xt7wdb7vqs23 https://exploreuk.uky.edu/dips/xt7wdb7vqs23/data/mets.xml Kentucky Negro Education Association Kentucky Kentucky Negro Education Association 1950 The most complete set of originals are at Kentucky State University Library. Call Number 370.62 K4198k journals  English Kentucky Negro Educational Association: Louisville, Kentucky  Contact the Special Collections Research Center for information regarding rights and use of this collection. Kentucky Negro Educational Association Journal African Americans -- Education -- Kentucky -- Periodicals The Kentucky Negro Educational Association (K.N.E.A.) Journal v.21 n.1, February, 1950 text The Kentucky Negro Educational Association (K.N.E.A.) Journal v.21 n.1, February, 1950 1950 1950 2020 true xt7wdb7vqs23 section xt7wdb7vqs23 KWKKA

' Journal
$77.0 {final ”£55“:sz o

vox. XXI—~NO. 1 FEBRUARY 195a


“An Equal Educational Opponumly for Every Kentucky Child”




Established 1886


Agriculture I Biology 0 Business Administration
Chemistry C Commercial Teacher Education I Education
English 0 French and Spanish Literature

History and Government a Home Economics

Industrial A115 0 Mathematics 0 Music

Physical and Health Education

Pro-Professional Courses

Sociology and Economics

Correspondence Courses


Modern, Well-equipped Housing 0 Athletics 0 Dabafing
Student Infirmary u Student Government I Drumatics
Aesthetic and Social Dancing 0 Fraternities

Sororities - Clubs - vMovies - Theatre




For Information Write the Dean



K. N. ii. A. Journal

Omeial Publication of the Kentucky Negro Education Association



Published by the Kentucky Negro Education Association
Editorial Ollice at 2230 West Chestnut Street
Louisville ll, Kentucky

w. H. Perry, 1L, Executive Secretary, Louisville, Managing Editor
Whitney M. Young, Lincoln Ridge. President of K. N. E. A.
Membelship in the K. N. E. A. includes suhsnriptiontothe JotmNnL.
Rates at advertising mailed on request.

Table of Contents

Editorial Comment
Announcements ....... .
The President’s Letter, Whitney M. Young .................... 5

A Challenge to Kentucky Negro Librarianship,
Mary M. Spradling .................. 6
Human Relations in the Home and School, Ruby C. Northcutt. . l 7



Teachers‘ Retirement System, H. O. Kimbler .................. 13
Expansion of West Kentucky Vocational Training
School Urged, C. L. Timberlake ........................... 14

Administrative Measures to Meet Pupils‘ Needs,
William M. Cooper ..........

Over the Editor's Desk ..........



 K. N. E. A. OFFHERS FOR 1949—1950

\Vhitney M. Young, President ,,,,,,,,,
W. B. Chenault, First Vice-President
B. G. Patterson, Second Vice—President.
Alice D. Samuels, Historian. . . .
W. H. Perry, Jr.. Secretary—Treasurer



Whitney M. Young, President.
Robert L. Dowery.
C. B. Nucknlls..
Victor K. Perry.
E. W. Whiteside.





Edward T. Buiord, High School-College Department... .Bowling Green
Mny'lne R. Morris, Elementary Edumtion Department ,,1.auisvills
Emma B. Bennett, Rural School Depsrtmen Louisville
n. L. Carpenter, Music Department. . Louisville
B. w. Bruwne. Vocational Edueation par men .Paduoali
John v. Robinson, Plincipals’ Conference ,,,,, .Eldzabetllwwn
Arline B. Allen, Primary Teachers' Depanmen Louisville
Hattie Figg Jackson, Art Teaehers' Conierenoe.. Louisville
H. s. Smith. Social Scienoe Teachera‘ centerence Franhiort
Genrude Sledd, Scienee Tcachers’ Centerense. .. .Deuville
Christine B. Redd. English Teachers’ Coniesenee. Louisville
Mary M. Spmdling. Lilrmrians’ Conieseriee. Louisville
w. L. Keen, Physical Education Department Louisville







W. H. Craig, Guidance Workers' Contemoe . ovington
A. Jr Richards, Foreign Language Teachers Conference. .annkl'orl

William T. Davidson, Adult Education Conferauue. . .



