The Point of View of View of Modern of Modern Education Price 60c. Harriet A. Marsh Send all orders to the PUBLIC-SCHOOL PUBLISHING CO., Bloomington, Illinois. THIS book discloses some of the new guide posts which have been established by the principles of evolution and of genetic psychology, marking the path for teachers in the elementary schools. It discusses the particular relation of education to the growth of the affections and powers of thought and will as these powers are themselves dependent on the development of the three important nerve centers which control respectively the sensations, muscular activity and the higher emotions. This book will help teachers to answer such questions as: How does the child learn and from what different sources as teachers? To what ends in life? What are the influences of modern science, higher criticism, and extended national life on education? It is a book for general guidance and inspiration for teachers and for parents as well. If it can be studied in associations of teachers and parents it will prove helpful in bringing the school and the home into closer co-operation. READ THESE LETTERS From a Normal School President: I have read with great interest indeed Miss Marsh's 'Point of View of Modern Education." It is a delightful and charming book. It is precisely what the title indicates -not a book teaching a multitude of facts, but a book which is an inspiration to teachers and parents. It should be in the hands of teachers everywhere, and great good would be done could parents be led to see its value. Very cordially yours, L. H. JONES, President State Normal College, Ypsilanti, Michigan. From an Institute Conductor: This book is very suggestive, especially the last chapter. I shall use it and recommend it in my institutes. W. H. CHEEVER, Milwaukee, Wisconsin. From a Training School Teacher: I read some weeks ago "The Point of view of Modern Education," and immediately lent it to another teacher whom I felt sure would enjoy it. It has just come back to me. I think it a most enjoyable and helpful book. I am thankful to have a book in which the facts in regard to the nature and the needs of the children are so clearly and simply set forth. This book will be a boon to the great body of teachers who wish to do their very best by the children and who are discouraged hunting for the grain of wheat in the chaff of many of the articles on Child Study. I do not like the second page of the last chapter. It can easily be misunderstood. That is the only paragraph in the book that I do not like. LIDA B. MCMURRY, DeKalb, Illinois. From a School Patron: The reading of Miss Marsh's book has given me unqualified pleasure-it is fine both in matter and manner. The thought is scientific, up-to-date, thoroughly pedagogical, and conveyed to us in that simplicity of style which denotes the finest literary art. Pick up the book at any page your interest is at once awakened, for at every turn are thoughts so clearly, pithily expressed that they are epigramatic in their quality. It is a good book for teachers, for parents, for everyboay. I congratulate Miss Marsh on this tangible result of her long study and teaching experience. MARY E. MUMFORD, 719 Spruce St., Philadelphia. From Superintendents of Schools: Another Superintendent writes: It is the best book for teachers that I have seen in a long time. At last a practical teacher in the public schools has given us in simple form the results of the great work of G. Stanley Hall and other students of education. W. N. PYLE, Vandalia, Illinois From a City Principal: I have just finished reading that thoughtful, helpful little book, -Marsh's Point of View of Modern Education. Every chapter impresses us with the author's intuition and insight. She has a fine under standing of childhood gained by intelligent study and sympathetic observation. Her book deserves a wide reading by teachers and parents. There is much work for books like this to do. S ncerely yours, D. A. GROUT, Principal Ladd School, Portland, Oregon. From a County Superintendent: I will want your new book, The Point of View of Modern Education, for our Teachers' Reading Circle, to follow the study we are now making of Glimpses of Child Nature. H. MILTON ROTH, Gettysburg, Pa. In the preparation of Brooks's Readers the constant attempt has been made to omit all the defects found in other Readers and to cling more closely to the legitimate purpose of a basal series than has been customary in most modern school books. But the advantages of Brooks's Readers are not merely negative: they are very positive. Correspondence in regard to these new books. is solicited, and will receive prompt attention AMERICAN BOOK COMPANY New York PUBLISHERS 521-531 Wabash Av., Chicago Cincinnati Chicago The Chicago Situation. - Codify the School Laws.-The Normal and Rural Schools.--The Fifth Year Book, Part II.-Male Teachers Going Out.-Are the Schools Getting Closer to the Children.