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This article discusses the relation among housing and pupil growth. There is probably no more important problem of personality development than the need to understand the effect of the environment of the social, emotional, mental, and physical growth and development of the child. It is claimed that the child's behavior in his home and neighbor- hood is often reflected in his adjustment in the classroom. It would follow, then, that children who live in slums would tend to reflect the deleterious influence of such a milieu in their social, mental, emotional, and physical growth and development. This study attempted to determine the differential in the mental, social, emotional, and physical growth and development of an experimental group of elementary school children who had lived in low-rent public housing for three and one-half years, as contrasted to a control group of their peers who resided in slum housing in the neighborhood for the same length of time. An interview was held with each of 20 extreme deviates to obtain their opinions as to the significance of the housing in which they lived in their personality development.

This article focuses on the objective of education in terms of growth and development. As the objective of education has come to be interpreted more in terms of growth and development and less in terms. of "learning," the total climate or atmosphere in which growth and development take place becomes increasingly significant. The consideration of climate or atmosphere has been hinted at in many different ways in the past. The assessment of climate is, of course, a research problem yet to be solved. It is nebulous but none the less dynamic. A scale has been developed which has been rather useful in assessing classroom climate. Classrooms obviously are only a minute part of the total situation in which an individual operates day by day. By the same token, it is this illusory factor which has beclouded the major portion of experimental research done within the past decade. It is next to impossible to do an experimental research and hold constant the very thing that the Hawthorne experiment discovered, namely, that as you involve the experimental group in an undertaking, you immediately change the whole climate of the experiment because the morale of the group is changed by their very incorporation into a new project where they feel that they are part of something significant and where the "being in on something" cannot be discounted as a part of the climate.

This article focuses on student growth and development. In the past, most teacher training programs placed practice teaching experience in the senior year of college. This was probably the student's only time to work with people in a real-life setting. In recent years, however, a significant trend has developed in the field teaching program. The new development is called "functional education". This program provides for students an opportunity to have a face-to-face experience in the community to help round out their professional development. The Center for Human Relations Studies in its graduate program of professional training uses the "functional education" approach. It integrates the learning "to be" and "to do", generally associated with field training, with conceptualized learning of "to know" which is considered primarily as an integral part of classroom instruction. The integrative approach of the theory-field teaching program as employed by the Center for Human Relations Studies gave the members of the study team a valuable frame of reference for their subsequent courses and work experiences.

THE coordinator of music for the San Diego (California) County Schools presents the psychological principles of a “Growing Up With Music” program. from pre-school to adulthood. [ABSTRACT FROM PUBLISHER]

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This article informs that camping should be sufficiently well established by now that it can take a mature look at itself. Undoubtedly it had its beginnings in the desire of leadership to preserve the pioneer values of the United States. In some instances there was a feeling that such camping for boys was a part of preparation for army life. In modern urban living the reasons for camping have changed in many regards. Much has been made of camping as a way of getting children out of crowded cities during the school vacation period, and affording them some opportunity to spend the time in an environment less fraught with the normal hazards of crowded urban living, such as gang fights, depredations against property, and risks of accidents on busy streets. Some have seen camping as a way of providing a first class baby sitting service for children to get them "out of the hair" of the mother and father while they are on school vacation. In some other instances the camp is thought of as a therapy situation where all the traumas which family living have built into children are in some manner treated.

This article presents information on the growth and development of the fur workers union in the U.S. The International Fur Workers Union of New York was organized in 1904 by Jewish fur workers. In 1911, a new fur union was founded in New York City due to the necessity for the improvement of employment conditions of workers. In 1928, the Needle Trades Workers Industrial Union was organized by communist furriers' union in collaboration with the Communist in the International Ladies' Garment Workers Union. The union of leather workers with fur workers became the International Fur and Leather Workers Union of the U.S. and Canada in May 1939.

