ed by J. MINOR GWYNN "The TVA ProgramThe Regional Approach to General Welfare." Julius Yourman, Editor. The Journal of Educational Sociology, 15:129-192. November, 1941. This issue of the Journal is devoted to the newer approach to the solution of educational problems. As an experiment it is unique in that it has rich facilities for the accomplishment of its aims, yet it has not attempted to superimpose upon the people concerned a culture and educational pattern entirely foreign to their traditions and background. The scope of the project may be realized from a glance at the aspects treated in this issue: "The Tennessee River Valley, Its People, and Institutions," by William E. Cole and S. E. T. Lund. "The Approach of the TVA to the Solution of Regional Problems," by Gordon R. Clapp and Howard K. Menhinick. This content downloaded from 157.55.39.176 on Sat, 09 Apr 2016 06:38:57 UTC All use subject to http://about.jstor.org/terms The High School Journal 43 "Community Education Improvement Under the Impact of the Construction Program," by Eugene L. Bishop, Raymond F. Leonard, and Malcolm G. Little. "Education for Sustained Regional Productivity," by Willis M. Baker and William M. Landess. "Education in the Adaptation of the Valley People to New Factors in the Environment," by George D. Munger, Carroll A. Towne, and Philip W. Voltz. "The Adaptation of Regional Research to Educational Uses," by Ellis F. Hartford and Maurice F. Seay. The TV A program might be termed a working demonstration of the educational approach to problems of regional and national welfare. As such, it is of interest to all school administrators and teachers. "It Takes Time to Learn." John Franklin Donnelly. The Journal of the National Education Association, 30:253-34. November, 1941. How long does it take for a young child to learn to make up his own bed well and as a matter of habit? For a beginner in piano to lay the groundwork for playing voluntarily for pleasure? For an adult to learn to turn a light on at a new location of a switch? How long does it take to change or help children to change habits which have been in operation for one, two, three or more years? Can the teacher alone cause undesirable habits to be broken down and new desirable ones to be set up? Is the teacher prone to consider that the development of good habits can take place in a shorter time than is really possible? The assistant principal of a junior high school considers aspects of these problems from a working and observational point of view. "Multiple Texts Multiply Textbook Problems." Harry A. Becker. The Social Studies, XXII: 294-6. November, 1941. The influence of the textbook on teaching has always been large; whether it has been more of a help than a hindrance to good teaching is still debated in educational circles. The author of this article presents and discusses the plan of using several texts in a class instead of one. His approach considers critically multiple text employment as (1) a modern plan of providing instructional material; (2) breaking down slavish dependence upon a single text; (3) opening to the student more avenues of information and different points of view; (4) increasing pupil interest; (5) offering better comparison of information and points of view in developing critical thinking; (6) furnishing a better learning situation for students. "Why Go to College Now?" Levering Tyson. School and Society, 54:453-7November 22, 1941. Under present conditions of world-wide unrest and uncertainty, the question of whether one should go to college now is indeed pertinent. To many of those registered in college in the fall of 1941 has often come the feeling of "What is the use of these courses I am taking, world conditions being what they are?" Though this has been true primarily of those youth who are of draft age or approaching it, it has created a serious problem for collegiate administrative officials and for high-school teachers, to a lesser extent. In this brief article, the address of the president of Muhlenberg College to his students, one may find a sane discussion of the opportunities, the responsibilities, and the challenge which the existing crisis offers to youth graduating from secondary school and to young people in college. This content downloaded from 157.55.39.176 on Sat, 09 Apr 2016 06:38:57 UTC All use subject to http://about.jstor.org/terms 44 The High School Journal "Regional Vocational Business Schools." Anson B. Barber. Education, 62:13341. November, 1941. For some time a serious questioning has been made of the attempt to give real vocational business training in small high schools. The types of training now needed to prepare youth for useful lives in business require broad facilities. As a matter of fact, the Regents Inquiry recommended for the State of New York much less highly specialized vocational training in the secondary school. The author presents the assumptions, principles, and criteria for the establishment of such regional training centers. "Economic Enterprises for High School Students." S. R. Logan. Curriculum Journal, 12:301-4. November, 1941. In this account of the economic enterprises of the Skokie Junior High School, one may get ideas for types of services which children need and may obtain for themselves. Each "corporation" is set up under the school representatives government. The types of corporate organization are the profit corporation, the cooperative corporation, and the public-ownership organization. Described in detail are the Livestock Company, Student Insurance through the Cooperative Corporation, the Biology Bureau of Bees, and the Credit Union. The relation of the Student Council to these activities is also presented. "The School Follows Through. A Post-School Adjustment of Youth." Byron C. Hayes, Edward Landy, and John R. Beery. The Bulletin of the National Association of Secondary -School Principals, Vol. 25, No. 101, pp. 1-84. November, 1941. This is the second and final report of the Occupational Adjustment Study, sponsored by the Implementation Commission of the National Association of Secondary School Principals. The first Report was published in November, 1940 (Bulletin No. 93), Occupational Adjustment and the School. In this bulletin three aspects are emphasized: (1) a special study of the follow-up plan in operation in forty selected high schools; (2) the experiences of these schools as throwing light on the techniques involved in the Occupational Follow-up and Adjustment Service Plan; and (3) a technical study of the post-school inventory. The Appendix contains valuable data in the form of the instruments used and revised during the study. "Tennessee Probes Placement of Farm Youth." E. B. Knight. Occupations, 20:116-21. November, 1941. What factors cause vocational students to enter either related or non-related fields instead? What local or sectional opportunities exist for pupils trained specifically for certain occupations? One of the first state-wide studies to acquire definite placement data for Tennessee rural youth in farming and related fields is described by Knight. The survey, made in 1940, included some 70 per cent of the 246 Tennessee communities served by white and negro teachers of vocational agriculture. 13,054 farm operators and 1,568 individuals owning or managing local businesses closely related to agriculture were interviewed. The fifteen major types of farming areas of the state were sampled. The trends, the related businesses, the rural county group, and the industrial county group are presented with their opportunities. Of major interest are the new departure and it simplications for secondary-education vocational work. This content downloaded from 157.55.39.176 on Sat, 09 Apr 2016 06:38:57 UTC All use subject to http://about.jstor.org/terms