1950s TV in the Classroom?
Here is an early report to the public on the educational possibilities of television in schools and colleges. With a critical shortage of trained teachers, the lack of classroom space and a rapid rise in the birthrate in the 1950s, a great educational crisis was beginning. What was to be done?

In TV AND OUR SCHOOL CRISIS, Charles A. Siepmann (who had made extensive studies of educational television in the U.S., England and France) brought a rapid survey of the exciting possibilities of the rich new medium of television as a teaching instrument.

Questions asked – and answered -- in this book include: Can classroom students really learn from television? Would it put teachers out of work? Aren't movies better? Do we yet know enough about television to have informed opinions? Will it supplant the traditional ideal of the face-to-face pupil-teacher relationship or the student alone with his book? Won't it cost too much? These and many other controversial questions are answered in this brilliant and readable analysis.

The 198-page hardbound book was published in 1958 by Dodd, Mead and Co., New York. It is in Very Good condition, although ex lib with the usual library markings. There is some tape residue on the endpapers from the dust jacket’s protective cover. The dust jacket has some minor edge/corner wear. No other defects are apparent. (5893/r14)

Publisher: Dodd, Mead & Co.
ISBN: none  

How to Teach Adult Learners
For those who lead, teach, and communicate with the more than 35 million adult Americans now involved in some form of learning, HOW ADULTS LEARN develops a body of ideas, theories, and experience to guide practice. It examines and organizes the complex and scattered knowledge in the field to create a working book ‘not for theorists by a theorist, but for practitioners by a practitioner.’

Dealing first with the concept of learning through life, author Dr. J. R. Kidd refutes many myths and half-truths which aborted past efforts to unleash the potential of the adult mind. He reviews what is known about the adult learner and examines those factors that influence adult learning capacity: the personality and capacity for growth; physical and sensory changes; intelligence and changes in capacity; the part played by emotion attitudes, interests, motivations.

A clear, accurate image of the ‘student’ takes form. With substantial illustration, the author pictures a malleable person with an almost undiminished learning capacity beyond middle age. Concrete teacher-learner techniques emphasize a variety of ways to apply these insights in practice.

Then in a succeeding section Dr. Kidd presents a capsule-view of theories of learning. From these he selects some formulations to help understand the adult learner and learning. Reviewing fields of practice, he describes and evaluates what is being done. In a chapter on the environment for learning, he analyzes external factors. Dealing with the teaching-learning transaction, he sets out in detail and with ample illustration an application of what has been learned about the self and learning. Here he shows what happens, and the specific role and task of the teacher in the adult learning transaction.

The 324-page hardbound book arranges the tools and devices of the trade for those who would use them. . . and for those who would support the democratic ideal of continuing education. Comprehensive bibliographical material and careful attention to source material, plus an anecdotal pace and fluid style with an exploratory approach, help the book to communicate with the reader. It points to positive, richer, fuller use of man's greatest asset, his mind.

The book was published in 1959 by the Association Press, New York. It is in Very Good condition, although ex lib with the usual library markings. There is minor wear on the cover edges, but we see no other apparent defects on the book or on the mylar-covered dust jacket. (5861)

Publisher: Association Press
ISBN: None  

Raphia and Reed Weaving
A practical course for primary and elementary schools, RAPHIA AND REED WEAVING Elizabeth Sanborn Knapp was published in 1920 by Milton Bradley, Springfield MA. The 132-page hardbound book features figures throughout that accompany the text in construction of dozens of projects.

Weaving technique is taught, starting with construction paper, then to cardboard and raphia and reeds. Following the third year of study, says the text, the boy is eager and well-fitted to take up bench work, and the girl to be initiated into the cutting and marking of dolls’ garments.

The book is in Good condition, although ex lib with the usual library markings. The covers show edge/corner/spine end wear. The spine is somewhat discolored. Inside pages show some edge wear, but are complete, readable and utterly fascinating! (6220)

Manufacturer: Milton Bradley Co.
ISBN: None  

Teaching in a 1970s Ghetto School

Most books on ghetto school teaching describe only the failures and tragedies of our present educational system. This book offers practical solutions -- and hope -- to those who seek to improve the quality of education from within.

It’s LAW AND ORDER IN GRADE 6-E, A Story of Chaos and Innovation in a Ghetto School, written by Kim Marshall and published in this 1972 stated first edition by Little, Brown & Co., Boston.

When Marshall came to the Martin Luther King, Jr., Middle School in predominantly black Roxbury, Massachusetts, he was startled to discover just how inadequately prepared he was to teach in an inner-city school. His first year, as he candidly describes it, was a constant series of crises - some funny, most painful -- and the traumas of those months forced him to rethink his concepts of teaching in fundamental ways.

