No. 4234 September 8, 1942 
MENTAL HEAL TH IN TIME OF WAR 
Sixth Yearbook 
of 
The Texas Society for Mental Hygiene 

Pablished in CoOperation 
with 
The Division of Extension of The University of Texas 

-

PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH AND ENTERED AS 
SECOND·CLASS MATTER AT THE POST OFFICE AT AUSTIN, TEXAS, 
UNDER THE ACT OF AUGUST 24, 1912 

CONTENTS 

PAGE 

Foreword, T. H. ShelbY----------------------------------------------------------------------3 Editorial -----------------------------------------------------------------------------------------4 War Program of the National Committee for Mental Hygiene, 
George S. Stevenson ------------------------------------------------------------------5 
Considerations for Adults if Problems in Children Are to Be 
Prevented, Lila McNutt ------------------------------------------------------------10 War and the Problems of Youth, Mrs. Beulah Temple Wild ________ 15 The Family Background of Some Wartime Problems Among 
Adolescents, Clara Bassett --------------------------------------------------------19 Mental Health Problems of School Children in Time of War, 
E. L. Aten ----------------------------------------------------------------------------------24 
The Effect of War Conditions on Interest and Enrollment in Schools of Defense Areas, J. W. Edgar------------------------------------28 The War Psychology of Germany Compared with That of the United States, W. L. Allison ----------------------------------------------------33 Services the State Hospital Can Render the Community in War Times, Lewis Barbato ----------------------------------------------------------------37 Suggestions for Case Workers in Meeting Special Adjustment Problems Resulting from the War, Walter W. Whitson__________ 39 The Origin and Development of the Texas Society for Mental 
Hygiene, Mrs. Violet S. Greenhill --------------------------------------------42 Distinguished Service in Mental Hygiene ---------------------------------------45 Proceedings of the Ninth Annual Meeting ----------------------___________ 47 Standing Committees and County Societies ------------------------------------52 Constitution and By-Laws -------·---------------------------------···------------···-· 57 List of Members ------------------·---·--------------------------------·------·----···--------60 
DIRECTORY 
Editor of YEARBOOK: H. T. Manuel. 
Dean of the Division of Extension: T. H. Shelby. 
Executive Committee of Society: Eugene L. Aten, M.D., President; 

T. W. Buford, M.D., First Vice-President; Robert L. Sutherland, Second Vice-President; Lucile Allen, Secretary-Treasurer; Mrs. Violet S. Greenhill and Paul L. White, M.D., Members. 
ADDITIONAL COPIES 
Additional copies of this publication may be secured from the Division of Extension, The University of Texas, Austin; or from the Secretary of the Texas Society for Mental Hygiene, Miss Lucile Allen, Highland Park High School, Dallas. Single copies, 20 cents, postpaid; 10 or more at 15 cents per copy. 
FOREWORD 
The Extension Division of The University of Texas is happy to cooperate for the sixth time in publishing the Yearbook of the Society. 
The purposes of the Society are intimately related to one of the aims of the Extension Divi­sion, viz., the promotion of better guidance for Texas children and youth, and the development of a program of physical fitness through the establishment of Physical Fitness Clubs in the public schools. 
What more appropriate title could one find than the one adopted by the Society for the year's program, "Mental Health in Time of War?" It should be read by all teachers and by all parents as well. 
T. H. SHELBY, Dean, 
Division of Extension The University of Texas 
EDITORIAL 
MENTAL HEALTH IN TIME OF WAR 
The first task of our people is to win the war. There can be no doubt of that. It is a life and death struggle. All of our activities must be organized in relation to the war effort. This inevitably means that some things which we have been doing must be omitted or at least greatly reduced for the duration of the war. In the light of these facts what can and should be our attitude toward the development of the mental hygiene program in Texas? 
Let us recall that in an emergency the disturbance of normal activities, like individual service, should be selective. Those that are least necessary must be curtailed first and restricted most. On the other hand, activities that are most vital should be maintained at an even higher level. 
It is not difficult to point out what some of these most vital activities are. Certainly, the maintenance of order and the feed­ing, clothing, and housing of our people are among the essentials. Education is another. The children of this generation must have their chance now, if at all. The neglect of education is an invita­tion to disaster. Health is another essential. When every ounce of strength is needed to meet an external foe of inconceivable physical might, there is no place for weakness within. The health program must not be simply a negative one, but must build up reserves of strength for new stresses and strains to be faced in the war and after. 
Although human problems are the same fundamental problems in war and in peace, the increased stress and strain in time of war brings new burdens. It is of the utmost importance that we pre­pare for them. 
As a small contribution to one phase of the war effort, this brief Bulletin is offered. Much of the material is taken from papers presented at the Fort Worth meeting. The Editor regrets that in the interest of economy it has been necessary to eliminate much interesting material and to abridge some of the papers. Many have assisted in the preparation of the Bulletin, and to all of these the Editor is grateful. 
WAR PROGRAM OF THE NATIONAL COMMITTEE 
FOR MENTAL HYGIENE 