The article presents a commentary on the paper "Collective Negotiations and Teachers: A Behavioral Analysis," by Don Hellriegel, Wendell French and Richard B. Peterson. It argues that the model presented by the authors on the key variables considered to provide the behavioral framework of teachers in relation to collective negotiations is deficient in a number of respects. It suggests that the social and economic background of teachers should have been included in the model. It observes that the authors set forth a model which partially explains teacher's perception toward collective negotiations.

This article presents a review on the research of integrating faculty and student life cycles. The traditional roles of the university in which faculty partakes are teaching, research and public service according to the author. A number of analysts have made a start in examining the ways in which there can be more opportunities for faculty to find greater satisfactions in teaching and the literature abounds with material covering ways in which student growth and development can be enhanced. The author explores the problem of accommodating student and faculty needs within the traditional organizational structure of higher education.

This article presents a discussion and evaluation of a research in international development through education exchange in the U.S. As an increasing number of foreign students reached American campuses, foreign student advisers has to be appointed. Their most immediate concern was the culture shock and adjustment problems experienced by most students, in addition to the inevitable legal and financial difficulties. The cross-cultural problems proved complex and are still not sufficiently recognized as variations on the theme of human growth and development. Not until some behavioral scientists became interested in cross-national behavior from culture and personality points of view was there any scientific consideration of the effect of foreign students.

This article presents a study on the links of education to economic growth and development. The connection is extended from the education-employment link to economic development and change. In search of human resource development policies that could accelerate the rate of economic growth, researchers also looked at the experience of many countries both cross-sectional and over time. A sense of urgency was apparent in much of the development literature; a heavy emphasis was laced on achieving rapid rates of economic growth. Much of the research in human resource development was aimed toward policy formulation directly and, in fact, often conducted through or sponsored by governmental agencies explicitly for purposes of policy formulation in developing countries.

This article presents a study concerning the organization of schools. There have been few studies in recent years to measure the effectiveness of various types of secondary-school organization in meeting the needs of youth. The emphasis has been placed upon a reorientation of existing types of schools, rather that upon reorganization into different groupings of grade levels for administrative purposes. On the other hand, the reorientation of existing types of schools has been stimulated by a strong awareness of the needs of youth. This awareness has provoked curriculum-development programs of a kind that could be carried on in almost any kind of secondary school. In spite of the emergence of the community-school concept and the availability of extensive findings regarding the growth and development of youth.

This article focuses on the aspects of instructional method. The current literature on method shows an increasing tendency to consider teaching method to facilitate learning of certain content by certain children under certain circumstances. It is noted that the modern methods tend to apply in teaching certain principles or generalizations about child growth and development. This article also discusses the use of socialized recitation in teaching a principle of socialization operating within the social process. References to research reports predicted the exploration of educational ideas and concepts to the development of techniques in teaching.

This article presents a study on physical growth and physiological aspects of development in the U.S. Prenatal development has been studied by many researcher succeeded in fertilizing the human ova in vitro, the development process has been followed from the moment of conception. Geographic and racial influences upon growth and development were also studied by several researchers. A study also found out that infants who were relatively long for their weight began to walk at an earlier age than others.

This article discusses on the mental development of a child from birth to maturity. The normative approach to the study of child growth and development is still used extensively,but there also seems to be a growing realization that the factors that cause or influence particular outcomes must be studied and assessed. New technics and methods of research are being developed and the relatively intangible aspects of growth explored. The need for new evaluative procedures, including the statistical, is becoming increasingly apparent as the problem of patterns of development is commanding greater and greater attention. At Antioch College the Samuel S. Fels Research Institute is following 130 children from conception through adolescence. The work of the Yale Clinic of Child Development is published in a series of notable articles and books. A recent publication summarizes the outcomes of the Third Harvard Growth Study. The Fourth Harvard Growth Study was begun by Stuart and his associates in 1930 and deals with children from birth on. The Berkeley Growth Study, which also deals with children from birth on, is summarized by Jones and Bayley; they include a helpful bibliography of thirty-seven titles. The possible effects of using subjects of different backgrounds of education and experience are not generally recognized and conclusions from studies must be tentative.