First District Association
Second District Association
Third District Association
Foluth District Amocistieu
. .Fiith District Association
,Blue Grass District Association
Northern District Association
. .Ecstem District Association
.Upper Cumberland Distriet Association


Bettie c. Cox, Paducah .....
Jacob Broneugh. Hopkinsville.
L. J. Twyman, Glasgow.

N. s. Thom, Horse Cave
w. L. Spearman, Sn, Iouisville.
W. B. Chenault. Stanford.

H. rt. Merry. Covirlgbon
Karl Walker, Hamid. . .
H. s. Osborne. Middiesboro.



 Editorial Comment . . . .


The theme of this year’s convention, “Exploring New Frontiers in Vocational
Training and Vocational Opportunities," is in harmony with the K. N. E. A
slogan, "An E al Educational opportunity for Every Kentucky Child." The
slogan has he variousjntergeiations during the seventy-four years of the
history or the organization. or a long time it merely represented an ideal.
The early Minutes. written a few years after the close of the Civil War, show
the meetings were teachers' institutes, concerned principally with im‘provin%
pedagogy. and with a strong overtone of qualifying pupils ior self an racia
advancement in spite of severe obstacles.

The past score oi years has seen the organization struggling militantly for
equal salaries and tor equality in terms or physical plants and academic ollerin s.
The Day Law. requiring that education of the races he carried on separate y,
has been under constant attack, because he Erato education is almost never equal
filtration. Rapidly now, even more rapidgy than many dared hope. an attitude
ii inter~racial good will is developing. and permissive legislation, enabling schools
on the graduate and proreasional levels to accept Negro students, is being passed.

The growing emphasis on brotherhood, international pressures to the same

end. successful suits for the constitutional rights of the Negro, are factors work-
ing for an integrated educational system in Kentucky, as well as elsewhere in
the nation Altho h some barriers must he removed before general integration
may occur, the K, . E. A. may well look ahead. The granting of admission
to tax su ported institutions even complete integration in all educational insti—
tutions t roughout the state. would not lguarantee economic security to the
Ne roes involved, or even maintenance of t eii- present eoonomic status. Many
' egro ions" and other incidental advantages enjoyed because of segregation
w u ‘ r. This is as it should he.
. Every elgro youth should he prepared to corn etc for employment as an
individual. e should also be taught to seek em oyinent in terms of ability,
and to develop his ability to the highest level. 15min to expect full citimen»
sllip rights should he accompanied by training to make t e civic and vocational
contribution expected of the good citizen. And, too, there need be 0 portunities
for the gainful employment of all qualified individuals. It is out n this hack»
ground that there has emer d the slogan for the 1950 convention, “Exploring
New Frontiers in VocationsfieTraining and Vocational opportunities."



Our Association is vitally interested in the K. E. A. program to secure better
schools and shares concern for the success of the present eiiort to find more funds
101' education in the State. The Board of Directors and the District Presidents
of the K. N. E. A., at a special meeting, discuxed the issues arising with the legis~
lature‘aud school districts as a result of the K. E. A. request. Although it was
recognized that the Governor had recommended an increased sp ropnation for
Each. of the State Schools. there was no uestion that more fun are needed,
particularly for elementary and high sehoo s in the smaller districts. They noted
that the general condition or schools in these areas is poor. and that many of
those attended by our pupils are among the poorest physically, and as to Inca»
tlon and equipment.

_ They favored active participation in all democratic movements that will
Improve conditions The question of how funds should be raised, they felt.
should be left to the taxing authorities of the State. Also, they regarded as a


 local matter the question of techniques to be used to arouse the public to insigl
on adequate support for schools. There was general agreement that each Dio
trict Association would give active support, in its locality, in movements for
better schools.


The passing or Harvey c. Russell last Fall marked the close of a career dedi.
cated to educational and racial advancement. Educated in the public schonlk
oi Bloomfield, Kentucky, at Kentucky State Coll . awarded the AB. dagrer
by Simmons University and the MA. degree by t e University of Cincinnati,
he was well trained [or leadershi . Along with formal pre oration he had an
understandin of people, gained t rou h close association wit the rank and file,
as well as lea ers or groups in rrarernn , business, religious and eduaational fielda.

Perhaps no man had more intimate knowledge oi the people or the state
than Mr. Russell. In all his relations, he met them on the human level. The
list of key itions he held is long and well known. In each of them he ren-
dered signi cant service. As dean of Kentucky State Call , State Director
of Negro Aliairs for the National Youth Administration. elglsesident 01' Want
Kentucky Vocational Training School, Business Manager of Simmons University,
Prsident of the K. N. E. A.. he gave strong, ell'ech‘ve leadership to develop
advantages for youth.

