning to spell. This series of spelling books applies the results of scientific investigations to meeting these four essentials. The investigation by Jones into the writing vocabularies of children has become a classic among educators. In addition to utilizing the results of this and later investigations, these books contain valuable helps to the teacher with reference to lesson methods, drills, reviews, homonyms, and individual difficulties. Of particular interest are the silent dictation lessons consisting of ten pictures on a page, for each of which the children write the proper word. The words are printed with type suited to the grade on open, wellshaped pages without diacritical marks, syllabication, or other externals to interfere with the proper visualization of the words. Educational Problem Series. Edited by Guy Montrose Whipple. Bloomington, Illinois: Public School Publishing Company, 1923, 1924, and 1925. This series consists of eight "case-books" or "problem-books", printed on 8"x10" paper, so punched that each sheet may be torn out and placed in a standard note-book. The following constitute the series: No. 1. "Problems in Educational Psychology. By Guy Montrose Whipple. 80 problems. 75 cents. No. 2. Problems in Secondary Education. By J. B. Edmonson. 75 problems. 75 cents. No. 3. Problems in Elementary School Instruction. By Clifford Woody. 57 problems. 75 cents. No. 4. Problems in the Administration of a School System. By J. B. Edmonson and Erwin E .Lewis. 84 problems. 90 cents. No. 5. Problems of the High School Teacher. By J. B. Edmonson and Raleigh Schorling. 68 problems. 75 cents. No. 6. Problems of the Rural Teacher. By Marvin S. Pittman. 74 problems. 75 cents. No. 7. Problems of a High School Teaching Staff. By Guy Montrose Whipple and J. B. Edmonson. 59 problems. 75 cents. No. 8. Problems of the Junior High School. By Calvin O. Davis and E. E. Lewis. (In preparation.) Each volume has a short preface explaining the use of the problems and a carefully selected list of references for study. The problems are intensely practical, being selected for the most part from actual cases. They may be used in education classes, in faculty meetings, and for individual study. In a few cases, however, the selection of the problems does not properly emphasize the relative importance of the various subjects. In No. 3, for example, two problems are given to training in language and thirteen to spelling. In addition to the intrinsic value of these books, they are an excellent demonstration of the case-method in instruction. Much needs to be done along the same line in both school and elementary instruction. Supervised Study in the Elementary School. By A.L Hall-Quest. New York: The Macmillan Company, 1924. Pp. 473. Supervised study has been widely discussed in educational circles during recent years. Many principals and superintendents have introduced some form of supervised study in their schools, particularly in the high schools. To date the high school has been practically the only institution in which the teachers have actively engaged in helping the pupils to help them selves. Professor Hall-Quest's Supervised Study (1916), more than any other agency, was responsible for this movement. In the early volume it was the high school which was considered. In the present volume Professor Hall-Quest undertakes to show the need and desirability of supervised study in the elementary school. Part I is a discussion of the general principles of administration and supervision. Part II (about 390 pages) discusses supervised study in various elementary subjects. The book should be of value to teachers who believe that the purpose of education is to teach children how to use their minds and not merely to provide them with a storehouse of facts. Law and Freedom in the School. By George A. Coe. Chicago: The University of Chicago Press, 1924. Pp. 133. $1.75. The author of this book is an earnest advocate of the project method of teaching. His field of study in this volume is law as a dynamic factor in project situations and as an actual or possible control therein. It requires a careful, reflective reading, but it is a good exposition of certain faults both in our ordinary thinking and in our educational theory and practice. Thoughtfully read and thoughtfully digested it will serve as a guide to reforming much of our instructional practice, but, as it stands, it falls far short of furnishing adequate, direct aid to those who are looking for immediate improvement in their classroom procedure via the project method of study. Everyday Psychology for Teachers. By Frederick E. Bolton. Chicago: Charles Scribner's Sons, 1923. Pp. 443. $2.50. This book should appeal to the young and inexperienced teachers who are eager to get a right start in their profession by becoming acquainted with the underlying principles of teaching; it should prove of value to the experienced teachers who want to know the results of experimentation and research that have influenced modern educational theory and practice. Such topics as the following are treated in this volume: How to Study Effectively, Individual Differences, Native Endowment, Modes of Learning and Behavior (Part III), and Measurement in Educational Psychologq (Part IV). Many of the chapters are enriched by the review of experiments which have been carried out by some of the best workers in the field of education. The Psychology of the Preschool Child. By Bird T. Baldwin and Lorle I. Stecher. New York: D. Appleton and Co., 1924. Pp. 305. The Psychology of Childhood. By Naomi Norsworthy and Mary T. Whitley. New York: The Macmillan Company, 1923. Pp. 375. Both