Letters from China and Japan, by John Dewey and Alice Chipman Dewey, edited by Evelyn Dewey. Published 1920.

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Applied Design for Printers: A Handbook of the Principles of Arrangement, with Brief Comment on the Periods of Design which have most Strongly Influenced Printing<, by Harry Lawrence Gage. Published 1920.

Thanks to Stephanie Eason for post-processing this project!

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The Vagrant Duke, by George Gibbs. Published 1921, ©1920.

Thanks to Barbara Kosker for post-processing this project!

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The Heart of Unaga, by Ridgewell Cullum. Published 1920.

Thanks to Mary Meehan for post-processing this project!

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Fundamentals of Prosperity: What They Are and Whence They Come, by Roger W. Babson. Published 1920.

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Punctuation: A Primer of Information about the Marks of Punctuation and their use both Grammatically and Typographically, by Fredrick W. Hamilton. Published 1920.

This book, like the others in this series, is riddled with typographic errors. I suppose it may have been set by apprentices… Thanks to Sigal Alon for her patience in post-processing this project!

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In planning a journey the one constant is the destination. All the other elements are variable, and, therefore, subordinate. So, also, in planning a course of study. The qualities to be developed through the educational processes are the constants, while the agencies by which these qualities are to be attained are subject to change. The course of study provides for the school activities for the child for a period of twelve years, and it is altogether pertinent to inquire what qualities we hope to develop by means of these school activities. To do this effectively we must visualize the pupil when he emerges from the school period and ask ourselves what qualities we hope to have him possess at the close of this period. If we decide upon such qualities as imagination, initiative, aspiration, appreciation, courage, loyalty, reverence, a sense of responsibility, integrity, and serenity, we have discovered some of the constants toward which all the work of the twelve years must be directed. In planning a course of study toward these constants we do not restrict the scope of the pupil’s activities; quite the reverse. We thus enlarge the concept of education both for himself and his teachers and emphasize the fact that education is a continuous process and may not be marked by grades or subjects. For the teachers we establish goals of school endeavor and thus unify and articulate all their efforts. We focus their attention upon the pupil as they would all wish to see him when he completes the work of the school.

A Librarian’s Open Shelf, by Arthur E. Bostwick. Blogging in books — the opinions of a librarian.