Through trial and error, he developed a variant of the ‘learning station’ method, a toughened version of the ‘open classroom’ system popular in England and, increasingly, in the United States. Used properly, this method frees the teacher to give special attention to students as needed, frees the student to learn and grow at his own individual pace, and makes the classroom a congenial place in which to learn. It is flexible, highly adaptable to particular circumstances, and it works.

The author describes in concrete detail how he came to adopt the ‘learning station’ structure, how it actually functions on a day-to-day basis, and how it generates enthusiasm among students, teachers, and parents alike.

Accompanied by twenty exceptional photographs of kids Marshall taught during his three years at the King School, the rooms they've worked in, and thirty sample lesson plans, this 239-page hardbound book is a wonderfully useful and appealing account of what a teacher can expect -- and what he can achieve -- in his first years on the job.

The book is in Very Good condition, although it is ex lib with the usual library markings. There are no apparent defects on the book or on the mylar-covered dust jacket. (5997)

Publisher: Little, Brown & Co
ISBN: 0316546909  

Vocational Education Planning, Policies
Published by Praeger, New York, in cooperation with the National Planning Association, EVALUATING VOCATIONAL EDUCATION – POLICIES AND PLANS FOR THE 1970S is a 195-page hardbound book written by Leonard A. Lecht.

Noting controversy concerning the role, adequacy, and objectives of vocational education, the author says much of this questioning arises from changes in society and from the need of the educational system to define responses to these changes. While still an educational program, vocational education had also taken on aspects of a manpower and social program.

The 1963 Vocational Education Act and its 1968 amendments assigned a high priority to vocational education as ‘a program for meeting the nation’s manpower needs and increasing economic opportunity for the disadvantaged and the handicapped.’ This report summarized the implications of research for national policy in vocational education.

The book is in Very Good condition, although ex lib with the usual library markings. There is minor scuffing and some edge/corner/spine end wear to the covers. Inside pages are without apparent defects. (5948)

Publisher: Praeger
ISBN: none  

Summerhill: School Photo-History
Oh, the joys of youth – especially when they’re recorded for posterity! SUMMERHILL – A LOVING WORLD is filled with casual photographs that make up a wonderful portrait of this English alternative school. They’re complemented by dialogue of teachers and children at the school, as well as with the renowned headmaster, A. S. Neill.

These were recorded by the photographer during his visit to the campus north of London in 1961. The photos are by Herb Snitzer and the 143-page hardbound book was published in this 1966 Second Printing by Macmillan Co., New York.

Among Snitzer’s thoughts after visiting were these: 'Summerhill -– a school where a philosophy of love is lived. Where at any given moment fifty children are experiencing what it is to know themselves. A school where there are no laws of morality or religion. Where children are free to grow into adulthood without the psychological patterns most of us experience. Children who can express themselves without fear of beatings or unfair accusations. Where mental and physical conditioning are left to the child. Where coercive methods of compulsive education do not exist. At Summerhill, the children regulate themselves.'

It’s a fascinating view! The book is in Very Good condition, although it is ex lib with the usual library markings. There is some sun-fading on the covers, but we see no other defects, inside or out. Like pictures of happy kids? Look at this one! (2121)
Publisher: Macmillan Co.
ISBN: none  

Reading for Slow-Learning Children
Written by Samuel A. Kirk, University of Illinois, TEACHING READING TO SLOW-LEARNING CHILDREN was published in 1940 by Houghton Mifflin Co., Cambridge, MA.

Perhaps the most accurate description of this book comes from the Introduction, by Marion Monroe, chief psychologist in the Pittsburgh Public Schools: The position of a mentally retarded child in the early grades is unfortunate. Chronologically six years of age, but with the mental understanding of a four- or five-year-old, they enter first grade and are exposed to reading activities with their fellow six-year-olds. Their classmates usually react favorably and learn to read.

Mentally retarded children, however, usually lack the understandings involved in reading, and cannot make the discriminations and co-ordinations required. These children become accustomed to failure before they have a chance to succeed. A year or two later, after they have matured sufficiently for reading, the primer stories and books have lost their zest through frequent and painful repetition, and the children become resistant to further efforts to teach them.

The remedial reading teacher who comes to diagnose their difficulties often discovers emotional and behavior difficulties as well as inability to read. By this time the children are often social misfits and show evidences of personality maladjustment related to long-continued failure.

Instead of waiting until children have actually failed to learn to read, educators are looking for early indications of difficulty and are changing emphasis from corrective to preventive work in reading. Educators are also attempting to recognize and adapt instruction to individual differences.