of these books deal with child psychology but with different phases of the same subject. In fact, one supplements the other. The one deals with a special phase of child psychology, that of mental and physical development in preschool children from the age of two years; the other deals with the general field of child psychology. At the Child Welfare Research Station at the University of Iowa, Baldwin and Stecher have had unusual opportunity to try out and utilize in a practical way the various mental tests that have been worked out for children, and their book is a result of this pioneer work. In fact, this volume is a collection of tests in actual application in a new field. New standards have even been worked out for the younger ages. The book is also a new departure in its own field, dealing with children below school age. The fallacy of the old idea that there could be nothing done for the child of preschool age but to let him grow is definitely proven. In reality, from the standpoint of child development there is no period so important as the years from babyhood to kindergarten. The book will be of inestimable value to any who have not had opportunity to get acquainted with the extensive work done in this field. The Psychology of Childhood, by Naomi Norsworthy and Mary Whitley, is intended to be used as a text in normal schools. The basis or foundation of the work is laid by the use of Thorndike's psychology and it is well done. The book takes up in turn the activity, social instincts and tendencies of childhood, showing how these are a part of the "original nature of man.' The uses of habit, play, and religious influence are taken up, and the needs of the unusual or exceptional types are fully considered. Motivation as a factor in the training and education of children is stressed, and throughout there is definite comparison between the child and the adult. As a climax comes a chapter on the methods used in child psychology. A valuable addition is a section giving the fundamental principles of statistical method and a glossary of technical terms. Plane Geometry, Revised. By Palmer, Taylor, and Farnum. Chicago: Scott, Foresman and Company, 1924. Pp. 347. The present text is a revision of the Palmer and Taylor text published in 1915. It aims to retain all the best points of the old text and to conform with the letter and spirit of the 1923 report of the National Committee on Mathematical Requirements. The outstanding features of this text are its easy approach to each topic, the abundance of original exercises from which to select for different types of classes, and its helpfulness to the inexperienced teacher. This is one of the best plane geometries available. New Plane Geometry. By Fletcher Durell and E. E. Arnold. New York: Charles E. Merrill Company, 1924. Pp. 327. This revision aims to comply with the present emphasis in introductory plane geometry, includes an ample number of original exercises, and makes a balanced distribution of "book propositions," "easy originals," and "originals, which, though still not of excessive difficulty, are designed to test the powers of the better candidates." This revised text is adequate in the direction of the present tendencies in the teaching of plane geometry. Food Facts for Every Day. By Florence E. Winchell. Philadelphia: J. B. Lippincott Company, 1924. Pp. 107. It has been very hard to get away from the idea that food work in the schools deals solely with cooking processes. Even the children in the beginning classes are learning a great deal about the choice of food and the importance of food in building a strong and healthy body. Florence Winchell, a graduate of the Chicago Normal College and a teacher of household arts in Lincoln School, Teachers College, has given us a book which is to be a very great help in the upper elementary grades and in junior high school. It does not claim to offer new material, but it does give the facts already available for advanced students in a form which is usable for beginners. The "facts" themselves are illuminated and made real by many pictures of children and of pet animals, and lifeless tables and charts are connected with real experiences and thus made vital. The book will be very useful for household arts classes and also to the grade teacher in work in physiology and hygiene. Many of the common-sense habits which should result from its study should also be effective in educating the home through the school. Food Planning and Preparation. By Mabel T. Wellman. Philadelphia: J. B. Lippincott Company, 1923. Pp. 334. It has been difficult to find a text for use in food classes in the elementary and in junior high school. For this reason we welcome Food Planning and Preparation as a usable and valuable addition. The material is presented from the point of view of planning meals which will help the family grow and maintain good health. The preface states as the aim of the book the presentation of a "direct method of teaching children in terms of their own interests and activities the practical household facts which they need to know, as well as their relationships and responsibilities in this connection to the other members of their families. It is an attempt to make girls enjoy taking part in family life." As we go through the chapters, we find, in addition to material on the three meals of the day, such head ings as "How We Help Ourselves Grow", "May We Eat Sweets?" "Should We Buy Pounds or Calories?" and "Keeping the Baby Well." The teacher will surely find this a great help in educating the girl in one of the seven cardinal principles of educationworthy home membership. There are many