GEORGES. STEVENSON, M.D., Medical Director 
A large part of the effort of The National Committee for Mental Hygiene has been re-directed to war work. Its program is in contrast with that of the first World War when the psychiatric aspects of the Army were without precedent and major effort had to be placed at this point. It might be said that the National Committee on this occasion is giving much more attention to the preventive and early diagnostic phases of the work, both at the point of cantonments and in civilian spheres that bear heavily upon the life of the soldier. 
MENTAL HYGIENE SOCIETIES 
Mental hygiene societies seem to be the most potent force through which advances in the local aspects may be initiated. Several meet­ings of state mental hygiene society representatives have been held to discuss these matters and individual collaborations between the state and national organizations have been frequent. The National Committee is now contemplating the engagement of a full-time person to be assigned to field work for state societies and to focus especially upon the needs of Selective Service. 
SELECTIVE SERVICE 
Early in 1941 the National Committee conducted four experi­ments in Selective Service designed to bring to evidence for psychiatric diagnosis the public record and knowledge of regis­trants at four different stages of selection and in four different types of communities. These experiments showed that the process was both productive and practical on the basis of volunteer as­sistance. In Hartford, Connecticut, which was one of the four communities, the experiment immediately expanded into a routine clearance of all Class 1 men through the state files for mental disease, police records and mental deficiency. These experiments also clarified the resistances existing in Selective Service Boards to utilization of such records and to cooperation in securing them. 
Later in 1941 in cooperation with the New York State Depart· ment of Mental Hygiene and the New York State and City Com­mittees on Mental Hygiene we presented a proposal for the inclusion of investigators' reports in the induction examinations in the Second Corps Area. This met with wholehearted welcome. Such reports, however, can be obtained only by Selective Service, and consequently the matter was taken up with Selective Service Headquarters, it being pointed out that unless investigations could be made at the Selective Service level they could not be made available to the induction board. Instructions issued December 15, 1941, revealed that this is in line with their desire, and plans were worked out for putting into effect the utilization of volunteer investigators first of all in New York, since arrangements had already been made there. At present this New York effort, which is just getting into its stride, is being watched, and suggestions will be made as to other states that might undertake such a program. In view of the fact that many psychiatric cases that come up for selective service are known to psychiatrists in private practice a letter was sent to practically all psychiatrists in private practice in the country giving suggestions for transmitting such knowledge to the board. 
TREATMENT OF REJECTEES 
The National Committee has not done very much in this respect itself except through the New York City Committee for Mental Hygiene, which is now conducting an experiment in the rehabilita­tion of men rejected by Selective Service for neuropsychiatric reasons. 
VOCATIONAL REHABILITATION 
From two standpoints vocational rehabilitation is of special interest. From the humanitarian side it is an important aspect of the total rehabilitation of men discharged from the Army, but from the more immediate and practical side it is a serious element in our effort to conserve man power. The traditions of vocational rehabilitation are limited pretty exclusively to the matters of physical repair and prosthetic devices. A large part of the failure of physical rehabilitation has been due to the neglect of the psycho­logical elements, and there has been practically complete neglect of the vocational rehabilitation of those who have been or are mentally handicapped, except as psychiatrists have done a little along this line as a part of their treatment effort. This matter has been presented to numerous persons in key positions in Washing· ton, all of whom appreciate its seriousness. However, the tradi­tions are so strongly of the other sort that much support will he necessary in order to have these important elements provided for in legislation. The National Committee has added to its facilities a Vocational Adjustment Division, in collaboration with which an experiment is to he conducted in New York looking to the clarifies· tion of the techniques of vocational rehabilitation on the mental side and an estimation of the extent of the problem and its cost. 
PSYCHIATRIC FUNCTIONS OF THE ARMED FORCES 
An effort has been made through various contacts to discover the functions being performed by psychiatrists in the Army and to secure advice as to how the National Committee or other civilian agencies might he of assistance to the psychiatric function. A very considerable number of facts and suggestions have been gathered in this way. Among other things, the psychiatrists in the Army have a definite feeling of isolation. At our request, Dr. C. C. Burlingame and Dr. Karl Menninger have kindly consented to help in this situation. 
