him
a better understanding of present-day problems in education; by
explaining how Western Civilization developed the educational ideals,
content, organization, and practices which characterize it today; and by
developing the manner in which each people has worked out the solution
of the great problem of reconciling individual liberty with social
stability.

D. APPLETON AND COMPANY
New York--Chicago

* * * * * *

APPLETONS' NEW TEACHERS' BOOKS

EDUCATION FOR SOCIAL EFFICIENCY
By Irving King, Ph. D.
_Professor of Education, The State University of Iowa,
Iowa City, Iowa_.

12mo., Cloth, $1.50 net

Written not so much for the educational specialist as for the practical
needs of busy teachers, "Education For Social Efficiency" presents
through the medium of illustration, a social view of education which is
very prominent. It shows concretely various ways in which parents as
well as teachers may contribute something towards the realization of the
ideal of social efficiency as the goal of our educational enterprise.

The idea that the school, especially the country school, should provide
more than instruction in lessons for the scholars is Professor King's
main point. Excellent chapters are included on The School as a Social
Center, The School and Social Progress, and the Social Aim of Education.
In discussing the rural schools particularly, the author writes on The
Rural School and the Rural Community, Adapting the Country School to
Country Needs, and an especially valuable chapter on The Consolidated
School and Socially Efficient Education for the Country.

The response with which Professor King's "Education for Social
Efficiency" has met throughout the country is evidenced by the fact that
the States of Iowa, Missouri, Tennessee, South Dakota, and Virginia have
adopted it for reading circle use. It has also been adopted by the
National Bureau of Education for use in its Rural Teachers' Reading
Circles.

D. APPLETON AND COMPANY
New York--Chicago

* * * * * *

FOOTNOTES:

Footnote 1: Donaldson, "The Growth of the Brain," pp. 74, 238.

Footnote 2: Quoted by James, "Psychology," Briefer Course, p. 135.

Footnote 3: "Psychology," vol. i, pp. 123, 124; also, "Briefer Course,"
p. 145.

Footnote 4: See Betts, "The Distribution and Functions of Mental
Imagery."

Footnote 5: Cf. Dewey, "How We Think," p. 2 ff.

Footnote