After his retirement from active service. he devoted much time to writing
a history oi the K. N. E. Ar. and published several monogra hs on phases ants
development. Other pamphlets were planned at the time o his passing The
strong innuenoe or Mr. Russell will he ielt in the state ror many years.


The annual convention of the Kentucky Negro Education Association
be held in Louisville. Kentucky, April 12. 13, 14, 1950. Daytime sessions will
be in the Madison Street Junior High School building, E hteenth and Madison
Streets. and evenin sessions will he at Quinn Chapel A. E. Church, 912 West
Chestnut Street. he Annual Musicale, to he held on the evening of April 14,
is tentatively scheduled for Halleck Hull, Second and Lee Streets.

The theme for the 1950 convention is “Exploring New Frontiers in Vocational
Traini and Vocational Opportunities.“ Mr. J. A. Thomas, Industrial Secretary
of the ational Urban League, New York City. will addrms the opening meeting
on Wednesday evening, April 12. Another high point of this meeting will be
the annual address of President Whitney M. Young, outlining the achievements
of the year and sounding the keynote of the oonvention.

Mr. James M. Nnhrit, Secretary of Howard University, and Dr. Feltnn G.
Clark, In, President 01' Southern University, will address the Assoc tion on
Thursday evening. Dr. Virginia Lacey Jones. one of the iew Ph.D.’s in Library
Science, will address sectional meetings during the convention.

Social features will include a dance given by the K. N. E. A. on the evening
of April 12, open to K. N. E. A. members and their friends. and a semi-formal
dance on April 13, given by the Kentucky State College Alumni, honoring its
members and their friends.

The annual Principals' banquet will be held on Thursday afternoon, April 13v
and the annual Spellrng Contest on Friday, A ril 14. Word lists for the spell»
ing contest may be secured {min the other: of t e secretary.





 ’l‘llE PRESlllllll S LETTER

Lincoln Institute
Lincoln Ridge. Ky.
February in, 1950

My dear fellow teachers:

It seems but yesterday when I began my administration as President of the
Kentucky Ne [0 Education Association. 1 was not greatly thrilled at the out-
set because I ad served for a number of years as a member of the Board of Di~
rectors and knew something about many of the headaches which would come
after the shouting was over.

As I look back I think I can honestly say that it has been a genuine pleasure
I: well as a high privilege to serve as your leader. No president could have had
greater cooperation than I have had from all the Oflioers and District Presidents.

Just to mention a few of the things which we have succeeded in acoomplish~
ing, I would like to call your attention in the following:

1. The organizing of the District Presidents int/0 an advisor body which
will meet twice a year to advise with the Board of Directors his new step
resulted in the raising of $2,055.00 for the NAACP which opened the doors of
the University of Kentucky to approximately thirty Negroes during the past

2. A special dimer was provided for all ex—prosidents and their wives or
husbands on Wednesday evening oi the K. N. E. a, Week. 1 think this was one
of the greatest she the Association has taken. It was a real fellowship meeting.
There were a num er of people who were made to feel for the first time that they
were still a part of a great Association which they had faithfully served (or a
long period of years.

3. The way in which the teachers responded to the increase in membership
dues was one of the most encouraging things that could have happened. Our
enrollment increased rather than decreased.

4. There has been printed a documentary 1 ' lative committee report which
was sent to all teachers, principals. superinwfigsnts. boards of education and
influential White and Negro people.

i. The musical proved to he more ora suooess than the previous one.

6. We discussed the matter of a Statewide track meet with the President
of Kentucky State College and other oificials. They have promised that such
a meet could be held at the College.

7. We adopted the policy of oliering all our key speakers expenses and honor-
arium. Because of this action we were able to present to the teachers speakers
of national calibre and prestige.

8. A definite attem t has been made to bring about closer cooperation be-
tween K. N. E. A. and i E. A. also the Kentucky Congress ofParent Teachers'
Association. I think we have made progress in this direction.

9. Our district meetings are better organized and much more active than
the“ have ever been before. We hope that it will be possible for some of the
K. N. E. A. oflicials to attend the district meetings this fall.

19, The matter oi“ employing a lobbyist was discussed at our last meeting
amt]: seems that money will he available for such services when the legislature
rnec .