PSYCHIATRIC CASUALTIES IN THE ARMY 
A retrospective study has also been made of psychiatric casualties, mostly dementia praecox, in one camp. The purpose of these investigations was to discover methods of better history-taking, and what is even more important, to answer in each case the question, "What might have been done to prevent the entrance of this man into the Army or to forestall his breakdown?" Out of these investigations definite leads appear, which, if followed, will forestall some cases. They show that if the mentally unfit are to he caught in time, many of the cases must he spotted by early in-service diagnosis. Early in-service diagnosis is possible at several points­at the Red Cross, which provides recreational services for hospi· talized cases, particularly the psychosomatic group, which are im­portant in this respect; at the regular Army life level with morale 
The University of Texas Publication 
officers, company officers, chaplains and dispensary workers, and through USO. 
The National Committee has given special attention and support recently to a classification clinic established at Fort Monmouth. This clinic is in a position to receive mental patients from chap· lains, company officers, hospitals and dispensaries, in fact from any unit within the Army and from Red Cross and USO, to help out with personality problems without waiting breakdown sufficient to require their hospitalization. This is such an important step in early diagnosis and treatment that every effort is being made to foster it and bring about its extension. 
Our studies show that the station hospitals in the camps are being unduly taxed by the failure of the home states to act as promptly as they might in arranging admissions to civilian hospitals. Both states and families tend to try to throw responsibility hack on the Army and so delay discharge from the Army of the mentally disabled. This matter has been placed before the mental hygiene societies and appeals have been made to various groups to help keep beds of station hospitals open. 
UNITED SERVICE ORGANIZATIONS (USO) 
Since USO agencies meet the soldier on an unauthoritative basis when outside the regimentation of the Army and when he is faced with the necessity of making his own decisions, they are in a favorable position to sense problems and guide the soldier to help. This matter has been discussed with headquarters of USO and has received a most favorable response. Serious attention is being given to this possibility in a way that promises to make the whole USO more effective in its counseling function. 
AMERICAN RED CROSS 
Reference has been made to the potential role of the Red Cross in early in-service diagnosis. The Red Cross has already a very definite work to do in the mental hygiene field. They are partici­pating in the Navy screening process and in the rehabilitation of 
neuropsychiatric casualties. Because of these functions, they have called on the National Committee for advisory service, and at our suggestion, have taken on a mental hygiene advisory committee with National Committee representation on it. Through it, stand· ards of personnel have been formulated and functions discussed. We are assisting them in securing a psychiatric social work staff and in recruiting persons to fill vacancies thereby created. The Home Service of the Red Cross provides unparalleled opportunities for mental hygiene education and service throughout the country. Some of these opportunities are now being formulated in anticipa· tion of a program of action. 
MORALE Assistance has been given to the Children's Bureau of the Depart· ment of Labor in Washington in formulating and participating in a radio program, "Children in War Time," offered each Tuesday over the Blue Network. Assistance was given this Bureau also in organizing a mental hygiene advisory committee of which Dr. Stevenson is Chairman. This committee has prepared pamphlet material directed to lay and professional people, and the first of these pamphlets entitled "To Parents in Wartime" has already achieved a large circulation. CIVILIAN SERVICES One of the worrisome by-products of the war is the curtailment of civilian services, especially the staffs and budgets of hospitals and clinics. It is inescapable that a trend toward regression from treatment to custodial care should occur. The important thing is to prevent complacency from developing which will permit the regression to continue longer than necessary. Every effort is being made to keep this danger before the public. A recent threat to eliminate the data on mental diseases from the vital statistics of the Federal Census Bureau was the subject of a matter of concern to us, and much effort was placed on retention of these important facts. Fortunately the collection of these data will be continued. The attention of the National Committee to the post-war activities of civilian life has, of course, been greatly curtailed by the trans· ference of our effort to war needs and also by the turning of attention and effort of the public away from some of these matters toward war interest at the present time. There are many mental hygiene matters, both civilian and military, that need attention. For some the time is not ripe. For others limitations of time and facili· ties are the only restrictions. 
CONSIDERATIONS FOR ADULTS IF PROBLEMS IN 
CHILDREN ARE TO BE PREVENTED 

