tional Policies Commission. Washington, National Education Association of the United States and the American Association of School Administrators, 1950. 88 p. 35 cents.

A Good School Day. By Viola Theman. New York, Teachers College, Columbia University, 1950. 59 p. (Parent-Teacher Series.) 60 cents.

Guide to Art Films. Compiled by the American Federation of Arts and listing 253 16mm films. New York 22, Magazine of Art (22 East Sixtieth St.), 1950. 75 cents a copy; 60 cents if remittance accompanies order.

Principles and Techniques of Guidance. By D. Welty Lefever, Archie M. Turrell, and Henry Weitzel. New York, The Ronald Press Company, 1950. 577 p. $4.25.

Radio Drama Acting & Production: A Handbook. By Walter Krulevitch Kingson and Rome Cowgill. Rev. Ed. New York, Rinehart & Company, Inc., 1950. 373 p. $3.25.

The Reading Interests of Young People. By George W. Norvell. Boston, D. C. Heath and Co., 1950. 262 p. $3.50.

for Nursery, Kindergarten, Primary and InRecommended Equipment and Supplies

termediate Schools. General Service Bulletin. Compiled by the Committee on Equipment and Supplies. Washington, Association for Childhood Education International, 1950. 59 p. Illus. $1.

-Susan O. Futterer, Associate Librarian, Federal Security Agency Library.

nomics might make to the education of the individual as a consumer.

The Development of State-Authorized Supervision of Rural Elementary White Schools in Alabama. By Genora McFaddin. Doctor's, 1949. George Peabody College for Teachers. 228 p.

Traces the history of the program from 1819 through 1948.

The Development of Television in the United States from 1923 to the Present Time, Which is May 1950. By Bernice F. Giuliano. Master's, 1950. Indiana State Teachers College. 87 p. ms.

Discusses organized research, transmission, receivers, programs, and the use of television in the schools.

Management Planning in Secondary Schools. By Harold M. Wilson. Doctor's, 1950. George Washington University. 247 p. ms.

Describes the development and evaluation of criteria for school management planning in secondary schools; and the construction of a check list for appraising management planning. -Compiled by Ruth G. Strawbridge, Bibliographer, Federal Security Agency Library.

U. S. GOVERNMENT PRINTING OFFICE: 1950

The photograph on the cover of this issue of SCHOOL LIFE shows detail of the Pilgrims signing the Mayflower Compact, the first written plan of government drawn up in America. This photograph, courtesy of the Library of Congress, appears in Office of Education Bulletin 1948 No. 15, titled, "With Liberty and Justice for All." The author of the bulletin points out that the signing of the Mayflower Compact "was an important milestone on the road of self-government." Contact prints of this photograph (5" x 7") are available from the Library of Congress, Washington 25, D. C., price 40 cents. Order Bulletin 1948 No. 15 from the Superintendent of Documents, Washington 25, D. C., price 25 cents.

School Life Spotlight

Published each month of the school year, October through June. To order SCHOOL LIFE send your check, money order, or a dollar bill (no stamps) with your subscription request to the Superintendent of Documents, Government Printing Office, Washington 25, D. C. SCHOOL LIFE service comes to you at a subscription price of $1.00. Yearly fee to countries in which the frank of the U. S. Government is not recognized is $1.50. A discount of 25 percent is allowed on orders for 100 copies or more sent to one address within the United States. Printing of SCHOOL LIFE has been approved by the Director of the Bureau of the Budget. OSCAR R. EWING.

EARL JAMES MCGRATH.... RALPH C. M. FLYNT..

GEORGE KERRY SMITH.... JOHN H. LLOYD

Federal Security Administrator
Commissioner of Education

Director, Division of Special Educational
Services

Chief, Information and Publications Service
Assistant Chief, Information and Publications
Service

Address all SCHOOL LIFE inquiries to the Chief, Information and
Publications Service, Office of Education, Federal Security Agency,

Washington 25, D. C.