11. We have given special attention to the program for handicapped children
and the veterans.

_This overall summary, in brief. sets the stage for the future. For the re-
lnamdcr of my administration, I shall have hut one policy, to work with and
not for the people.

Yours very truly,


Lihvaliam' Sm n. K NV IV A.



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by Ruav CASTLE Nourucurr
Elementary Supervisor, Ashland, Kentucky

“There probably never has been a time in the history of our eountry when
it was more important tor a man to know how to get along with other people.
in times of expanding frontiers it was possible for him to go off by himself and
rarve a niche III the world without caring greatly what at are thou hr. of him.
in times of industrial expansion there was a place for everyone wit skill and
knowledge and energy.

“Today something more is required. If one is to be successful in almost
any arena of human activity, he must have the knack of getting along with others.
He must understand them, must attune his conduct to theirs, must be able to
win their friendship, their respect, and their cooperation."

Does that hit of p ‘losophy sound moderni It was written fifteen years ago
by Milton Wright~written before World “Int 11, belore jet propulsion, before
the atom bomb! If we had won the friendshi and cooperation of Germany
and Japan, think what a tragic loss would have Keen avoided!

The sub'ect of human relations has been the consideration of every eminent
pen, from t e days of Solomon to the present. To say anything strietly new
would he impomible; but perhaps we can pment a few items that will set you to
thinking about this important topic. In the words or the oet:

“We have gathered posies from other men’s owers.
Nothing but the thread that binds them is ours."

If you have any doubts as to the importanoe of human relations in the home
and school, examine your own life. How much time do you spend thinking
about, planning, worrying about your familyi‘ If you are in an average family
you are almost constantly confronted with thae problems. You plan your meals.
bedtime, furniture arrangements, baths, clothes, and recreation trying to please
the family or else trying to defy the family and prove your own independence.

In order to bring about harmonious relationships in the home and school we
need to know a great deal about human behavior. Some people seem to be
born with this knowledge, but all or us can aoquire it in some small degree or

“$elfspreservation is the fundamental law of human behavior." Take any
n, or any instinct or impulse, or any character trait of any man, woman
or child, and you can trace it to that fundamental law.

Psychologists tell [IS that we are born with three emotions—tear, ra e. and
love. As we grow older these emotions develop. branch out and en divide
until the adult is said to have seven emotions: fear, disgust. wonder, anger.
detection, elation, and alfection. Each of these emotions is a mighty factor in
human achievement. Each of them is a powerful stimulus to action, and each
at them is expressed in a very definite wayithat is, each is reflected in its own
particular instinct.

Ii you want to influenae someone, there is no emotion on can appeal to so
§tl‘ong as the emotion of fear. Every man has it in some ivorm. The old—resin
toned preacher worked on it when he pictured a fiery hell; mother says, “Just
\\ alt until your father comes home, he will whip yam" the teacher says you are
sure to rail unless you study, and so it goes.

The emotion of disgust arouses the instinct of repulsion. In its most ele-
mentary state it is eaused by an unpleasant taste or a noxious odor. If you
Want to make an impression on someone, check up on this emotion. You know
the old saying about onions, “They build you up physically. and drag you down


 socially.” Many a salesman has failed to land an order because of his breath
and many a clever young woman has added to her allure by using the riglr
perfume at the right time and place.

The emotion of wonder has its corresponding instinctithat of curiosity
In a way it is related to fear, hut with this diflerence: (ear, when it is not causet
by im ding known danger, is caused by the a earanoe of something wholly
unfamIliar; wonder, on the other hand is arouse yvuni'amiliar phases of some
thing with 'which we have some familiarity. Keeping people guessing is a sun
fire technique in holding their interest in you.

The emotion oi anger arouses the instinct or pugnacity, Fundamentally
it comes from interfering with a person's natural movemen but oivilizatior
has elaborated this stimulus enormously, If you lace a “No Trespassin *
sign on a plot of grass, you would be sur rised at t e number of .sons Wfil
would want to walk there just because 0 the prohibition. Shoal we tell the
children not to eat spinach or drink milk? Very often we say you aren't big
enough to do that and the child roves he is! The Gas er Milquetoaats who obey
the warning are restrained by t at still more poweifu emotion, tear.