LILA McNuTT 
Psychiatric Social Worker, El Paso Public Schools 
My discussion is based on three major precepts: 
(
1) Life is a biological progression from the time of conception through infancy, latency, adolescence to adulthood with each period having its own peculiar and immediate fundamental needs. The value of one period is dependent upon the successful development of the one before. A child is not a small adult. 

(2) 
Every child, to grow to an adulthood representing maturity, must have security, recognition, and response with experience grad­uated to his stage of development. This means, further, that each child must he recognized as an individual who has an end in him­self. 

(
3) The family is the basic unit of society, and is played upon by the ideas growing out of experiences of combinations of like units (society) ; i.e., the church, school, recreative units, employ­ment, housing, health agencies. 


(At this point Miss McNutt proposed two "major questions." On account of the limitations of space, her discussion of the first has been omitted.) 
My second major question concerns deficiencies, material and affectional. 
As you all know, there are two great kinds of diseases attacked by medicine. The first is germ diseases: measles, diphtheria, typhoid, whooping cough, etc. Much progress has been made in overcoming these. The second, the deficiency diseases: beriberi, rickets, pel­lagra, types of neuritis, some easy irritabilities, stomach ulcers. Medicine is being challenged by these now. 
In mental health we can parallel these two areas: The germ diseases may he likened to wrong or conflicting ideas and social ideals, misinformation, false rumors, manufactured propaganda inciting hate. In war time all of these are rampant. The insecuri­ties, instabilities, and uncertainties, the griefs and excitements of war time keep adults from weighing and appraising these germs or ideas; and finally, of interpreting them in a rational, stabilizing way for children of the varying ages mentioned to digest. What, in this war just beginning are the prospects for good mental health of children from the imitative age through adolescence, when social ideals are being formed? 
But something more insidious than these idea ailments are the deficiency diseases, perhaps because they are less aggressive, hence less easily noticed until in an advanced stage. 
These in the mental-health field fall into two general areas; the aff ectional deficiencies and the material and privilege deficiencies. 
This is a world of men and women, boys and girls. The need for each other has been preserved in an old, old tune, the words of which are at first teasing, then completely capitulating: Reuben and Rachel . ••. 
The interrelationship in the family unit is built into our lives, and all the crisscross relationships of men and women, boys and girls, men and boys, women and girls, women and boys, men and girls represented by mothers and fathers, brothers and sisters, aunts and uncles, grandparents, perhaps, and cousins. 
Suddenly in war, it is a family of a woman and younger boys and girls--no father, no uncles, no older brothers. Think of the deficiency in the lives of these boys and girls. Then, sometimes the mother is out at work to take advantage of high wages due to labor shortage or to supply family needs because the father or wage-earning brothers are at war. 
How does this square with the normal family unit necessary to meet the needs of children at different ages? We know now some· thing of the need for affection and cuddling for small children: the first sympathetic and affectional extension of the socializing process from the mother to the father, then to brothers and sisters. Here the deficiency is most dangerous for future mental health but one that appears harmless, because the baby cannot be vocal on that point. He grows up with a vague feeling of not belonging, of insecurity, the basis for which he does not know. 
Jumping to adolescent years, the inherent need of a girl for her father presents one problem. But all her natural social activities are awry. Girls mature faster and are apt to go with boys older than themselves. But the older boys are away in training or at war. This period will never come again. Suppose the war lasts five years, the seventeen year old will then he twenty-two. She, too, will have vague feelings of dissatisfaction-of something missed out of her life. 
Then there are the griefs due to casualties of the war (which we can expect in increasing numbers) . 
One of the first comments I heard on Tuesday, December 9, was that one of our girls had lost two brothers on a battleship sunk in Pearl Harbor. It is useless to say she is as well off as many other girls who had had no brothers. Her brothers are a part of her experience. They are in her plan of life. 
Consider the deficiency in the adolescent hoy who is trying to establish masculinity, yet has mainly feminine companionship. 