- On the Specific Function of Secondary Schools. DISCUSSIONS AND REPORTS. The Teaching of Commercial Geography. Albert G. Keller 192 What Poetry Do Children Like? Nature Study in the Grades. WITHIN THE SCHOOL-ROOM. George P. Brown 198 Observation Studies.-Another Solution of Miss Lampe's Problem.-A Solution from Sixth Grade. Program of National Superintendents.—Subject Program of the Department of Superintendence.-About the Same as Sixty Years Ago.-Some Provisions of the New Certification Law for Teachers in Nebraska.-County Boards of Education.-The Missouri State Teachers Meeting.-Book Table.-Editorial Mention and Business Notices.-The Magazines.-New Books. The King and His Wonderful Castle By GEO. P. BROWN Is an attractive story of the human body. Used as a reader in fourth or fifth grades it will aid teachers to make their teaching of elementary physiology an effective influence. In this story the King of the human castle and his servants, the Butler, the Neurons, the Wonderful Pump, etc., are the actors in an interesting and instructive life drama. It is literature as well as science and ethics. Pres. L. H. Jones, of Michigan State Normal, writes of this book: It is of infinitely more value to the young than mere instruction in physiology. It should be read and studied by teacher and children together until the lesson has been assimilated into the life and belief of the children as permanent possession. The Price is 35 Cents Published by THE PUBLIC SCHOOL PUB. CO., BLOOMINGTON, ILL. The Story of Our English Grandfathers Teachers using it This book is already in its fourth edition. write: "It is the most usable book to be found on English History for use in grammar grades, because it interests the pupils in the subject. By keeping American institutions always in mind, it enables the reader to trace in the story of the AngloSaxon race the development of the forms of our own govern ment.' Pres. John W. Cook, of Northern Illinois State Normal, writes of this book: It is history relieved of unimportant details. It traces the genesis and growth of those ideas that explain our political, industrial and religious freedom and, in consequence, is full of energetic movement. I count it a contribution to the literature of the school since it will awaken a sense of historic values and will organize American historic data. The style is simple and attractive. The Introductory Price is 75 Cents PUBLIC SCHOOL PUBLISHING COMPANY, BLOOMINGTON, ILI. Vol. XXVI. JANUARY, 1907 No. 5 EDUCATIONAL SURVEY. The Chicago Situation. The chaotic condition. of public education in Chicago as set forth by the plan of Dr. DeBey in the Chicago Tribune last summer seems to be giving indications that centers of organization are becoming established. It now seems probable that these will eventually fuse into a system substantially what the old board had established in its essential features, but having some minor requirements somewhat modified. The requirement. that promotions in salary shall depend upon passing certain academic examinations, which has been the chief ostensible cause of much of the friction, has been abandoned, at least for the present. The conviction of all sane and well informed people is that salaries in every vocation in which salaries are paid, should increase as the amount and value of the work done by the employe increases. The more he earns the more he ought to receive. It is not easy to make application of this idea to a system of schools employing 4,000 teachers. Mr. Cooley knew that the examination method was not free from defects, but it seemed to him to have less of these than any other method of applying the merit system that he could devise. The opposition that has arisen, when traced to its real origin, is not to the examinations as such, but to the fundamental idea that what a man does shall be the measure of his compensation for the doing. This has attained the proportions of a disease of the body politic and affects every phase of social life. In place of it as set up the demand that a man shall receive a man's wages though what he produces is less than a man's work. This idea prevails in the labor unions. It is their fatal weakness and will eventually result in their dissolution unless remuneration is in proportion to the muneration. This idea ought to prevail in all increase of compensation above a minimum necessary to give food, clothing, and shelter. This principle does not determine wages outside the labor unions any more than inside of them. It is especially hard to formulate a rule for its enforcement in a large system of schools. The repeal of this method in the Chicago schools does not deny the principle. Something must come in eventually to take its place. Whether the report of Mr. Post, adopted on December 5, will result in weeding out inefficiency from the teaching body, remains to be seen. The provision for securing qualified teachers for the future certainly guards the entrance of teachers into the system in so far as examination can do this. The complicated process of determining the inefficiency of a teacher, and of then |