The emotion of dejection arouses the instinct ofseli—abasernent, It is caused
by a sense or inieriority to those about you, It 'yts you a tendency to slink
and cowerr Some ople say that they never sli and cower, but how do you
feel when in the mi t of a vet fashionably dressed irouguyou find a run in your
hose or your shoes don’t mate , or your supporter rea 9

In contrast to this emotion is the emotion of elation, whose corresponding
instinct is that of self-assertion. It manifests itself in strutting and similar
attitudes and is caused by a sense of superiority over the spectators before whom
you are appearing. One of the ways to please a man or child or to get him to
fall in with your plans is to elevate him to a positen of prominence—not neces~
snrily a position or authority, but a conspicuous position which carries with it
the appearance of authority!

Lastly, we have the emotion or afl'ection, which is heat expressed by the
parental imtinct. At times this can override any other emotion, even the emo-
tion of fear. The thought that a mother could let fear or anger or subjection
drive out her protective emotion for her baby is too farefetched to entertain—
but even here we have exceptions—some mothers have killed their babies,

In addition to these well—defined emotions there are several emotional tenden-
cies which are not by any means so clearly defined. They are:

1. The reproductive instinct

2. The gregarious instinct.

3. The aoquisitive instinct.

AL The constructive instinctt

Let your contact with people be based upon one oi human nature's well-
derrned emotions in them, and you can get along with those people in any way
you may desire,

To dispel the thought that because all peo le are alike in many ways it ‘
a simple thing to understand and guide them. litt us look at some or the ways
in which men diii‘ert Men are complex creatures and, however alike they may
be at bottom, they are vastly different in most of their sentiments. their interests,
and their activities. Mankind, we might say, is like a wheel. At the hill)
we have the basic, well-defined emotions common to us all. From that point
the acquired traits of one man may make him shoot out in this direction, while
the development of another man lies in a direction wholly diil‘erent. When they
reach the rim of the wheel, one man may be directly 0 posite the othelbas far
away from him as possible in his nature—although hot started from the sanlt'
hub of well-defined emotions,

But why bother with this, you ask? If our object is to get along with peoplt'
and il‘ appealing to them at the hub, where those seven well-defined emotions
am, will aceom lish that ob‘ect, why complicate matters by going way out to
the rim of the w eel, where t lere are so many more Tamara?

The answer is that usually you cannot reach the hub directly. It is only at
the rim that you can make contact. With an of us, our primitive emotions



 hat-e been pretty thoroughly covered up and stretched out an that the only 0 -
portunity you will have in most cases no affect or influenee a person is not at e
point where he is like everyone else, but at some point where he difl'ers from
eieryone else. _

There are many ways of grouping people. but we will consider one which
psychologists have round useful ased an emotional tendencies, They find
mat people tend to fall into two groups—introvens and extroverts.

For our purposes this is a very practical clasaincation. ior to get along with
introverts to the best advantage we use one set of tactim, and to get along with
extmverts we use another.

Which are you—introvert or extrovenfl

Perhapa most or you are thinking 1 do not belong wholly in either grou .
or course, you don‘teif you did you would he a patient in an asylum. but an ,
stantially every one oi ua her a predominant one way or the other.

Study the people of your immediate circle, try to classin them and see it it
helps you to understand them and get along better with themr


Social Adjustment

1. Motive

2r Frustration

3. Varied reaponscs

4. Solution
Some common substitute adjustments:

1. Compensation


Parents secure adjustive satisfaction through children
Childlees women work with child welfare agency.
2. Rationalization
The need for rationalization arises whenever an immediate motive runs
contra to an individual's conception of social values.
Ea) usinas man defends “shady deal" with “business is buoinms."
b) Child's bad habim inherited from fatherr
(c) You got “A" and the narrator flunked me,
(d) A man with race prejudices will cite many arguments against the
3. Withdrawi
Burnt chil fears fire.
Holding grudge, refusing to cooperate.
4. Daydreaming
Conquerin hero.
5. A ‘ustment y becoming ill.
eadache to avoid unpleasant situation
Sick person receivfi attention
Husband won’t leave sick wife to out with “the boys“
‘ . Child too sick for school. but wel later.
l'allul‘e to adjust means you become a patient of the asylum.
. A remnt book published by the American Council on Education lists several
things that teachers, parents, and other adults should know in order to undelu
stand children. Naturally, understanding children practically assures you of
understanding adults.

