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The article discusses issues related to the interaction of school and community in a democratic society. In accepting the invitation of one's societies to present for discussion a paper on the interaction of school and community, the author has bring a wide range of problems pressing for solution in this field. It is evident, however, that a permanent solution of any one of them can be made only in terms of underlying principles. It has, therefore, appeared essential to set up a conception of action in this field--to establish a sort of framework of principles within which to present and discuss the several specific problems. The work of rural sociologists is sometimes discussed in three divisions--teaching, research, and extension. In the first of these fields, teaching, the function of rural sociology in the preparation of teachers for schools in rural communities is clear. Prospective teachers should understand the basic characteristics of rural life and culture and how these characteristics differ from those of urban society. Furthermore, courses in rural sociology should enable these prospective teachers to understand the nature of the rural community as well as the field of rural community organization.

The article states that each age has certain significant historical trends in the evolution of human institutions. The decline of feudalism, the industrial revolution, and the rise of public schools were epoch-making trends of their times. In the last quarter century two of the outstanding trends in the rural culture have been the emergence of the rural community and the growth of the school as a community institution. In the settlement of the United States the pattern of rural social organization was that of the country neighborhood, the country church, and the one-room country school. According to the author, as community life has become integrated and the rural social environment has become more complex, educational objectives have been enlarged and the school is coming to have a new appreciation of its sociological relationships to the community and to other institutions. The improvement of the rural community and its institutions is the best means of building a rural culture with distinctive values, which will strengthen the whole society, and the school, particularly the high school, has a major responsibility for assisting the process of rural community organization.

This article presents information on community councils. It is informed that a community council is a group composed of persons representing each community organization, agency, and interest. It is open to every one on a nonprofit, nonpartisan basis. It is organized on a community basis in towns and small cities, and on a neighborhood basis in large cities. The council may advise the organizations in the town, when asked; appoint a committee from its own membership to carry on certain tasks; or cooperate with any organization that may wish to carry on a given activity in the community. The council often has an executive committee for policy planning, and may find it necessary to give the details of responsibility to a secretary or coordinator on a half-time or full-time basis. It is opined that the best type of community council constitution is not known; a lot depends upon the cooperative understanding of the members of the community than upon the written framework adopted by the organization.

To summarize, we may say that sociology, the scientific study of the behavior of men in groups and clusters of groups or communities, has a distinct contribution to offer to education in developing young people to take an increasingly active part in the community. Educators, conscious of this responsibility, have recently become keenly interested in sociology and the sociological curriculum. The sociological curriculum is a study of life's activities and problems; more than this, the sociological curriculum is a group-activity curriculum providing for the displacement of a large part of traditional "re-citation" methods. Finally, the new curriculum provides opportunities for youths, teachers, and citizens to work together toward an understanding and improvement of community life. That the sociological curriculum obtains desired results in learning and in changing personality is being shown by contemporary research, particularly that of Wrightstone. [ABSTRACT FROM AUTHOR]

The article focuses on ways to improve student adjustment in secondary schools. Secondary-school society today is complex and heterogeneous. Its members vary in interests, abilities, and attitudes. In most cases the transition from the elementary to the secondary level confronts the pupil with the necessity for making adjustments to a new life situation. Sociologists, as well as educators, agree that the chief function of the secondary school is to develop in young people modes of behavior commensurate with the ideals and objectives of a democratic social order. The latter postulates a maximum of self-direction in the course of which new and more complex relationships are established between the individual and the environment. For this. the important institutions that should be brought into closer contact with the school include the home, recreation centers, museums, industrial centers, community-government public libraries, and public-health agencies. Another device for establishing closer contacts between the school and the home is the maintenance of adult-education classes. These not only contribute to the parents' own growth but they serve to promote permanent parent interest in school activities.

The article focuses on the growing popularity of minorities in the U.S. By studying the institutions and mores of other peoples, one comes to realize that there is no absolute or best arrangement but that the culture of each people is an adjustment to its particular life situation. Minority groups as well as the native majority stand in need of such training, for all are ethnocentric and must make concessions to form a common culture. The minority groups see superior values in their own culture; at the very least it has the allure of the familiar. They desire to perpetuate it and to preserve a certain amount of separate community life. They must in particular be shown the advantages of adopting the language and other basic patterns of the nation with which they have cast their lot. As long as they maintain themselves as a group apart, they will be subject to treatment as outsiders. By the same token, American democracy has accordingly been limited. Further extension of the in-group to include on a basis of equality all the different nationalities and races in America is essential to the establishment of a truly democratic society.