A a result of the World War II, the bitter thesis that war is a stimulant to progress will perhaps be as well illustrated in the field of social economic statistics as in the field of technology and the physical sciences. The hard and real requirements of the war threw into relief for all to see the shortcomings, deficiencies, and gaps in the social and economic facts available for mobilizing the human and material resources of the nation for total war. Illustrative of the increased importance of social and economic statistics as a tool in war and, also, of the increased resources available to social science as a result of the war is the growth and development of the statistical program of the U.S. Bureau of Census. The creation of the war agencies as well as the increased needs of the permanent agencies of government and of business and industry gave rise to a large series of requests for current population information. Sociologists will do well to become informed of wartime developments throughout the Federal statistical service and to keep in touch with these developments during the transition from war to peace and into the postwar period.

Decision is a neglected factor in the study of war. Its significance has been ignored by the student of war due, mainly, to two reasons. First, because of a prevailing tendency of viewing social events as we view physical phenomena. The result has been that researchers in the social sciences still look for simple formulas of functional dependence between overt responses and external, impersonal or trans-subjective occurrences. In the case of war, sociologists are searching diligently for correlations of war with population pressure, the business cycle, mass psychosis and pay little heed to personal or subjective factors like meaning, interest, intention, decision. Secondly, the neglect of decision is due to the prevalent assumption that the cause-effect schema of the physical sciences is applicable to social phenomena. Social phenomena never are immutable effects of some cause but are the outcome of a process of development in which innumerable and often unique factors play a role. War, too, is a phenomenon of growth and development and not the inevitable and invariant effect of some cause or causes.

Transportation is a basic element of the American economic complex. It has been a principal factor in the expansion, growth, and development of the United States. It has played an important role in the ascendance of the United States to a position of world leadership. But it would be folly to assume that transportation will automatically continue to contribute its optimum benefits domestically or internationally. Today, the transportation system in the United States is becoming a limiting factor in our deep need to grow economically at a greater rate. Yet, the transportation process intrinsically has the potential of helping to lead economic, social, and political development in this interdependent world. The goal of government is to aid in producing the conditions under which the growth and progress can occur. This must be accomplished within the framework of a broader and higher goal—the perpetuation of our basic freedoms and their maximum extension to other areas of the world. This requires that the government foster advanced efficiencies and technological developments with the minimum of regulation consistent with public protection. It requires continued reliance on private investment, profit, and the forces of competition. Public promotion and investment and our increasingly complex distribution system must be geared to the production of the most efficient transportation process and not to the narrow requirements of any segment. [ABSTRACT FROM PUBLISHER]

Recent developments in science and technology make obsolete not only previous weapons but also previous foreign policies and, even, ideologies. The arms race and the clash of ideologies between the Western world and the Soviet bloc are ominous facts. The world, however, need not be a prison in which mankind must await eventual execution. Four hopeful factors provide a possible basis for peaceful solution: the nuclear standoff and the development of workable deter rence; the gradual evolution of the Soviet Union toward more acceptable standards; the growth and development of the At lantic community and the United Nations; and the common interest of the Soviet. Union and the Western in avoiding gen eral war and in proceeding with economic improvement. The United States Arms Control and Disarmament Agency is the first of its kind in the world. It reflects the United States po sition that arms control and disarmament can serve as a means for communication, increasing understanding and reducing tensions, can reduce the chances of war by accident, miscalcu lation, and surprise attack, can be a practical means for stop ping the arms race and reducing armaments, and can be the pathway to a free, peaceful, and disarmed world. The criteria for acceptability of a disarmament plan to the United States are military or security soundness, for all countries, and the possibilities in it for serious negotiation.—Ed. [ABSTRACT FROM PUBLISHER]