Along with affectional deficiencies, there are material deficiencies which have their psychological accompanimen~ars, for instance. Young people have always had a means of transportation. Auto­mobiles are the current means. It is motility in widening areas­a deep-seated characteristic of American freedom which has re­verberations in the individual. The denial of this one war necessity goes deeper than just the need for rubber. 
There is the possibility of being overtaken by the psychology of "the last chance." A radio advertiser has an announcer say at intervals, "Don't wait-next week may he too late." Think what that does to long-time family planning. The pressure to he patriotic on a nationalistic basis is throwing many a family plan out of focus. The hope to buy a home or a farm or to lay aside money for a son's or daughter's college education is suspended. Fading privileges, opportunities, personal vanities, represent deficiencies which strike at the very heart of planning which helps hind families together and effects personal security. 
The displacement of families to defense areas means the break· ing of ties of friendship--a serious matter to children under ten unless there is an unusual sense of security in the home. Small children have an undeveloped sense of time. A promised return in one month or three may contain little comfort because of a lack of ability to appraise time limits. Separation within the home as well as from friends is hard for very small children to understand at any time. 
To step in our thinking from the home to the school; there we 
find hysterical planning. It extends from the day nursery through 
the college years. 
To meet war crises, a director suggests, out of generosity, an extension of accommodations in a day nursery from 30 to 100. It is hard to imagine the social confusion that the demand for adaptation among so many would bring to the lives of nursery­school-age children with their undeveloped nervous systems. The need for parental care and individual attention so necessary in this period is lost sight of; as is the forward look to adulthood when there will be the flowering of any seeds planted in the nursery years, or the failure to flower if proper plantings are not made. 
Shall high school and college students withdraw from school to 
help directly in the war effort? Or shall subjects be chosen which 
have a direct bearing on present war needs? Predictions are that 
this will be a long war-one of five or six years. This is an 
important time in a student's life. Most of his life will not be 
lived under war conditions. Shall he not better prepare for the 
life he is to live in his adulthood? 
If this is to be a long war, had he better not stay in school getting 
whatever of preparation he can for adulthood, then go to war? If 
it is a long enough war he will still be needed. If not, he will at 
least have such preparation for life as school affords. 
The circumstance of war brings many basically conflicting ideas for the church to ponder. I should not like to be considered lack­ing in reverence by mentioning particularly the prayers. These are addressed to God, but also fall upon childish ears. The content dealing with conflict and the, at times, morbid tone may require explanation if the child is to maintain his faith in people. 
How are we to meet these problems? There, of course, can be only a partial answer. We are not completely without remedies. 
1. Use tested experience. 
Crisis conditions may be used to effect changes we already know, because of tested experience, need to be made; accelerated educa­tion for promising students, increased vocational opportunities for the less academic minded could be incorporated now. These arc Ion~ felt needs. A crisis makes changes in school programs pos­
sible. 
2. Exaggerate the unity brought by war itself. 
We can emphasize our faith in youth and children to carry extra loads. They are resilient and have untapped reserves if they can feel our confidence in them. For children, a sharing of responsi­bility is a wholesome thing. 
3. Emphasize positive aspects. 
Instead of emphasizing the denials brought by war, we can think of what we still retain and still can give, then give it freely. We can find new values in everyday experience. There are ways of finding new experience with old materials. There is a challenge to test ingenuity and to provoke new ideas. 
4. Present alternatives. 
In a time of war it is important that the country's needs be presented frankly and forcefully. To the sensitive this may be overstimulating and arouse a patriotic fervor beyond the point of wisdom. To these, alternatives need be presented. The mother may be as patriotic in staying at home to care for her family as to spend her energies in actual war work or in industry, at the same time over-crowding day nurseries. The already loaded teacher may be as patriotic in doing a good teaching job as in spending energies in war knitting-unless it is a recreation to her. Many, of course, have energy for both and will be happier for participation in war work. 
5. 
Since unhappy surprises are troubling to children, there is special need to prepare them for what is bound to happen. Terror in blackouts can be reduced by suitable explanations and trials before the real thing occurs. 

