The Teachers\' Guide : A Practical Treatise Written by Specialists (4 Vols-Set)

Contents: Vol. I: I. Historical and administrative/the general editor: 1. Historical. 2. Educational reforms. 3. The Hadow Report. 4. Administrative problems. 5. Different types of schools. II. Organization and curriculum/F.T. Howard and Stanley H. Watkins: 1. Introduction. 2. From junior school to post-primary. 3. Selective central schools. 4. Non-selective schools. 5. Senior classes. 6. Arts and crafts. 7. Organization. III. English/Robert Finch: 1. Introduction. 2. The junior school. 3. Post-primary English. 4. The writing of English. 5. Creative work. 6. The time-table and the testing of English. 7. Grammar and philology. 8. English in its relation to other subjects. 9. Drama in the classroom and in the school. 10. The school magazine. IV. History/J.A. White: 1. Introduction. 2. The difficulties inherent in the subject. 3. History in relation to the mentality and emotional response of children. 4. The selection of subject-matter. 5. Equipment for a history course. 6. History books and their use. 7. Use of illustrations. 8. Handwork and history. 9. The time-table in relation to history. 10. Presentation. 11. Suggestions for a syllabus and for the treatment of the subject-matter included in it. V. Handwriting/Charles William Kimmins: 1. Introduction. 2. Script writing. 3. The mechanism of writing.

Vol. II: VI. Scripture/Robert H. Kennett and B.L. Kennett: 1. Introduction. 2. methods of teaching scripture. 3. Fundamental consideration underlying teaching of old testament. 4. The prophets. 5. The exile to the coming of Alexander the Great. 6. 332-63 B.C. 7. Teaching of the New Testament. VI. Geography/F.T. Howard and Stanley H. Watkins: 1. Introduction. 2. Infant and junior classes. 3. Post-eleven stage. 4. The rural school. 5. Historical geography. 6. Modern developments. 7. Field and other work. 8. The geography room and its equipment. 9. The teacher of geography. VIII. French/Benjamin Dumville: 1. Introduction. 2. Importance of correct pronunciation and diction. 3. The direct method. 4. Lessons in pronunciation. 5. The gramophone and the French lesson. 6. First year. 7. Second year. 8. Third year. 9. Fourth year. 10. Means of stimulating work. 11. Conclusion. IX. Arithmetic/F.J. Hemmings: 1. Some preliminary considerations. 2. Guiding principles in the teaching of arithmetic. 3. Mental or natural arithmetic. 4. Written or symbolic arithmetic. 5. The arithmetic course for the infant and junior school. 6. The arithmetic course for the post-primary school. 7. Notes on arithmetical methods. X. Elementary mathematics/F.J. Hemmings: 1. Arithmetic and elementary mathematics. 2. The non-selective post-primary school course. 3. The selective post-primary school course. 4. First and second years--early stages. 5. First and second years--later stages. 6. Third and fourth years--geometry. 7. Third and fourth years--algebra and numerical trigonometry. 8. Conclusion.