This research report discusses/actors related to the continued growth and development of an already established professional group, namely, anesthesiologists. The factors that discriminate between two identifiable factions (segments) of practicing anesthesiologists are described within the conceptual framework of a social movement as a way of explaining the processes of further development of a profession. Some implications for future developments in anesthesia practice are presented. [ABSTRACT FROM AUTHOR]

This article focuses on the researches addressing the measurement of psychoeducational growth of children. It presents matter relevant to the use of tests, psychological or achievement, to accomplish those purposes which our present knowledge of human development renders desirable and feasible. Several principles of growth and development are presented and their implications for testing indicated. Procedures for interpreting a child's achievement are significant factors in rapport. The major testing programs are representative of all achievement batteries in their emphasis on use of profiles for drawing the child's attention to his own comparative strengths and weaknesses, and away from comparison with the achievement of his associates.

Presents the foreword for the December 1950 issue of the "Review of Educational Research."

This article presents information about various books. Some of the books are, "Macro-Quantitative Analysis," "Macrosociological Theory of Societal Systems," "The Dimensions of Nations," and others. In the following essay, five books will be examined within the broader context of the state of quantitative international studies as a whole. This essay will return to consider the works under review several times, taking different "cuts" at their content and presentation. There will be three broad sections in which we will employ these books for illustrative purposes. First, it will briefly examine the nature of quantitative study and the diverse substantive areas to which this methodology may be applied. The second major cut will focus on the theme of "stock-taking." The material under review will serve to exemplify a concept used to examine the growth and development of a discipline. Finally, it will deal with the assessment of quantitative international relations, using the review items to illustrate important questions of methodology and theory, both strengths and weaknesses.

Recognizing that effective nursing performance involves more than proficiency in technical skills, this study was undertaken to identify personal qualities necessary for adequate performance and to develop a technique for measuring these in an individual. The latter would then become a tool for an evaluation program aimed toward the improvement of patient care through the growth and development of the nurse. [ABSTRACT FROM AUTHOR]

This article presents a study on the characteristics of physical growth and health during the adolescent years. A high significance of recognition of inter-individual variance was considered in rate of growth, body size, physique and functional efficiency during the period between childhood and adult maturity. A number of problem pertinent to the steroid phase of growth was discussed and questioned the concept of the normal boy. As with the assessment of growth, the matter of appraising and evaluating physiological efficiency and capacity in adolescents in clouded somewhat by conflicting reports and occasionally by undocumented opinion. The health of the adolescent is generally superior to that of persons in younger or older age groups. It is anticipated that school personnel will give increasing attention to the fulfillment of the marked potential of the schools for guiding pupils toward optimal levels of healthful living.

This article presents a study on physical growth. Growth involves changes in size, shape or function occurring in time. Rates, patterns, directions and causes of growth may all be affected the external and internal factors. These phenomena may be investigated at the documentary level of description or at the higher level of numerical formulation, analysis and experimentation. Problems in growth vary with the developmental stage and the growth potential may even become a liability as it does when normal growth in some tissue suddenly changes to uncontrolled, invasive neoplastic growth. Increasing importance has been attached to the question of tempo of growth after the fourth decade of life. It is known that between species the rate of maturation and length of life are closely related.

This article discusses the three major courses of physical growth from birth to maturity. In exploring developmental aspects of growth there has been a continued emphasis upon longitudinal investigations of the same children through time. There has been another emphasis upon the investigation of patterns of morphological variations among individuals, and of the relationships between physique, temperament, disease and physical capacity. And the last emphasis is upon the integration of research findings from various sources. These contributions has been associated and evaluated an extensive and scattered literature which the nonsocial finds it difficult to correlate, owing to innumerable variations of studies in sampling procedures and statistical treatments.