The article discusses about the interest and support of national and local organizations for community coordination. This coordination is revealed in the policies, publications, and activities of social agencies, schools, parents' associations, service clubs, churches, women's clubs, youth organizations, civic clubs, and governmental branches. Basic questions of initiation, organization, support, leadership, and activities of coordination are still unanswered in the development and literature of the field, but conferences, research, and experimentation necessary to answer these questions already have been started. The surveys of the National Probation Association focused attention on the number and variety of community coordination projects. The efforts of councils of social agencies to encompass private, public, lay, and professional organizations and agencies have accelerated the movement. The widespread extension and participation in Federal and local adult forums have stimulated communities to experiment with coordinating projects.

This article presents information on the Yonkers plan of community organization. The Yonkers plan of community organization, consisting of a central coordinating council and ten affiliated neighborhood councils, grew accumulatively into its present status through a series of cooperative studies made by various groups, the results of which successively pointed to this much needed but unanticipated consummation. The Yonkers plan has a research basis, but no member of the survey group visualized the plan as such, nor had any group a definite conception of community organization when it began its work. A number of Yonkers school directors, principals, and teachers, with the assistant superintendent of elementary schools as chairman, decided in September 1935 to study school neighborhoods to ascertain the influences playing on school children. No one anticipated even remotely where these approaches to unfamiliar fields would lead. Expectation was that these studies would direct necessary curriculum changes and thus improve integration of school and neighborhood life.

The article presents information on community coordination in Queens County, New York. The county has grown within a period of four decades from an almost rural area dotted with many small villages and towns to a metropolitan area of a million and a quarter population. There are two types of coordination. The first is the type where groups of organizations having a common interest work together. The other type of coordination is found in the Community Council of the City of New York, where small neighborhood groups are coordinated. The community coordination project in Queens has dealt with the various coordinating organizations, and with many community groups which are operating independently. There has been close cooperation with the Welfare Council of New York City and efforts have been made to encourage the Welfare Council to study the problems of community coordination in Queens. Recently the Welfare Council developed a standing committee to study regional organization. Meetings have been held by this committee which brought together representatives of public departments developing neighborhood units such as the Juvenile Aid Bureau, the Health Department, School Centers, and also members of the Neighborhood Section. Public interest in depression problems led to a series of open forums on "Social Rehabilitation in Queens."

The article presents information on community organization in Madison, New Jersey. Any community organization evident in Madison, as a result of social planning, has come not because of organization superimposed and reaching downward to control but rather as a result of interest from within resulting in the voluntary, cooperative, federation principle. The Madison Social Planning Council was set up with the purpose of not merely to bring professional service workers together but to provide a clearing house for ideas and plans of various organizations, to constitute a means for planning and action for the youth of Madison, and to lay the foundation for sane coordination of accepted activities. The organization is bound by no set of laws, has no constitution, receives no dues, and has only the necessary officers to provide for efficiency at meetings. The Social Planning Council meets four times each year. At these meetings, the personnel is composed of two representatives from each organization in the community. A consideration of problems is made, suggestions are received and discussed, and committees are appointed to carry out specific studies. The actual work of the Council is carried on through committees which are designed fully to represent interest groups.

The article discusses problems in Americanization of the city of Fitchburg, Massachusetts. Two decades ago a group of pioneering stock of Italians settled in Fitchburg. Socially, educationally, and religiously these Italians were self-sufficient. They retained almost entirely the cultural pattern of their native land. Their community life was their social life. They preserved their language to an amazing degree. Soon a group of English miners, relatively small, settled about a mile to the south of the Italian community. A modern twelve-room structure was designed to serve the needs of a growing community. School programs were planned in which Italians as well as English took part. The school exerted a definite influence in the desire of more children to remain in school for a longer period as was evinced by the increasing number of children graduating from high school and going on to the university. Fitchburg, like many other communities, organized a Community Chest to which each wage earner contributed two percent of his monthly salary for unemployment relief.

This article reports that Hastings-on-Hudson has organized a Community Service Council to deal with problems of human relations. About the turn of the century, there came to play upon the rural community of Hastings-on-Hudson in Westchester County, New York, an array of forces and processes, which, within a decade, changed it into a complex, industrial, residential suburb. Rapid transportation and other increasing forms of communication began to link Hastings with the developing metropolitan region. To the shore front came factories, followed by an influx of young Polish, Russian, and Hungarian laborers. To the sloping hillsides, formerly wealthy estates, came groups of city people. One would be justified in supposing that commuters and their families would constitute a harmonious group with tendencies for community solidarity. But this has not proved to be the case. The hill sections upon which suburban dwellers located are geographically separated from each other by ravines and gullies. Interconnecting roads have been impractical. As incoming groups differed in their ambitions and ideals, sectionalism has become rife.

