Dr. Montessori's Own Handbook The Mind and Its Education What the Schools Teach and Might Teach Youth: Its Education, Regimen, and Hygiene The Teaching of Historyare the Best Education Books.

Dr. Montessori's Own Handbook was written by Maria Montesorri in response to requests from thousands of parents and teachers in the United States. The "children's house" is a learning setting where children can be their own masters and free to learn at their own speed. It is set up in a brief, illustrated guide on the use of the Montessori classroom items.

The Mind and Its Education - How are we to watch the mind and its education? It is simple to understand how we may examine the wonderful material world that is right around us because we can see it, touch it, weigh it, or measure it. But how are we to understand the nature of our thoughts or understand the methods of focus? Because the mind is immaterial, we are unable to see, feel, taste, or otherwise experience it. The mind now belongs to the world of spirit rather than the domain of count number that is perceived by the senses.

What the Schools Teach and Might Teach - One of the 25 sections of the study of the Education Survey of Cleveland, carried out by the Survey Committee of the Cleveland Foundation in 1915, is this report "What the Schools Teach and Might Teach" on What the Schools Teach and Might Teach. A book " Youth: Its Education, Regimen, and Hygiene" on young people written by a psychologist and educator who helped establish American psychology and whose research centred on how children develop.

Youth: Its Education, Regimen, and Hygiene - A book on young people written by a psychologist and educator who helped establish American psychology and whose research centred on how children develop.

The Teaching of Historyare - This book is intended to serve as a reference for high school and upper grammar history teachers. It has a direct bearing on the historical period's teaching strategies. The author takes for granted the current classroom's constrained circumstances and the teacher's understanding of contemporary goals for teaching history. All talks of intent and subject matter must therefore come after a thorough explanation of the specifics of an efficient teaching strategy.