This article discusses the contribution of genetic method to discover and study the origin, trend, rate, direction, and pattern of development in a phenomena study. As a problem-solving mode of activity it makes use of many other methods, such as the normative-survey, the experiment, and the observational. Some studies dealing with the effect of various gross environmental factors seems to indicate that enriched environment may produced marked change in the intelligence test score of the youngster. There is a commonly accepted belief that if a trait is hereditary nothing can be done about it.

The growth and development of the metropolitan community represents an expanding social and economic organization which engulfs and spreads over many political subdivisions including independent school districts. Even though the whole social structure of the community has changed, these old administrative structures persist in their earlier forms. This study attempts to identify some of the factors which are associated with resistance to the reorganization of school districts in metropolitan areas. While central city residents favor change, widespread opposition is found in the suburban areas, and in the latter the amount of opposition varies directly by size of metropolitan area. There are a number of factors that are closely associated with how residents view the issue, but they frequently have just the opposite effect in the two residential zones. Substantial differences are found by place of residence and size of metropolitan community. [ABSTRACT FROM AUTHOR]

The article examines a pattern of conflict between father and son among the Mossi living in the Voltaic Republic just north of Ghana as a function of their socio-cultural system. According to the author, understanding intergenerational relations requires considering particular socio-cultural systems since these are also social relations conditioned by the social structure and the cultural system within which they take place. The Mossi are described as strongly patrilineal. Mossi fathers tend to resent their boys' growth and development because they are very sensitive about being eventually replaced by their sons.

The article deals with ethnic organizations in Canadian society. Ethnic organizations must become an integral part of the evolving cultural pattern of Canada. That is, there must be lines of communication established between all segments of Canadian society, public and private, so that an educational process may take place which enables the ethnic organization to obtain the same status and recognition as any other voluntary organization. Ethnic organizations can be of great assistance in the integration process. This is a two-way process of change and adjustment on the part of both old and new Canadians so that together they may achieve common goals and objectives. The relationship must be on a complementary rather than a subordinate basis. The aim is to unite the people of Canada by accepting individual and group differences rather than endeavoring to make all people culturally alike or striving for a leveling process in customs, traditions and social values. It enables all groups to make their particular and distinctive contributions to the total growth and development of Canada.

This article focuses on child development and school education. In the beginning it discusses some considerations relating to child growth and development. Thereupon, it focuses on some considerations relating to learning. The first principle of learning discussed is--motive is the basis of learning. Teachers who attempt to use this principle need not abandon wise guidance for a relatively fruitless following of ephemeral interests that their children have at the moment. The second principle descriptive of learning is--it is the whole organism, the whole individual that acts, reacts, and learns. Furthermore, the third principle introduced in this discussion is that all situations for the learner are patterned. A corollary of this general principle is that all behavior is patterned. This is simply a recognition of the fact that all human beings with intelligence and memory have the power to see the situation to which they must adjust in terms of their own goal- directionality and in terms of their own past experience. Following that, the fourth principle discussed is--learning is a matter of genesis or development. The author claims that learning is essentially reorganization of experience and earlier patterns of behavior in terms of adjustment to new conditions which confront the individual.

The article presents information on the sociological determination of policies. Among men of action the educators of the country occupy an important position. Judged by any standard John Withers stands preeminently among the educators of the present day. His wholesome personality, inflexible honesty, his grasp of both the theoretical and practical aspects of life and living, and his tolerance of those whose points of view are in conflict with his entitle him to that rare honor of being classified as an educational statesman. Dean Withers's quest for education was not without trial and sacrifice. His ability as a teacher and administrator in successive positions of importance and influence bear testimony to his appreciation of the dignity and importance of labor in the field of education. The final consummation of his service to date has been the leadership furnished to the School of Pedagogy of New York University, beginning in 1921. Education is synonymous with change, growth, and development. These adaptations must be predicated upon open-mindedness, alertness, and a determination to be influenced by every contact with others.