The article presents a research in community life. The social survey has served its purpose in its day, but out of it have now grown more satisfactory means of measuring social-phenomena functioning within a community. The application of the scientific method to the study of the community has lifted our technique out of the realm of superficiality and uncertain approaches to more comprehensive and thorough studies. The sociological approach to the study of a community has great possibilities, though as yet, it is still in its infancy. The concepts of the sociological approach, as distinctive of all others, appear to be based upon synthetic objectives. This approach implies a study of the whole of society in a particular region rather than merely isolated detached parts. All the forces that can be located are studied from every related angle. A knowledge of the total situation is necessary before any phase of that social situation can be understood. Too often in community work attempts at social control arise from ignorant good will rather than from the facts of the situation. This approach utilizes the best in all other methods and focuses attention on the program at hand. It is concerned with origins, developments, structure and functions and social objectives rather than special disciplines which approach the study of the community with particular interests.

The article reports that dark as may be the picture presented by the statistics of crime, the newspaper reports of gangs utterly and successfully defiant of the law, the daring murders and kidnappings in recent times, to say nothing of exposures of political graft and large-scale swindling, researchers may still find a gleam of hope in certain other facts not so well advertised what to do about it. The sociologists have provided much valuable material on environmental influences and community organization for remedial work. But we must turn to the psychiatrists for help in understanding the mechanisms of personality development, which give some insight as to why certain individuals find that only by defiance of authority can they satisfy their inner needs. For the delinquent, like all the rest of the people, is striving for satisfaction. He is trying to meet his immediate problem in the only way his education has taught him. Life is full of deprivations. The infant begins to meet them from the moment he enters the world. Early training is mostly concerned with control of native impulses, and upon the nature and degree of this control is built the type of reaction to similar situations, which makes the total personality. In process of growing up, the normal individual learns to meet these situations by adopting some purposeful constructive activity, which is in itself satisfying, and which he hopes will lead to a desirable end.

The article presents various research projects and methods in educational sociology. The most recent report of the New York State Crime Commission Sub-Committee on Causes under the research direction of Harry Shulman' points the way for the first time to a basic and ultimate program of crime prevention. It indicates that the problem is primarily one of community organization focusing upon the child. In brief, the proposal of the Crime Commission based on an extended series of researches is that the known breeding places of crime in our great cities be used as the points of attack. A study of a residential suburban community is also presented in the article. This is a study in human ecology and community reorganization. Statistical indices, such as per capita newspaper circulation of metropolitan papers, sex ratios, and age distribution, were calculated and employed in an attempt to demonstrate how the suburban area and the types of suburbs might be delimited. Data on transportation and commutation also show that the suburban community has quite a different relationship to its metropolis than an independent, relatively isolated town.

The article presents information on the report of the recent meeting of the American Sociological Society related to the social analyses of community life. All science proceeds by analysis; that is, by intensive study of what appear to be the more essential and lasting constituents of nature, by penetrative observation of limited, manageable, representative phenomena. A community, defined it at this same annual meeting, is a more or less permanent assemblage of people in a given place. The college community meets this condition. The community may be said to be a limited manageable representative phenomena. It may, therefore, be the object of the analysis of the social scientist. The college community is a special type of community and may be analyzed by applying to it the penetrative observation that scholars mention and other types of social-science techniques. The author presumes that if the techniques of social science are properly applied to the complex college communities, can analyze them and so help to their better understanding. Upon the basis of the insights thus secured, it is possible for administrative, faculty, and student groups to achieve a better set-up of the life-situations in any college community.

The article discusses a study conducted by researchers to investigate the nature and distribution of superstition among college freshmen. The plan of the experiment briefly was to obtain the amount and nature of superstition among these freshmen and to find relationships between amount of superstition and intelligence, religious sects, sex, age, race and the type of high school attended that is rural or urban. Of the three main groups, Catholic, Protestant, and Jewish, the Jewish, on the whole, displayed the least superstition, and the Catholics slightly the most. The researchers concluded that superstition is not correlated with intelligence. It does not depend for its source upon either rural or city community life, nor is it a product of any or several religious beliefs, nor yet the particular possession of any one or several immigrant groups. It would seem that superstition is the result of a suggestible individual's being exposed to an environment containing much dogma of a superstitious character.

The article discusses some problems of community organization. Community spirit or loyalty is a frame of mind and like most frames of mind, its overt expression is desirable or otherwise according to the nature of the ideas, which get linked up with it. In the first place this frame of mind is characterized by sentiments such as love of one's home community, willingness to sacrifice personal interest on occasion for what one conceives to be the welfare of the community, resentment of any kind of attack on the home town and a "we feeling" when the community as a whole is in contact, hostile or friendly, with other communities--especially other communities having a similar brand of loyalty. Being fundamentally a feeling, then, the important consideration is the channels into which this energy is directed. These assume widely divergent forms in different communities for reasons historical, geographical and otherwise. You get loyalty, which means suspicion and inhospitality toward strangers and hostility to change. This type is noncritical loyalty; it might be explained as loyalty to the principle of loyalty, which is a primordial impulse. It is usually associated with some form of the aristocratic traditions. At the opposite extreme is the condition of no loyalty at all, which may occur where the community is divided into two sharply distinguished classes, one a controlling class residing there for industrial gain and the other a more or less transient class of workers who live more like campers than citizens.