6. 
Plan for peace time. To be human is to hope and dream. We can utilize this trait-the highest one-one which sets us apart from other animal life. To plan ahead for a more hopeful period may make present hardships and denials easier. 

7. 
To make up for deficiencies in human relations with men, perhaps we can indulge in what Albert Spalding in The Pause Tlwt Refreshes calls "an adventure in compassion." Men who are left will need to spread themselves to be big brothers to adolescents and uncles to younger boys and girls. 


WAR AND THE PROBLEMS OF YOUTH 
MRS. BEULAH TEMPLE WILD 
Bureau of Mental Hygiene, Houston 
With the mention of war one immediately thinks of ties that are severed or broken: brothers or fathers who leave for service or defense work and leave without being able to take their family responsibilities with them. These must be left behind, and usually these responsibilities fall to the oldest son. It is this shifting of duties into the hands of the oldest youth in the family that gives him an added feeling of importance, but it also makes him the more aware that one of his sources of security is gone. Perhaps he is not yet emotionally mature enough to stand alone. 
Defense jobs call the wage earners of the family. Perhaps the father goes to the job first and leaves the family in the care of the oldest girl. Once established and with the prospects of two rooms or a small house, the telegram is sent. In a whirlwind of enthu­siasm, but with speed geared not to wear off too much rubber, they are off~ff to new sights, new experiences, new money-sacri­ficing the feeling of security that comes with being able to know the honk of the boy friend's car or the bark of the neighbor's dog. The migratory families these days aren't the Joads or the Oakies but, like them, they take along all the children, and the boy has only struck up a speaking acquaintance with the girl across the street when they move on to another defense job. One girl in a migrant family had met some nice young people in Detroit and others in Baltimore, and she had written them at first, but then she moved four times in as many months-"and what's the use trying to make friends? You only leave them." 
I spoke a minute ago about new money. Perhaps you won't agree that that may be a problem for youth. Or maybe you'll say, "I'll take a lot of problems like that one." But I wonder if it isn't an important problem when the newspaper boy who earned $30 a month at the most goes to work as a supply boy at the munitions plant and gets SS.00 a day; or when the young man who has been making $125.00 per month as a draftsman goes into the ship build­ing industry and earns $130.00 per week. 
Coupled with the problem of sudden wealth comes the problem of what to do with the money. After debts, and mortgages, and iraternity pledges are paid off there will still be more than the individual can comfortably manage. There won't be cars or radios, or motor boats, and there's a limit on how much money a man should spend on his date, war time or no war time, so what will happen with the rest? In the similar situation in the last war some of it went into Liberty Bonds but a great deal of it went into frivolous buying. 
We may well keep in mind too, that the very fact that jobs are open to youths is a jolt of no mean proportion. As suggested by Dr. Stevenson in a recent article, in the depression years we kept our youth in school and college. Labor laws and limitations in industry pushed him further from the doors of the shop. He was kept there for the simple reason that there weren't enough jobs for all. What happened to him may not have been all on the red side of the ledger for it did give him a fuller opportunity toward development. Unfortunately, this elongated period of protection in the life of the boy or girl tended to leave him or her a less emancipated (emotionally) individual than we now are expecting him to be. Not only is he fearful of not being able to "measure up" but he finds difficulty in deciding his own worth. Next to the feeling of being wanted, comes the feeling of being needed. Industry wants him and needs him, but in times like these he may get warped ideas about his own value. 
It seems to me that since December 7 the "Four Little Words" in the English language have become: "What can I do?" Has your campus been punctuated with little groups in the corners discussing Red Cross activities? But wasn't there a period at first when you thought of such drastic action as blowing up the nearest Japanese embassy? We all felt like that; adults as well as youths. A psy­chiatrist recently likened our national feeling to the experiences of the psychoneurotic individual: the precipitating cause relative to the arousing of our national emotional feelings came, perhaps, at the time of the Munich affair. We were angry. We were panicky, we wanted action yet were told, "There is nothing you can do now­nothing now." The emotional drives were wanting an outlet, were wanting to discharge themselves. Conflicts arose because there were no legitimate outlets-"nothing yet, nothing you can do now." I'm wondering if that isn't part of the reason that we think Red Cross work is drab and why one woman refused to go to a defense meeting because she knew all they'd tell her was just to go on home and be a better mother. She didn't want that-she wanted excitement. 
And what about the boy who, because of patriotism, or a feeling of duty, or to jump the gun on his draft number, what about him, if the armed forces turn him down; if they send him back into his home community labeled "Unwanted"? I talked to one such boy yesterday. He had been given a medical discharge from the Army because of a bad ear condition. He had tried to reenlist. They turned him down again. Now, he and a friend (who has a medical discharge from the Navy) plan to "see about them merchant marines. The other guys are in the fight and we want in, too." 
The rejectee who is turned out with a card in his pocket saying, "Psychoneurotic, anxiety and compulsion," has a still greater prob­lem. His condition is looked on with suspicion. His problem is far less simple than if he had received any other kind of label. As one boy said, he cannot return to the university and go on with his education; his friends would ask him how he stood with the Army. He couldn't tell them he was let out because of his eyes, because they would know that there were plenty of boys in the Army who wore thicker glasses than he did. He couldn't tell them it was because of flat feet, for they could look at his feet and see they weren't flat. The only thing left for him to do is to go into industry until the rest of the boys come back from war and then trust to luck no one will want to discuss his service record. How to help such individuals--that is a real problem. 
And now what of youth and marriages--war marriages, I mean. Do they constitute a problem? One did, to a friend of mine. (She spends a great deal of time meditating on just how Congress can cut down on its expenditures and thereby reduce her taxes.) She told of a girl who was a none too reliable waitress but was adept at repartee, and who after a short two weeks' friendship with a boy in training, married him. He was killed last Monday. They had been married two months. My friend's reaction was, "Now just look at that. He had two government insurance policies and now Congress will have to pay her $10,000, and she's not worth it." 
Marriage rates are jumping. They did in the last war. One girl we know of at the Bureau has set out as her little defense effort a plan whereby she tries to influence every girl she knows to marry a service man. She seems to have the conviction that every boy deserves at least one happy honeymoon before giving his all to his country, and furthermore, that it is every girl's patriotic duty to marry now. Thus far three girls have succumbed. Another girl remarked, "Yes, the boys want you, but they don't want to marry you." These are indications, I take it, of a change in real values. 
A business man who employed 150 girls in his office during the last war is at the present employing approximately the same num­ber. He says the rate of war marriages is about the same in the two groups. But the alarming remark he made was to the effect that following the last war not one of those marriages lasted. Will that be true this time? And would it mean that we have made little progress in rearing individuals who can keep their balance during periods of stress-individuals who quickly throw into the discard all sense of values? 
Now as to the problems of the youth in college. Let me read you what one boy wrote: "Naturally no one, and particularly the men students, can feel nonchalant about the whole thing. A lot of things begin to look different. Your paper for Psychology 201 doesn't seem so significant if you know that you might not be around to take 202. Any number of fellows will want to get married now; so that they don't in any case, die a bachelor's death. But as for anyone sitting down now and thinking out his future for the next twenty years, no sir. Too many fogs ahead." 
In that same magazine appeared an article written by the presi­dent of the university the boy was attending. Part of it could well be taken as a reply to the boy's comments. "From the universities should come the men and women who can make a decisive contribu­tion to the solution of the problems of terrific readjustment that we and all other nations will have to make when peace has come, the most difficult perhaps the world has ever had to face. The responsibilities of the universities and of educated men and women extend far beyond the immediate crisis to those dark and unknown horizons which conceal the shape of things to come." 
THE FAMILY BACKGROUND OF SOME WARTIME PROBLEMS 
AMONG ADOLESCENTS 
CLARA BASSETT 
Instructor in Neuropsychiatry 
Medical Branch, The University of Texas 