The article shows that with the growth and development of the rural consolidated school program in Louisiana a new type of absenteeism has developed. It is absentee school operation and control. Schools which are unrelated to the homes from which they draw their raw product--the pupils to be educated--have arisen as a substitute for the former institutions. Louisiana is one of the pioneers in the practice of consolidating rural schools. With the development of the consolidated rural schools there has been a removal of these institutions from the influence of the homes and the neighborhoods in which the children, who attend, are reared. While this has been true in a physical sense, it has been even more true in the sense that the institution plays little or no part in the life of the neighborhood or community it is serving other than that of instructing the students who attend the school. The rural consolidated school is an absentee institution in a physical sense because it is situated at some distance from the neighborhood of the children whom it serves.

The article focuses on the introductory course in sociology in the protestant and nonsectarian colleges of the West, middle West and South American colleges. The author remarks that sociology is looked upon as furnishing a rationale of personality growth and development. It serves to inform the student in ways and techniques of more rational adjustments, and appreciation of current methods of adjustment on his campus. It furnishes, in short, a technique of practical socialization and wholesome personal growth. And beyond that, it serves to orient the student in his community and to an appreciation of what the community contributes to his development. It further furnishes an appreciation of the larger social problems, and stimulates desire to participate effectively and intelligently in their solution. Further still, it furnishes a sort of prophylaxis against further maladjustments in short, rational citizenship and group membership. One writer would frankly approach from, and include sociology in, the field of ethics.

The article examines the human relations in a changing society. The methods, devices or arrangements, human relations employ in attaining these goals are essentially those of.an educative process. Human Relations therefore is concerned with the total-life-adjustment pattern of groups and their members. Human Relations has as its primary objective, retention of the basic value system commensurate with the needs of a complex society. It can be argued of course, that Human Relations as a professional discipline is making little contribution or progress in reducing inter-group conflicts and tensions, but such criticism may be borne of impatience. The effectiveness of meaningful human relations depends upon the rigidity of the value system of the group involved and the degree of internalization of basic democratic values. The dynamic aspects of the culture demonstrates that striving for achievement, although accompanied by temporary discomfort, frustration and even pain-is essential to full growth and development of social groups. Probably the most crucial issues raised by current interracial problems is how to make more concrete experiences in human relationships. Human relations then may be viewed as an open system in social relationships, that cuts across such lines as ethnic, religious or status groups.

This article focuses on the role of a community in social studies. There are two philosophies of education vying for the attention of school people today. The first is a philosophy which says here is a body of skills and knowledge which children should know. It is the function of the school to inculcate them in children in such a fashion that they will be transmuted from whatever they are into citizens who will embody in their characters the ideals, myths, and loyalties of the dominant society. If there are those whose backgrounds are deviant from this body of common culture they shall have their deviancy removed by teaching. All children shall be evaluated in their growth and development by the extent to which they have learned this body of material. This school of thought has great concern about what is taught in social studies, for the right ideas about history, about economics, and indeed about the heritage in general, is crucial. The assumption underlying its emphasis is that if the right words are put together and taught in units constructed by the right proportions of material on the one hand and psychological finesse on the other that growth in citizenship occurs.

This article focuses on the moral aspects of segregation decisions. No group is wise enough, good enough, strong enough, to assume an omnipotent and omniscient role; no group is good enough, wise enough, to restrict the mind, circumscribe the soul, and to limit the physical movements of another group. If there were a law which said that all groups, had to be Catholics, the Jews and Protestants could do something about it by joining the Catholic Church. But to segregate a man because his skin is brown or black, red or yellow, is to segregate a man for circumstances over which he had no control. Segregation is immoral because it has inflicted a wound upon the soul of the segregated and so restricted his mind that millions of African Americans now alive will never be cured of the disease of inferiority. Many of them have come to feel and believe that they are inferior or that the cards are so stacked against them that it is useless for them to strive for the highest and the best. Any country that restricts the full development of any segment of society retards its own growth and development.