The article focuses on various problems, faced by community organizations. It is this range of social experience with which community organization should deal in a formative and, of course, administrative way. Its task is to convert applied sociology into the art of social reformation. If the purpose of community organization, namely, to enrich human experience, is to be realized, it must, of course, express itself objectively in some definite form of organization with a definite program. Just what the details of this administrative machinery should be like it would be presumptuous of me to say in the light of the various measures of success met with by the same plan in different communities. The safest hazard is that the plan of organization should be the one which works best in the local situation is existing machinery. In backward communities, where little or no community organization has been attempted, it is easy to see that the goal should be a centralized type of organization with various departments corresponding to the various interests of the community life.

This article reports that almost every conceivable aspect of school-community life is related in some measure to teacher satisfaction. The professional literature makes reference to an extremely wide range of such factors, and experts in the field of school personnel concurred that 250 of them are critical to teacher adjustment. The specialists specified, however, that situational factors vary in the degree to which they are likely to affect adjustment. Factors judged most critical by the jury of experts tended to be associated with teacher welfare and the teacher-learning process. Beginning teachers were not, as a group, selective in choosing their positions. They were inclined to accept their positions knowing very little about them. A substantial number were almost totally uninformed within the framework of this study. Open-ended reactions to the questionnaires revealed that many had little comprehension of the details which compose the teaching environment. The factors about which teachers felt they had information tended to be in the area of general community environment. The smallest percentages of teachers had information about factors related to administration and supervision, instructional program, community environment, and personnel policies.

This article focuses on the community role of the business. The acceptance of more and more responsibility by business for the health, welfare and happiness of America is one of the biggest plus signs coming out of this twentieth century. It has steadily increased wages and benefits for employees. Generally there is an improved return for share owners. Business is the major taxpayer to the nation, state and town. It is the backer of hospitals, community centers and colleges. Business cannot readily reduce size, which is usually based on public demand; but it can show that it uses its strength to serve, not as power to harm. One of the ways it can serve is to demonstrate sincere interest in community problems and expend effort to solve them. Self-serving, perhaps, since all large businesses are keenly aware that in the long run they exist only by public permission. But hardly sinister. Even if less than altruistic, a company's interest in community welfare produces a net effect that is infinitely better than would result from total apathy.

This article presents information about the Youth Community Participation Project. The Youth Community Participation Project at New York University was concerned with studying the achievement of freedom and significance by youth in community life. Two ideas underlay the Project. The first was that today youth find themselves walled-off from significant parts of social life where self-respect and respect by the larger society are won. The second idea was that, with wise adult encouragement, self-governing youth groups can help adolescents achieve significant and responsible relationships in community life. In 1955-56, with a grant from the Richard Welling Fund, and in cooperation with the National Self-Government Committee, New York University conducted a pilot study with a number of youth groups in the New York metropolitan area and in an adjoining suburb. Preliminary discussions of the research problem quickly revealed the immensity and complexity of the area with which the Project was to deal.

This article studies adult role in adolescent subculture innovation. The Youth Community Participation Project addressed itself to developing insights and hunches with regard to helping adolescents achieve group self-direction and meaningful participation in community life. The general problem of adult relationship to youth groups studied in the Project should be stated. On the one hand, self-directed community participation by youth is seen as an adult, middle-class concept, not widely held even by middle-class adults, not consciously held by any appreciable number of adolescents. On the other hand, some experienced observers of adult-adolescent relationships warn that youth do not really want adult leadership, that adults are insecure about their ability to give leadership, and that adolescents appear unaware of adults generally as sincere sources of friendly encouragement, viewing them instead as agents of power and control.

This article discusses the problems of the consultant in small communities. This particular type of small community has been selected as the basis for the present discussion simply because it is here that the writer has had his principal experience as a community consultant. In classroom and research laboratory the educational program was well developed, but it was believed that something more could and should be done to make the resources of the University more readily available to people living in the smaller communities who needed and desired outside help in relation to problems of community organization and community planning. The consultation service is provided free of charge to all communities, upon request. Also, except for the salary of the Coordinator and the travel expenses incurred, the program operates without expense to the University, because the respective faculty members make these field trips on a voluntary basis. The variety of subject areas involved in the requests makes it unnecessary to call too frequently upon any one department or professor.

This article reports that a sociological approach to religious literacy. The problem of content and scope of the introductory course in sociology is an intricate one. The past few years have witnessed a rapid increase in research with commensurate proliferation in fields of specialization. In adopting this our aim has been to acquaint the students with the institutions and dynamics of community interaction and to help the prospective teacher to understand the structure, function and integration of the value systems as they are manifested in American community life. People felt, however, that since the great majority of the students indicated having had religious instruction, the questions, for the most part, were appropriate. Space does not permit us to give an analysis of the answers by denomination. The above answers seem to indicate a lack of knowledge on the part of many of the students. Similar misunderstanding was evident in most of the questions and it is submitted that, although some of the questions were of dubious validity, there was a marked lack of correct information to say nothing of considerable misinformation on the part of the students who answered this schedule.