First, we need to think of all behavior as being caused All present actions
are haaed on past experiences. We very often say, ‘I don’t know why he hehayea
that way—1 just don’t understand him.“ but if we reall study the situation
we will see that there is a reason—even it it is dillicult to ind the reason.

Second, we must be ablemaceept all children emotionally, not reject or blame
a child for what he does, because his behavior is seen only as a symptom or under.
lying nausea. Two philosophical conclusions reinforce this scientific basis for
accepting all children. One is the belief that every human being is inherently



Emmm 4mm

"at. near. L 1 K 1 L
fiv-zst new ooieeiee exing onl en U: 9

Dear Teacher:

For many years COMMUNITY has specialized in making Personal Loans
BY MAIL to Teachers absolutely uithoot sauntyflothing more required
than a signed note,

We are pleased to present to you an opportunity to obtain Cash on this
liberal basis, in any amount up to $300—regardless for what purpose,

Many Teachers at this time of the year borrow from COMMUNITY to pay
bills accumulated during the summer or to buy needed things or to meet some

The entire transaction may be completed BY MAIL in the privacy of your
home—school executives, friends, trades people, or relatives will not be notified7
NO embarrassing questions will be asked~N0 m-signWNO wage assign
ment will be required and there will be NO deductions—No tees and NO life

Please let us know how much Cash you require by returning the Coupon7
promptly you will receive in a plain envelope our folder, “Haw Teachers Borrow
By Mail," also the necessary papers for a loan. If you have an account with us
now, you can get Extra Cash quickly; our files contain sutlicient information.
For guick action, fill in, sign and return the papers and promptly you should
receive rorn us a CASHIER 5 CHECK drawn by our local bank for the full
amount of your loan. Our firm name will not appear—we strictly adhere to
the use of plain envelopes.

We will appreciate the privilege ol serving you.

Cordially yours,

P. 5,—Aiter you receive the loan, if
you decide for any reason that it is not
needed, you may return the money

to us within ten days and there will
be no charge or cost to you.


Geo, Ci Leach, President


Fleas: sand me IS A PLAIN ENVELOPE4 your folder, "HOW TEACHERS BOB»
ROW BY MAIL also necwry ems for a LOAN. It is uneastoocl this inquirywill
not obligate me in any manner Eng you will not notlly my executives, menus or relatives






I do not we you a balance but want to bnrmw s


I owe you a balance and want to borrow an additional amount of s


Street or R. F. D. Address


City .



 valuable and, therefore, has the rifiht to all the help that can be given him in
achieving his best developmenta 'lhe other is the recognition that all children
potentially can make some contribution to carrying on the society into which
they are born and, therefore, deserve respect for whatever talents they can put
Lo work for the common good

Third, adults who understand children invariably recognize that each one
is unique. An understandin person recan zes this and continuously gathers
and organizes information a out the ch uses it to distinguish significant
dillerenoes between individuals, and attemp a to help each child in a way that
subtly takes this uniqueness into consideration.

Fourth, we believe that the various sciences concerned with human growth
and behavior have demonstrated that young people, during the several phases
of their development, face a series of common "developmental tasks." They
have to learn to walk. to talk. to dress themselves. to get alonfig in groups, to
behave conventionally in a thousand situations, to read, write, gure and spell,
to use moire . in respect property, to accept the values that characterize Ameri-
can life, to nd a way or earning a rig, to select and win a marriage partner,
to (mull civic responsibilities, to arrive at a satisfyiw explanation of‘the mean.
ing of life and of the universe—and much else. e believe that individuals
naturally tend to work at these tasks when they reach the appro riate maturity
lrrels, and that they are disturbed when they tail to aeoornplis any oi them.
Understanding adults know what these tasks are: their sequence and timing in
relation to physical, social, and mental maturity: what complications often arise
as persons with diifel'ent characteristics and backgrounds work at them: and
what conditions, relationships, and experiences are most helpful to c ren
in masteriu each of themi

Firth. tie understanding person habitually uses scientific methods in makin
judgments about any particular child. This means checking the validin of afi
information about the child and recognizing when the facts are too few to permit
round judgment. Think how this would revolutionize human relations if we
liahituililly used scientific methods in making judgments about any particular






Psychologists at last are making a serious elicrt to discover techniques [or
lietteriug human relations in Boston recently, the American Psychological
Association heard Dr. Gardner Murphy say: “Since we have no read- made
technique for bettering human relations, we must get down to the pro lem of
_a techni