Surgeon-General Thomas Parran recently reported that the "largest cause of non-effectiveness" in the American military service is the prevalence of the venereal diseases and he requested an additional appropriation of $2,500,000 for use in the control of these conditions in communities adjacent to cantonments. In San Francisco, there was a reduction of 50 per cent in the number of infections when commercial centers were closed, but the greatest difficulties the authorities faced were in connection with two other large groups of girls and young women. One of these groups was called "B-girls," hangers-on at cocktail lounges, bars and taverns. The second, more widely scattered group of about 2,500 or more, was termed "sea gulls," who follow the fleet in search of facile friendships, good times with boy-friends in Army and Navy and some easy money. In addition, of course, were all those girls living at home, who readily succumbed to the first pressing invitation. Only a most elaborate program of prophylaxis and speed and thoroughness in the latest types of medical treatment aid in keeping these serious dangers to the health of the armed forces at a minimum. 
This picture is hardly a pleasant one to contemplate when one thinks of it in terms of personality development and of family life in the future. It means that we have hordes of adolescents and young people of both sexes, who feel no responsibility whatever for any possible immediate or remote results of their behavior, however serious in character, or for personal and social health and whose ideals of personal relationships do not rise above those of casual promiscuity and the pleasures they can grasp from moment to moment. 
One reason, perhaps, for this widespread immaturity is the pro­longed state of irresponsibility which modern life has encouraged in the last several generations of children. In earlier generations, children were expected to perform duties and assume some responsi­bilities when fairly young. Because of the marked changes in the 
modes of family living which have occurred within recent decades, children in many families have been relieved of all work, effort and responsibility and parents are satisfied if they will only exert themselves sufficiently to pass in their school work. Even though the number of work experiences and home responsibilities which modern living afford are frequently quite limited, children are often not encouraged or trained to do those which are available. Many impatient and critical parents frankly say it is much easier for them to do all the work and home management themselves than it is to train their children to participate. But these same parents often become so harrassed and overwhelmed with their parental work and responsibilities that they have no time for personal rela­tionships with their children. After describing in detail the extreme selfishness, irresponsibility and refusal to do any work of her six spoiled children, one such mother recently said that as she looked back she could see that she had been so busy and worn out doing just the necessary work around the home that she had been more of a servant than a mother or companion. She had never found time to play with her children or to cultivate pleasant relationships with them and she now thought there "must have been something the matter with her head" to make her do this. As her irresponsible children had grown older, she had unfortunately evolved from the stage of being their devoted servant to that of a constant, petulant nagger. Early training in mutual participation and sharing of work, plans, and responsibilities in all the various aspects of home life are valuable means for the development of discipline and maturity in children. 
One of the fantastic aspects of human life is the fact that no pro­vision is ma<le in society for the sex education of children. With very few exceptions, this most fundamental aspect of life is buried in a stupid conspiracy of silence by all good people and the great majority of children are left to flounder around and to learn, what they are able to learn, from the gutter. The vast majority of parents assume no responsibility whatever for the education of their chil­dren in this most vitally important area of life. They themselves painfully achieved whatever information or misinformation they may have in surreptitious ways or through the shocks and shames of personal experience for which they were unprepared and they became terribly embarrassed, emotionally upset, and inarticulate, 
if not angry and punishing, when children ask the simplest ques­tions on this subject. Their attitudes are such, that many children at a very early age sense that it is exceedingly unsafe for them ever to mention the subject. Such parents, when discussing their children of any age, are firmly convinced that they are utterly uninterested in the subject, it has never entered their minds, ques­tions have never been asked and they know nothing of any expe­riences their children may have had, for they have never talked with them about any such matters. Other parents readily admit that their children have asked questions over a period of years, but always felt they were too young to learn anything and quickly changed the subject or evaded the issue. Many parents have learned in various ways of experiences of a sexual nature in which their young children have been involved, but they have never discussed or explained these episodes or helped their children to understand, digest and assimilate them. All is passed over in profound silence or else the child is severely threatened, frightened or punished in an effort to forestall any possible repetition of the experience, re­sulting in unhealthy repressions, fears or anxieties. Even those parents, who have resented the lack of any parental aid with their own early difficulties, and who really desire to teach their children, 