suggestive questions and attractive pictures. The last pages of the book include recipes for use with the various topics. Miss Wellman's reputation is a guaranty of the accuracy of the facts presented. BOOKS RECEIVED DURING THE MONTH EDUCATION The Boy and His Future. By Nicholas Ricciardi. New York: D. Appleton and Company, 1925. Pp. 119. $1.25. An Introduction to Teaching. By Ned Harland Dearborn. New York: D. Appleton and Company, 1925. Pp. 337. Junior High School Curricula. By Harlan Cameron Hines. New York: The Macmillan Company, 1925. Pp. 188. $1.50. The Primary_School-The_Improvement of Its Organization and Instruction. By Annie E. Moore. Chicago: Houghton Mifflin Company, 1925. Pp. 340. $2. Occupational Information in the Elementary School. By Thomas Cooke McCracken and Helen Etta Lamb. Chicago: Houghton Mifflin Company, 1923. Pp. 250. $1.90. Statistical Tables for Students in Education and The Psychology. By Karl J. Holzinger. Chicago: University of Chicago Press, 1925. Pp. 74. Student Government in the Francis W. Parker School. Prepared by a committee appointed from the Student Council and authorized by the Student Assembly. Chicago: Francis W. Parker School, 1924. Pp. 41. 25 cents. Paper cover. ing Company, 1924. Pp. 105. John Keats. By Amy Lowell. Two Volumes. New York: Houghton Mifflin Company, 1925. Pp. 631 and 632. $12.50. Language in Use-Fourth Grade Students' Manual. With Literature Projects. By M. G. Clark. Bloomington, Illinois: Public School Publishing Company, 1924. Pp. 194. The Modern School Readers. By Ruth Thompson and Harry Bruce Wilson, with assistance of G. M. Wilson. San Francisco: Harr Wagner Publishing Company, 1924. Primer -Pp. 79. Book One-Pp. 149. Book Two-Pp. 157. Book Three-Pp. 213. One Hundred Ways of Teaching Silent Reading. By Nila Banton Smith. Chicago: World Book Company, 1925. Pp. 149. $1.40. Progressive Composition. By Frances M. Perry. Chicago: World Book Company, 1925. Pp. 358. $1.44. Self-Help Methods of Teaching English-A Guide and Ally for Teachers of Elementary English. By Julia H. Wohlfarth. Chicago: World Book Company, 1925. Pp. 294. $1.88. GEOGRAPHY Europe-New Progressive Series of Geographies DeVolume veloped According to the Problem Method. III. By Harold W. Fairbanks. San Francisco: Harr Wagner Publishing Company, 1925. Pp. 269. SCIENCE Early Steps in Science. By Hanor A. Webb and John J. Didcoct. New York: D. Appleton and Company, 1924. Pp. 691. Open Doors to Science. By Otis W. Caldwell and W. H. D. Meier. Chicago: Ginn and Company, 1925. Pp. 333. 96 cents. We and Our Health. Book III. By E. George Payne. New York: The American Viewpoint Society, Inc., 1925. Pp. 192. MATHEMATICS The Recent Trend in the Teaching of Arithmetic. By John C. Stone. Chicago: Benjamin H. Sanborn and Company, 1925. Pp. 29. 25 cents. PENMANSHIP Applied Movement Writing. Edited and arranged by John H. Stehman, Jr. Chicago: Farquhar and Albright Company, 1923 and 1924. Primary Practice Pads-Set One; Beginning Book, Third Year Book, Fourth Year Book, Fifth Year Book, Grammar Grades Book, each 64 pages; A Manual for Teachers, Pp. 49. Paper cover. ART How to See Modern Pictures. By Ralph M. Pearson. New York: Lincoln MacVeagh, The Dial Press, 1925. Pp. 288. $2.50. Organization and Teaching of Art-Program of Art Education in the Schools. By Leon Loyal Winslow. Baltimore: Warwick and York, Inc., 1925. Pp. 147. $1.60 plus postage. INDEX VOLUME VIII Administration, School, Teacher, and Pupil Participa- tion in, John Guy Fowlkes, 245-251. American Child Health Association-The Fourth An- Andersen, Will D.-The Technique of the Question, Armbruster, Bertha S.-Some New State Laws of In- Auditorium Instruction, Principles of, William H. John- Beeby, D. J.-Diagnostic and Remedial Work in Silent Blair, Francis G.-The N. E. A. as a Formative Force, Bobbitt, Franklin-Principles of Health Education in Bogan, William J.-Is the High. School a Part of the Book Notices, 37-39, 77-79, 118-120, 158-159, 198-200, Breed, Frederick S.-Limitations of the Social Prin- Briney, Olive F.-The Dalton Labratory Plan, 103-106. Bulger, J. E.-Safety Instruction in the Schools, 251-254. Character Education, Classroom Procedure in Relation Chewning, John O.-Student Self-Government, 9-13. Concentration, Classroom Training in, Jennie S. Jen- Cooke, Flora J.-Values of the Social-Group Project Courtis-Shaw, Method of Teaching Handwriting, An Dalton Laboratory Plan, The, Olive F. Briney, 103-106. Davis, Homer-Building Needs for Chicago Schools, Detroit High Schools, The House System in the, Will- Detterer, Ernest F.-A Note on Manuscript Writing, Dewey, John-Individuality and Experience, 241-244. Direct Method Applied to Shorthand (book review). Drama, Some Recent Publications in, Virginia Win- Dull-Normal Pupils, What New York City Is Doing Efficiency, Teacher's, Principal's Record of. Official Examination, Uses of the, Daniel Hannon, 296-300. Experience, Individuality and, John Dewey, 241-244. Five Days and an Education, Dallas Lore Sharp, 361-369. Fuller, Mary E.-The Teaching of Thrift in the High Geography, New Books on, Mary Dopp, 197-198. Geyer, Denton L.-An Experiment with the Courtis- Geyer, Denton L.-Selected References on Standardized Girls, Fundamentals in a High School Course for, Dora Gjesdahl, Frederik L.-Type Adjustments to Individ- Handicapped, Vocational Guidance for the, Ruth Handwriting, An Experiment with the Courtis-Shaw Hannon, Daniel.-Kinds of Examinations, 337-339. Health Education Conference, The Fourth Annual, Health Education in Schools, E. George Payne, 46-51. Health Publications of Aid to Teachers, Paul I. Pier- Health, Scientific Method and, Paul I. Pierson, 59-62. |