This article focuses on the spatial and social pattern of a small discussion group. One aspect of the small group is its spatial pattern of interacting persons. Studying the influence of the spatial pattern on the development of leadership, researchers concluded that the spatial pattern was of negligible importance in determining the leadership status. The following note refers to the observation within a semi-informal discussion group of ten students and one professor who met for a period of four months once a week. The seminar, called "Dynamics of Personality", consisted of group interviews. Every member of the group was interviewed once during the session by all other members of the group. The seating order of the class was developed at random at the first session and kept constant through all the sessions. The people sat around a rectangle table. In general the participants within a discussion group tended to represent two types of participation. The group-minded speeches often help to overcome the social distances among the members of the group.

This article focuses on the relationship between the community and industry in the U.S. Since industry is one of the most characteristic elements of the civilization, its attitude toward the peoples of the nation, towns and cities, and toward the nations of the world, may be decisive. It is the contention that Industry, as an integral part of the community, is directly affected by what happens to the other elements of the community and in turn affects these elements. It is the contention that industry must assume its full share of responsibility for what happens in the community, not just by donating to community chests, but by being an active partner in all movements to help solve or prevent community problems. For years many community agencies have been striving to bring about job equality in the country. Not only because this is in keeping with the fundamental democratic tradition, but also because it is good common sense, good business, for both industry and the community. That a company can take can interest in its workers outside the plant, without necessarily going into social welfare work might be illustrated by the experience of another company located in the same general vicinity as the first and is the same type of industry.

This article focuses on community development in the U.S. Most people no longer work for themselves today. They work for others. Advertising agency slogans to the effect that the people own American industry may be impressive to the uninitiated but are not persuasive in the face of the facts that three-quarters of all stock is owned by only 3% or about 140,000 families, and that 35 % of all stock is owned by only 4,700 families. Certainly, this is an improvement and comparative statistics over the past 20 year period will show that the gulf between rich and poor is narrower here today than in any major nation on earth. The business community has great influence in shaping the affairs and destiny of the total community. The American community is a reflection of the people who live in it, and if the people are divided and their personalities are split, it stands to reason that the American community will fare no better. Already too many communities suffer from schizophrenia. Sound motivation is as important as sound action. It is not possible, in the long run, to have sound community organization and integration if the statement is made of one another.

This article focuses on the industry's contribution to the community's development. The integration of a community depends largely on four factors. They involve the individual citizen and citizengroups, community government and institutions, social agencies, industry, business, labor and so forth. The determination of the best location for a new or an expanding industry requires a very careful ecological study. Sooner or later, the industry may require a number of outsiders to move into the community. Most of the communities, whatever their size, are already overpopulated. The schools are overcrowded, recreational facilities are insufficient. No doubt, a reliable ecological study must include all phases in the realm of industry-community relationships, especially also the national, racial, religious background of the local population. It must be explained to the community how industry will affect its development and how industry is willing to do its share in solving the problems it creates. Decisions affecting the community should not be made without due involvement of the citizenry. There are two ways to bring about understanding of the value of industry for the community one way is shrewd manipulation. From the point of view of expediency it seems often beneficial to use tricks of all kinds, to propagandize the community using every means of communication available to the industry.

This article focuses on the opinion of General Electric Co. regarding industry and community relations in the U.S. The money brought by the industry from all over the world is, to the degree at all feasible, spent right there in the community before providing for the remainder of our requirements from outside suppliers of goods and services. Thus, not only through payrolls, benefits, and taxes, but also through further direct purchases of goods and services locally, do the industry put money in circulation in the community. It has been estimated that such money circulates through more Than five sets of hands locally before going on for new purchases to come in from outside. For the good of all concerned in both the community and the company, the industry try to have the size of operations fit comfortably the size and related facilities of the community. General Electric says that they look to a community to provide health, hospital, and medical facilities sufficient to meet the needs of employees, their families and neighbors, and to provide various types of warranted welfare services to the needy and indigent.

This article presents information related to effective co-operation in the community of New York and its universities. There has been a growing recognition in recent years of the interdependence of the university and the community. This has been reflected in the substantial attempts made by universities to establish cooperative relationships in one form or another with their communities. It is not possible for universities today to hold themselves aloof from the community context in which they are rooted. Universities in both urban and rural settings are inseparably intertwined with the community. They are encroached upon by the community in a hundred different ways, particularly in a community as highly urbanized as New York. Most students will live briefly in the university-community situation. But all of them will have to relate themselves to some future community, as adult citizens and as persons with a particular professional role and function. The substantive content and technical knowledge of many different fields such as medicine, engineering, architecture, law, public health, in addition to community organization skills must be drawn upon by the community or its organized groups in efforts to cope successfully with problems of physical design and planning, the development of new facilities and services, or the reorganization of existing ones, and many others.