Vol. III: XI. Elementary science/George Collar: 1. Introductory. 2. Measurements. 3. Matter and force. 4. The properties of fluids. 5. The properties of gases. 6. Solution. 7. Light. 8. Heat. 9. Magnetism and electricity. 10. Chemistry. 11. Equipment of the science room. XII. Nature study/G.B. Walsh: 1. Introduction. 2. Scheme of work. 3. Specimen lessons. 4. Field excursions. 5. General teaching practice. 6. Photography. XIII. Rural education/A.W. Ashby and M.K. Ashby: 1. Introduction. 2. The future of the rural child. 3. Intelligence of country children. 4. Staffing a rural school. 5. Types of rural post-primary schools. 6. Infant work. 7. Junior work. 8. Senior work. XIV. Gardening/C.E. Hudson: 1. Introduction. 2. Courses of instruction. 3. Suggestions for lessons. 4. Experimental and demonstration work. 5.Calendar of work. XV. Handwork/Herbert Turner: 1. Junior handwork. 2. Handicraft in senior and central schools. 3. The woodwork shop. 4. The metalwork room. 5. Detailed equipment. 6. Contents of course. 7. Handwork in relation to other subjects. 8. Suggestions for schemes. 9. Drawing. 10. Influence of art on handicraft. XVI. Art/B.J. Fletcher: 1. Introduction. 2. The art and craft rooms. 3. Colour work, painting and appreciation of colour. 4. Carving. 5. Crafts. 6. Drawing. 7. Pattern drawing and design. 8. Appreciation of the beautiful. XVII. Music/Arthur Lyon: 1. Introduction. 2. Curriculum. 3. Ear-training and sight-reading. 4. Time and rhythm. 5. Technique of singing. 6. Melody and composition. 7. School orchestras. 8. Art of listening. 9. Additional stimuli.

Vol. IV: XVIII. Needlework/L.N.A. Carson: 1. Introduction. 2. The junior school. 3. The post-primary school. 4. Decorative work. XIX. Housecraft/L.N.A. Carson: 1. Introduction. 2. The teaching of housewifery. 3. Food and cooking. 4. Laundry-work. 5. Care of invalids, Babies and young children. 6. Specimen lessons and a comprehensive course. XX. Physical training for girls/M. Wardle: 1. Introduction. 2. Scheme of work. 3. General teaching methods. 4. The team system. 5. Organized games and athletic sports. 6. Dancing and swimming. XXI. Physical training for boys/A.H. Gem: 1. Introductory. 2. Construction of the lesson. 3. Progressive lists of exercises and specimen tables. 4. Team work. 5. Games. XXII. Hygiene/C.W. Hutt: 1. Introduction. 2. The teaching of hygiene. 3. Hygiene and other school subjects. 4. The Boy Scout Movement and the teaching of hygiene. 5. The Girl Guide Movement and the teaching of hygiene. 6. The teacher of hygiene and training. XXIII. Psychology/A.E. Chapman: 1. Introduction. 2. The idea of development. 3. Simple statistical methods. 4. Individual differences. 5. Sex differences in children. 6. Mental tests. 7. The emotional life of pupils. 8. The abnormal child. 9. Fatigue in schools. 10. Vocational guidance. XXIV. School Champing/J. Hemmings and A. Lates Stevenson: 1. The aims of the school camp. 2. Planning the school camp. 3. Camp organization and routine. 4. Continental camping. XXV. School journeys and educational visits/G.G. Lewis: 1. Teaching in the open air. 2. The development of the British School Journey. 3. Organization. 4. The school journey guide-book. 5. Specimen lessons. XXVI. The cinematograph in schools/J.C. Stobart and L. Locket: 1. The picture theatre. 2. The film as a teaching medium. 3. Methods of utilizing the film for school education. 4. Practical advice. XXVII. Broadcasting in schools/J.C. Stobart: 1. History of education broadcasting. 2. Theory and practice.

"These volumes have been planned for the guidance of teachers who have to deal; with children from the age of 11 and upward. Every year the teacher\'s responsibility is growing and, at the present time, he is being given an ever increasing opportunity of linking up the work at school with the future work of the child. This involves a greater understanding of the individual needs of the pupils and to deal with these various problems adequately he will need not only to reviser many of his working principles and much of his practice, but to strengthen his professional equipment. Confidence is felt that in all these ways the volumes will be of great service; they have not been written for the educational theorist, but for the teacher enmeshed in practical difficulties.

The writers of the various articles bear names well known to the majority of teachers. They have long been recognized as experts in their various departments and their opinions and advocacy of certain principles and practice are the fruit of their opinions and advocacy of certain principles and practice are the fruit of their successful experience in teaching. All the writers have purposely devoted themselves to the practical side of their subject and have touched upon theoretical considerations only very lightly." (jacket)