T

WO DOMINANT systems of thought, two ways of life today engage the attention of the peoples of all nations. These philosophies originate in two basically dif ferent conceptions of the nature and destiny of man and in two completely different sets of human values. The proponents of one of these systems, Communism, are determined that their plan of life, their values, shall prevail generally throughout the world. Anyone who doubts this statement should read the incisive analysis of the history and purposes of communism made by Dr. Charles Malik of Lebanon before the Security Council in May. The proponents of the other, Democracy, though not engaged in an aggressive campaign to force a way of life on those who do not want it, are equally determined that they themselves shall be free to live under their own system, that other nations shall have access to information about it, and have the right to adopt it if they wish.

Though the world situation today is extremely complicated, it may be said that the present crisis arises primarily from the conflict between those who accept one of these views and those who accept the other. It is perhaps inaccurate to call the present situation a crisis, if by that term is meant a short period of stress and strain at the end of which there will occur a decisive and final turn in events for better or worse. Those in a position to know most about world events, and the relations between nations, doubt that the present issues are likely to be soon resolved. They see ahead a long period of uncertainty and disorder. During this time we must organize our national life to carry on the ordinary and necessary activities of everyday living while at the same time preparing for the possibility of a global conflict.

Life does not stop while we build the Nation's military strength. Living goes on. Children are born and grow up. They go to school and to college. You cannot put a generation into educational cold storage and then later put them into an educational hothouse. The necessities of the long pull before us are not merely military essentials. There are equally basic essentials in nonmilitary areas. To provide the essentials in

all areas is our continuing objective. Only thus can we meet the demands of the long pull which lie before us: a period in which the preparedness of the Nation for possible conflict must be at hitherto undreamed of peacetime levels, while at the same time the basic essentials of life and growth must be provided for all our people, including all the children.

Since there is a possibility that the present situation may not develop rapidly

COMMISSIONER MCGRATH delivered this address at Saranac Inn, N. Y., on October 2, before the New York State Council of City and Village Superintendents of Schools. He also spoke on the same subject at San Diego, Calif., on October 4, before the annual meeting of the California Association of School Administrators, and at the San Diego Teachers Institute. SCHOOL LIFE, in this way, brings to many more teachers and school administrators across the Nation the timely remarks of the Commissioner of Education on "Education and the National Defense," presented upon these occasions.

into a world conflict but instead continue for 10 or 20 years in waves of rising and falling tension, education's first responsibility from the nursery school through the university is clear. The educational system as a whole must continue and indeed improve programs of basic education for citizenship and the normal activities of life. We must keep in the forefront of our thinking the realization that until now the conflict between communism and democracy has been largely one of ideas and social pressures, not one of full-scale conflict on the field of battle. In fact, a statement of Mr. Vishinsky reveals that the Russians consider the ideological weapon superior to the tank. and the bomb. He said: "We shall conquer the world, not with atom bombs, but with something the Americans cannot produce-with our ideas, our brains, our doctrines." Americans will not accept this view, but it focuses attention on the fact that ideas and education are the most effective weapons we have to use in fighting a world-wide system of propaganda and false reasoning. Unless

we maintain a sound system of education at home and a program of information abroad about our national purposes and our way of life, it is conceivable that we could win the military conflict and lose the cause of freedom. Men and women, both here and abroad, who had not been educated to live as free people in a free world could embrace a totalitarian solution to the social and political problems that inevitably remain after the firing stops.

The defense of our Nation and its ideals in the struggle which is deepening about us will call for the efforts of every individual and group in our society. In every war we have fought, education has contributed mightily and must be prepared if need be to increase that contribution. In the current program of defense the President and the Congress have taken steps to insure that education has its rightful and essential place in the planning and operation of programs in which schools and colleges can make a major contribution. The efforts of education should be cooperative, involving leadership and full participation at the national, State, and local levels. National Security Resources Board

The plan of organization which the President and the Congress have established to govern the role of education in the Executive Department concerns all members of the profession. The key organization in defense planning is the National Security Resources Board, established by the National Security Act of 1947. The function of this Board is to advise the President concerning the coordination of military, industrial, and civilian mobilization. The powers of the National Security Resources Board derive from the President himself, and the Chairman of the Board reports directly to the Chief Executive. The Board is therefore an immediate part of the Executive Office of the President and places the Chairman in a direct relationship to all agencies and departments concerned with the defense effort. The staff is organized in the following units: Resources and Requirements, Production, Materials, Transportation, Energy and Utilities, Manpower, Foreign Activities, and Civilian Mobiliza