The article focuses on the contribution of school athletics to the growing boy. The need of children for play has long been recognized by school authorities although methods for meeting the need have changed considerably. The play need of children gives birth to the sports and athletic urge which becomes so strong about the eleventh or twelfth year. This sports interest has resulted in school recognition and acceptance of responsibility as evidenced by the athletic programs of various types in practically all junior and senior high schools. The entire concept of play and athletics being of tremendous importance to the growth and development of a normal boy implies certain school responsibility. It is not enough for a school to provide suitable playground and gymnasium facilities with the opportunity for students to participate during their leisure time. The acceptance by the school of the principle that children and youth need to play points up a chain of responsibility. The athletic and sports urge grows out of the play need. The old theory that children know how to play without instruction and direction because of their inherent interest is an absolutely false dictum. The play situation is a natural one in which the child is released from compulsion and restraint. In such a situation, the emotions may range from vicious examples of misbehavior to the highest manifestations of sportsmanship.

This article discusses the classroom environment. The climate in a classroom may be understood to be the rapport that exists between the pupils and the teacher. If the former feel at ease with the latter, the possibilities for growth and development are greater. In contrast is the authoritarian atmosphere in which the pupils remain passive and non-participant in the teaching process. Another factor essential to climate is the relationship that exists between the teacher and the pupils. This presumes on the part of the former a genuine affection for children and a willingness to permit to them active participation in the planning and effecting of their education, along with much opportunity for self discipline and government. The class discussion of qualities of social acceptability encouraged the feeling of security. Many of the children realized that the elements that made for popularity were within their reach, in terms of understanding and implementation. In translating these concepts into action, they unconsciously adopted some of them into their own behavior. This was especially evident in the conduct of the session chairmen, who tried to avoid giving the floor to friends only.

This article presents information related to the impact of the sociological viewpoint. There has been a change of emphasis from "teach-learn" to a concept of "growth and development." From the beginning of the sociological impact on education, educators who were sociologically oriented have kept hammering away at the need to take into account the total social milieu in which and through which personality is developed. The second great impact has perhaps been the discovery and interpretation of the meaning and function of culture. Prior to the advent of the sociological insights, there was no way to explain causality of behavior other than by those deterministic forces within the nature of the human organism itself. The third great impact of sociology in the interim has been an understanding of the impact of social change. What is perhaps more important is that it set into motion the thinking which challenged the values on which the society was established and changed the concept of culture from one in which the controls are static and regulated by deterministic principles to one in which the culture was conceived as dynamic and the direction of change which it takes being determined to an appreciable extent by man's own efforts.

The article focuses on the changing face of education in the United States as the aftermath of major economic depression and war. Reference has been made to the problems facing education. There are few guides of the past to steer us in our new course. The historical past is constantly changing as new social vistas are gained from which to view historical data. The emphasis has changed from content to process with skills and knowledge becoming secondary to the processes of growth and development of capacities to meet and deal with problems of social change. Shift from dogmas to techniques and static to dynamic patterns has been witnessed. Intelligent citizen participation of the future will not be by those who come with minds sealed off by the contemporary dogmas. Educators should work toward changing the understanding of the historical past. This does not mean that a study of the past is not important. Every individual today needs the best understanding of the past possible. Emphasis upon process changes the goal then from a body of content to the use of content as a means of intelligent participation.

The article discusses guidance and mental hygiene services in the New York City schools. The elementary school conceives its major functions to be child development. This includes the growth and development of the child as' a person; as a citizen; as a contributor. to social welfare; as a healthy individual capable of appreciating the cultural heritage of his country and of other nations. The vocational high schools have extensive guidance programs; they have placement services, both at school and in conjunction with the New York State Employment Service; and a very complete health service conducted jointly by the Board of Education and the Board of Health. New York City schools have been identified with guidance activities from the beginning of the guidance movement. In addition to the guidance that should be provided by every teacher, administrator, nurse, and everyone who comes in contact with children, New York City schools have two systems of guidance. One is clinical, and the other is developmental.

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.