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"Having accepted the point of view that the child's abilities, interests, emotions, physical equipment, and his adjustment to the social group are the starting points, the school is immediately confronted with many problems. One of the questions which takes on new importance is the place of the teacher. Her role is of very great significance. What is her part in providing situations and conditions which will stimulate the child to think for himself? How can she help him to see the facilities of the school, of his home and community, and to learn how to use them? The need for publications which harmonize theory and practice is growing rapidly. Samples of outstanding work by children are frequently reported in educational literature, and now and again comes to our attention a book explaining the theory of modern education. Occasionally a publication combines the two. Seldom does one find a book which includes the much-needed description of how the work was done. The explanation for this is obvious. The books on theory are usually written by persons more or less separated from any considerable body of experience with concrete situations, and the descriptions of children's work are recorded by those who are interested primarily in the product. The book which adds to the statement of theory and the description of results an analysis of methods will necessarily include the reinterpretation of the part the teacher plays. Hers is the responsibility for finding the conditions which stimulate self-educative activity and for cooperating in such a way that increased learnings will result. Lack of guidance by the teacher is just as unfortunate at one end of the scale which measures teacher participation as is extreme adult domination and insistence on reproduction of models of perfection at the other end. The teacher must be able to see and develop educative possibilities in the child and in the environment. The Teacher in the New School is unique in that it combines theory with a description of results and details as to how the results were obtained. It is a teacher's own account of how she and her pupils worked and played together. No, the book is not a record which describes the work of gifted children and leaves one to wonder if somehow the results "sprang full-grown from somewhere," or else brings forth the remark, "I wonder if this is really true." While the major portion of this book is a description of the work done by Miss Porter in the third grade of the Lincoln School, it does not leave you to infer that exactly the same results should be expected from all children nor does it say, "All you do is to take off the lid." The author is too well-trained and practical for this. She is too much concerned with helping to change the status quo of education to be satisfied alone with a picture of what children can do. This book isolates and describes some of the techniques underlying procedures based on children's interests, their individual differences, their natural ways of learning through activity and their relation to society. The last chapter describes the way in which the method has been adapted to public schools"--

Education --- Experimental methods.

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Prospecting --- Geophysical methods.

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Quantitative methods (economics)

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Quantitative methods (economics)

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Algebra --- Graphic methods