This article presents information related to the role of schools in community development programs. It is the dynamics of a democratic community that every institution like every citizen, while playing a specific role, is at the same time a responsible participant in all aspects of community life in which it can function. Community presupposes that its citizens are bound together by a strong will of identification with the community based on the feeling of belongingness to it. The improvement of physical conditions of the community is of great importance; however, the process applied in the attempt to attain the goal of physical improvement can be as important as the attainment of the goal. The public school in its unique position as the center of primary learning, offers physical facilities and human abilities which must be visualized in the complexity of community life in order to recognize the school's functional obligations to and its value for the community. The social stratification of the community is an important one. Dependency of the school on any specific group or groups limits its sphere of free participation.

This article presents information related to communities developed through the years. Through the ages the eternal quest of mankind has been a continuing search for ways and means of building a better world and thus improve the lot of the entire human-race. Many communities developed through the years, often by generation after generation of the same families, present an intriguing challenge to our world of today. Local communities may well serve as laboratories where people can discover, test and develop our skills and abilities and have an opportunity for cooperation on its highest level. It has been long have we known that cooperation is the keynote of success in any venture, community or otherwise, but what creates the will to cooperate has not yet been discovered. Many community groups of varying interests and programs will be brought into an over-all research by the General Federation of Women's Clubs through its national, state-wide and local units, and it is well equipped to serve as a channel for communications for this project which could be ever expanding and most beneficial in bringing about even better cooperation, coordination and conciliation in community affairs in all phases of community life.

The article dwells upon the problem of integration of minority groups in the labor movement in the U.S. Prejudice is a problem for education, but it is not so much a matter of theory as of deep-seated attitudes, emotions and habits of behavior. The place to begin to work for change would seem to be in the area of actual day-to-day living, where the individual is struggling to meet his own felt needs. In the case of union members this will mean to begin with everyday union activities: with problems of seniority or promotion or the handling of grievances by shop chairmen; with the work of union committees on legislation or housing or political action; with membership meetings, with union-sponsored sports and recreation. The most effective work in the New Jersey Minorities Project was found to be done through working on problems in which the union members were interested at that particular time. To cite one example, at the time that the resources of the ClO unions in New Jersey were being mobilized towards securing passage of a National Full Employment Bill and increasing unemployment benefits, the emphasis of the program was placed on the aim of "full employment for all."

The article discusses socio-economic aspects of heart diseases. In dealing with cardiovascular diseases, it is especially important to bear in mind that human development takes place in the course of human activity and so is dependent upon the concrete historical conditions of human life, i.e. the material and social relations in which human beings mature. This is more than saying that an individual with certain hereditary characteristics is affected by conditions of his environment. The person and his social environment are in fact indivisible. The individual does not end with his skin, but his existence and his development are part of a process of continuous, active relationship with his social and cultural situation. In this sense persons, sick or well, are not merely organisms fulfilling their life cycles. They are also socially defined by the role given them by the society in which they are participants, by the work they do, by the sanctions and restraints by which each society regulates their conduct.

The article discusses problems in community planning for disturbed children as suggested by hospital experience. Since 1934, almost ten thousand children have been studied in the in-patient service of Bellevue Psychiatric Hospital. Although the behavior disturbance in any individual case is the resultant of many factors, environmental, cultural, constitutional, organic, certain problems, which must be evaluated in community planning for children have stood out. Historically, the importance of the organic factor in behavior disturbance soon was evident. By organic factors, it mean gross defects, developmental or acquired, but with those conditions in which no gross neurological defect may be evident, but which manifest themselves in subtle tonus, coordination equilibrium and impulse disorder, in perceptual deficits and confusions, in memory and concentration impairment, in resulting anxiety and compensatory psychological reactions. The recognition of the organic basis to the presenting psychological complaint; and the evaluation of existing motor difficulty, perceptual deficit and psychological defense is essential in planning for successful therapy, and in creating an improved outlook.

The article discusses research aspects of community planning for mental health. All communities exhibit the results of unplanned growth arid development of community mental health facilities and services. This condition is, of course, not peculiar to the mental health field; it is found in virtually every area of community life: general health, welfare, housing, education,etc. There have been some attempts at inter-agency planning and coordination of mental health activities in relatively narrow segments or specialized areas of community services. But the overall and striking picture is one of a planless pattern. This has necessarily been the case because the basic information required for rational planning has been largely, lacking. New agencies and facilities have been created, or existing ones have been extended or strengthened, mainly in response to pressures arising from the need and demand for care or treatment of individuals with emotional disturbances who came to the attention of community agencies.