Emphasis is now being placed on developing reading readiness before exposing children to the actual reading process. Subject matter and skills are now no longer regarded as primary objectives of education, but rather as the tools and means by which children react successfully and happily in their social environment.

Dr. Kirk's book will fill a definite need for teachers who wish to help their slow-learning pupils. There are practical suggestions which can be used in the classroom, and discussion of such practical questions as:

Should mentally retarded children be taught to read? If so, what level of reading achievement can be expected?
When is a mentally retarded pupil ready for reading? Should special methods be used with these children or do such children respond to the usual primary-grade procedures?
What are retarded children like, physically, emotionally, mentally? Should they be segregated or be taught in regular classrooms?
Are their interests similar or different from those of children who have normal mental capacity?
How may reading become a joyful experience for such children?

These and many other problems are discussed in Dr. Kirk's book, with the common sense that comes from wide experience with mentally retarded children.

The book is in Good condition, although it is ex lib and shows that it has been used by many people! There is wear on edges/corners and spine ends, with some scuffing of the front and back. Both hinges are loose, but inside pages remain tightly bound and are clean, crisp and easily readable. (3378)
Publisher: Houghton Mifflin Co.
ISBN: None  

Vocational Guidance Movement, 1920s
Vocational Guidance is far more than vocational education, says John M. Brewer in his 1918 book, THE VOCATIONAL GUIDANCE MOVEMENT, ITS PROBLEMS AND POSSIBILITIES. The complete series involves (1) laying a broad foundation of useful experiences; (2) studying occupational opportunities; (3) choosing an occupation; (4) preparing for this occupation; (5) entering upon work; and (6) securing promotions and making readjustments. And his book goes on to explain each of those steps.

The 333-page hardbound book was published by Macmillan Co., New York. Chapter headings include: Problems of Vocational Guidance; Beginning in Vocational Guidance; Vocational Guidance through Educational Guidance; Vocational Counseling and the Work of the Counselor; Pseudo-Guidance; The Young Worker; Problems of Employment; A Program for Vocational Guidance.

A former education instructor at Harvard, Brewer was head of the Department of Psychology and Education at the Los Angeles State Normal School when this was written, and his experience in those positions are obviously great contributions to this book!

The book is in Very Good condition, although it is ex lib with the usual library markings. Covers show some minor edge/corner/spine end wear. Inside pages show no apparent defects.
Publisher: Macmillan
ISBN: none  

The Bible and The Schools, Justice Douglas
Few topics arouse the emotions of Americans more vehemently than the questions of the relationship of Church and State in our constitutional democracy. Unfortunately, most of what has been written about this issue has been more impassioned than enlightening, especially when the specific question has been whether Bible reading and official prayers should be an integral part of the public school curriculum.

In THE BIBLE AND THE SCHOOLS, however, Supreme Court Justice William O. Douglas calmly yet eloquently discussed this explosive issue and made clear the reasoning behind the epochal Supreme Court decisions regarding religion in the public schools.

He notes that the framers of our Constitution provided for tolerance of all religions and preference for none; yet they also intended that the First Amendment should protect the citizen’s right to reject all faiths.

The 65-page hardbound book provides a much-needed authoritative guide to one of the most important controversies of our time! It was published in this 1966 FIRST EDITION by Little, Brown and Co., Boston.

Condition of the book is Very Good, although it is ex lib with the usual library markings. We see no defects on either the covers or inside pages. The dust jacket is present and is protected with a Mylar cover. It’s a great book – and one that’s become quite rare over the years. (3656)
Publisher: Little, Brown & Co.
ISBN: None  

Yale Motion Picture Project, 1958
Yale University Press published LEARNING FROM FILMS in 1958. The book reports results of studies called the Yale Motion Picture Project, started in 1946 with a grant from the Motion Picture Society of America to evaluate pilot teaching films that were being produced by that organization. Authors were Mark A. May and Arthur A. Lumsdaine.

Topics researched for (and reported in) this 357-page hardbound book include four areas of interest: Acquisition of Knowledge from Films; Effects of Films on Subsequent Learning Activities; Techniques of Evaluating Instructional Films; and The Use and Potential of Teaching Films. Results of the evaluation are in the appendix and the book features illustrations of some film scenes, over-all performance and other tests.

This book is a good one – and we’ve only been able to locate one other copy for sale. Condition is Very Good, although it is ex lib with the usual library markings. The covers show some very minor edge/corner wear and a few minor scuffs on the covers. Inside pages have no apparent defects. If you’re interested in how these researchers found that people can learn from films, don't miss this one! (3654)
Publisher: Yale University Press
ISBN: LOC 58-6541