_BIBLIOGRAPHY OF EDUCATION._ By WILL S. MONROE, A. B., Department
of Pedagogy and Psychology, State Normal School, Westfield, Mass.
$2.00.
This book will prove of great use to normal schools, training
schools for teachers, and to educational lecturers and all special
students seeking to acquaint themselves with the literature of any
particular department. It will be of especial value to librarians
in the way of assisting them to answer two questions: (_a_) What
books has this library on any special educational theme? (_b_) What
books ought it to obtain to complete its collection in that theme?
_FROEBEL’S EDUCATIONAL LAWS FOR ALL TEACHERS._ By JAMES L.
HUGHES, Inspector of Schools, Toronto. $1.50.
The aim of this book is to give a simple exposition of the most
important principles of Froebel’s educational philosophy, and to
make suggestions regarding the application of these principles to
the work of the schoolroom in teaching and training. It will answer
the question often propounded, How far beyond the kindergarten can
Froebel’s principles be successfully applied?
_SCHOOL MANAGEMENT AND SCHOOL METHODS._ By Dr. J. BALDWIN,
Professor of Pedagogy in the University of Texas; Author of
“Elementary Psychology and Education” and “Psychology applied to
the Art of Teaching.” $1.50.
This is eminently an everyday working book for teachers; practical,
suggestive, inspiring. It presents clearly the best things
achieved, and points the way to better things. School organization,
school control, and school methods are studies anew from the
standpoint of pupil betterment. The teacher is led to create the
ideal school, embodying all that is best in school work, and
stimulated to endeavor earnestly to realize the ideal.
_PRINCIPLES AND PRACTICE OF TEACHING._ By JAMES JOHONNOT. Revised
by Sarah Evans Johonnot. $1.50.
This book embodies in a compact form the results of the wide
experience and careful reflection of an enthusiastic teacher and
school supervisor. Mr. Johonnot as an educational reformer helped
thousands of struggling teachers who had brought over the rural
school methods into village school work. He made life worth living
to them. His help, through the pages of this book, will aid other
thousands in the same struggle to adopt the better methods that are
possible in the graded school. The teacher who aspires to better
his instruction will read this book with profit.