The article discusses field work and internship in professional training in human relations. Field work program is designed for those students who started programs and developed interests which could be pursued profitably in their own communities might be encouraged to do so, and receive credit for their work. Field work, practice teaching, independent study, and seminars never completely solve the problem of education where sensitivity to process and relationships is involved. The nearest approach to the solution of this problem is perhaps the medical internship. Even here, however, the hospital is an island in a total configuration which is the total community. A good case could be made for the thesis that the greatest lags in medicine are due to the concern with illness outside its relation to the psyche, to the social patterns of the community which often make medical treatment a preoccupation with symptoms rather than causes, and to the individualistic pattern of training which, while it produces specialized competencies, allows little room for team work in those areas where many competencies are needed in work on a given pathology.

This article focuses on the impact of education on juvenile delinquency. There is wide agreement that delinquency is not to be thought of in terms of single factors or combination of factors but rather as a relationship between an individual youth and his community. In this interrelationship there is a varying area of activity on the youth's part which will be accepted by the community as within the general range of desirable or appropriate acts. Acts which go beyond these limits will be considered delinquent by that particular community at that time. A growing child should have in addition to adequate nutrition, exercise, and rest: a feeling of security of being wanted and accepted; opportunity to spend much time with other children of approximately the same age and to be a member of a number of groups which have real significance for him; plenty of experience in succeeding; as he grows older, increasing responsibilities in the community life; and equality of status. Another thing that will help to increase the youth's opportunities to experience success is to give more place to his abilities and interests as he himself helps to reveal them. This has the advantage of giving him experiences in learning to appraise his own contributions.

This article focuses on the inclusion of programs of social action to complement those of education. There was much discussion as to whether or not education possessed the dynamics with which to move the social process. Education was so completely in the hands of vested interests which represent the status quo that it was sterile as far as social change was concerned. This pattern of thought in the education world drew a dichotomy between social action and education. In order to accomplish change of patterns of community life, it is not sufficient to change individual's attitudes. There must be a concern with the change of the group and institutional structure through which prejudices and cleavages are channeled. Yet the major emphasis on peace education is focused toward changing individual's attitudes. There are times when it is clear that the social technician cannot trust the process. Furthermore, by breaking the barriers to integration, individuals are brought together on an unselfconscious basis so that they have an opportunity to know each other in roles different from group stereotypes. Perhaps the most important facet of legislation is the fact that there is public definition of policy as a guide, not only to one institution.

The article focuses on community organization. It informs that the poor school, the foul garbage, and the restricted welfare services were all familiar blights. Inertia, fear, irresponsibility, lack of imagination, and the simple fact that no one had seriously believed that anything could be done had combined to produce a mood of fatalism. Community organization is more than a matter of structure, such as the delineation of functions, the definition of roles, the designation of offices and the formulation of by-laws for the regulation of these elements. Instead community organization is a dynamic process of community problem solving imbedded in interplay of forces, interests and resistances with enough machinery to make the process manageable. Many thoughtful observers are convinced that the impersonal conditions of modern urban living often lead to an impoverishment of social life for the individual and that as a reaction against this impoverishment there is a great drive for a satisfying togetherness, especially in our large cities.

The article examines participation of Christians in community organization and social movements. It informs that Christianity is an historical religion. From its inception it has been tremendously concerned not only with individuals but also with groups of individuals who are a part of the historical process. The two major obstacles in the process of community organization in the inner-city area are apathy and bitterness. There is a common experience of bitterness against most of the other residents and against society as a whole is difficult to overcome. It informs that where people are compelled by a faith, which does not depend upon the immediate success of the action, there is a motivation of the will, which is far deeper than merely self-interest. It is true of course, that not all of those who participated in this action were compelled by God. However, it is true that those on whom we could depend time and again were those who felt deeply that all men belong to one family under God and therefore felt that all men are neighbors or even our brothers.

The article focuses on community organization and participation of people in a democratic society. It informs that for almost two centuries, Americans have been living in the midst of the largest scale political experiment ever conducted. Its foundation is the premise that the individual man has definite rights and privileges and responsibilities. That freedoms offered by democracy, have been taken for granted by most Americans. Democracy depends upon an intelligent, ever-watchful citizenry, intelligent enough to recognize the political charlatan, intelligent enough to weigh and evaluate ideas in terms of their worth to themselves and their fellow citizens. Adult education in a democracy should point to broadening the horizons of its citizens in social, cultural, vocational, and physical areas in order to maintain and further develop: an intelligent electorate, a healthy and happy citizenry, vocationally competent workers, a broader cultural base for all, an understanding of our rights and responsibilities and those of our fellow men.

The article focuses on labor participation in community organization. It informs that labor unions are not philanthropic societies but mass organizations for mutual aid. Workers who join them do so, not out of a high-minded sense of moral responsibility, but because the union is seen as a means to the satisfaction of their own vital economic and psychological needs. This same point of view is reflected in the attitudes of working people and their leaders towards other institutions in community life. The most practical considerations of group self-interest motivate unions to claim a larger role in community life. To the intensely pragmatic trade union mind, this is the best way to begin. Most unions, no matter how pure and simple in their devotion to bread and butter objectives, have always been committed to broader community goals. It sprang from the war and from the acute health, housing, recreation and family adjustment problems, which emerged in cities swollen out of size with war industry and in-migration.

The article analyzes the role education could play in furtherance of democracy. It informs that formal procedure of education is necessary to learn the know-how of participation. These two ways of education should be interrelated and organized to go on at the same time. The frame of this educational process must be a social setting broader than the family circle, but narrow enough that every participant has a feeling of belonging to it. Littered streets, unprotected traffic intersection dangerous for children, juvenile delinquency, gang warfare, insufficient recreational facilities for youngsters and adults, no facilities for adult education, no library in the vicinity, bad physical conditions in the schools, poor transportation system, excessive prices for public utilities, discriminatory practices in hospitals, need for a program of public housing, need for a public health center, need to eradicate police-protected vices--these are but a few issues that lend themselves as a foci for community attention.

The article focuses on some of the positive effects of war on society. According to the author, the natural tendency in enumerating the benefits of war is to think in terms of new inventions, technological achievements, and improved techniques. Even the nonscientific mind can immediately envision the tremendous impact on peacetime living of atomic energy, faster and larger planes, and the miraculous sulfa drugs. That even philosophical concepts developed under the stress of war have their counterparts in peace are well illustrated in the field of rehabilitation. by rheumatic lever, diabetes, epilepsy, and other conditions. The alert citizen cannot fail to recognize the economic and social implications of the failure of the U.S. to rehabilitate a substantial portion of both the adult and child population to such a point that they can be self-sustaining, contributing members of their communities. The author remarks that there are approximately one hundred and fifty communities in the U.S. which have expressed interest in establishing rehabilitation centers. In some communities, such centers will be a part of, and will be located within, community general hospitals.

The article states that working together for the improvement of health-education programs in schools and communities is a practice that has long been advocated. The naive enthusiast unaware of the psychological and sociological complexities of continuing group planning may stimulate disintegration rather than co-operation. He may be successful in arousing interest and promoting the importance of working together but unless he has the diplomacy of the qualified social engineer his efforts may end there. There are many illustrations of what appeared to be co-operative planning and group action that have not stood the test of time. Emphasis on working together in schools to achieve the objectives of the educational program has increased in recent years. In the area of health education there has been the development of the health committee and more recently the health council. The health committee and health council are being given considerable attention at the national, state, and community levels and within schools or school systems. It is almost too early to determine the ultimate effectiveness of these councils.

The article presents information on the school as an integrating agency in community life in the U.S. The problem of those who would make the school the focus of community integration is clear. In light of the popular concept of the role of the school in society, the school could undertake the task only with a good deal of missionary effort. The community looks on the school as an instrument for the transmission to the younger generation of the former's already existent body of nonmaterial culture. It sees the school as handing on society's store of knowledge, as inculcating aims, purposes, and values as they are. At this point the school must call a halt. It is not within its province to set forth new standards, to criticize held values, to lead beyond what is to what might be, to resolve aims and purposes at new and perhaps higher levels. There are other obstacles. The limited influence of the school must be taken into consideration. In the first place, it deals largely with the juvenile population and not all the juvenile population at that. A progressively decreasing number of juveniles come under its care as the adolescent age groups are reached.

The article focuses on the community--result of war relocation--life of Tule Lake, California. It had government, a police force, a general hospital, schools, limited employment possibilities, provision for a limited recreational program, a welfare department, and the prejudices that are a part of current community life. It had, in addition, provision for planned social research, which made it possible to examine at close range the effects of social research in this community. Then because it is impossible not to make connections between the role of the social sciences in the War Relocation Authority program generally, and in community life today. At the time of Pearl Harbor there existed a minority such as exists in all parts of the country, a minority whose problems had long been the subject of study by sociologists and anthropologists. Yet responsibility for a decision requiring knowledge of the way persons of Japanese descent might behave after the United States had declared war on Japan was delegated to a military commander, and he did not consult the experts in the social sciences.

The article discusses the state's responsibility to local communities. Recreation as a function of state government is not new. The expanding use of state parks and forests for recreation, game-preserve regulations, hunting and fishing privileges, and camping facilities offer abundant evidence to substantiate state responsibility. It is argued that the state needs to manage authorities to cope with the growing field of community recreation in all of its aspects. In the urgent need to give recreation official status and prestige, there is increased evidence to favor the establishment of separate state agencies to do the job. A separate and independent agency can give full thought and attention to its responsibilities and duties. It is expected that recreation be recognized as an essential force in the life of the people of the state and be found in proper proportions and correlated with community organization. The state's responsibility to local communities is to assist in bringing more abundant and wholesome recreation to the masses of the people.