feel unprepared and inadequate to the situation. 
The struggles of the majority of children with these problems are indeed pitiful and nowhere are they given any assistance. If any­thing, their teachers are more easily shocked and have less accurate information on the subject than their parents. The subject of sex hygiene is not included in the professional training of teachers, nurses, doctors, lawyers, or ministers. None of the wide range of excellent educational pamphlets and books on the subject, which have appeared during the past decade are usually available in school, public or professional libraries. If available in large city public libraries, they are ordinarily locked up in a safe and can only be used by adults with difficulty and by special request. If we plant a flower or vegetable garden and then never spend a moment in cultivating it, but go away and leave it, we are not surprised when we return to discover that most of the hopeful young sprouts have been done to death by worms and beetles and that the rest have been choked by bludgeoning weeds. Wholesome education, train­ing and aesthetic cultivation in this field from earliest years are essential to physical health, mental health, family life, the rearing of children and to the welfare of society and so long as these major life problems and needs are so generally ignored, little head· way can be made in the solution of many of the most serious social problems. 
Another aspect of the problem is that many adolescents have had few opportunities and little encouragement to learn to play with or to have friendships with companions of the opposite sex. The personality development and social adjustments of children are more wholesome when they have frequent opportunities and en­couragement from early years to make friends and play with both girls and boys. Such a background of comradeship and everyday experience contributes much toward the stabilization of adolescents in their relationships with each other. In few homes is this matter given any consideration. At the present time in most communities, few if any opportunities are provided for joint participation in leisure time and recreational experiences. In almost all communities any available recreational activity and social programs for chil­dren and adolescents are conducted on the basis of careful segrega· tion of the sexes. The Boy Scouts usually have no contacts with Girl Scouts, the Y. W. C. A. with the Y. M. C. A., the boys' club with the girls' club and even in Sunday School, there are separate classes for the boys and the girls. In fact, so strict is this or· ganized segregation of the sexes that in many communities, the only places which encourage attendance by both sexes are the cheap commercial dance halls, taverns and roadhouses. Under these cir­cumstances, it is little wonder that many adolescents seek the un­wholesome excitement and activities often provided in such environ· ments. One of the constructive contributions made under wartime organization is increased provisions for wholesome recreational programs for the joint participation of young people of both sexes. Unfortunately, these gains do not seem to be permanent, but are quickly dropped in peacetime. If such programs are essential to health, morale, and welfare in war times, they are just as essential in all communities in times of peace. 
Another factor which greatly contributes to instability and mal­adjustment in the relationships of adolescents is the prevalence of unhappy and unsatisfying homes. The home life of many families is drab, monotonous, and generally without warmth, meaning, or color and the adolescents flee from these homes in search of fun, excitement, drama and more vivid experiences which they hope will add zest to their lives. The only close relationship between a man and a woman which is usually intimately known by adolescents is that of their father and mother and in many homes the pattern observed in this relationship is anything but attractive and construc­tive. In a considerable number of homes the parents are extremely unhappy in their marriage with constant nagging, quarreling, and fighting and frequent outbursts of bitter denunciation and mutual accusations of the most serious character, all carried on before their young children. Absorbed in their own conflicts and frustra­tions, such parents are seldom free to cultivate any close relation­ships or ties of affection with their children. Adolescents in these homes often snatch at the first opportunity offered as a means of escaping from the home and parents, where life has been so dismal and unhappy, and of satisfying their great yearning for personal affection, even though it turns out to be very transient in character. The children in other homes have lived through such a succession of casual marriages and divorces that they are bewildered by their family relationships. This problem was expressed by one young boy when he said in regard to his friend, "You know, Tommy has had about 13 fathers." The fact must also be faced that many children grow up in homes where they may long have been exposed to various types of dissipation, immorality and crime, some of the grossest character, in which one or both parents have openly in­dulged. It should not be unexpected, therefore, to find that the personality and behavior of these children are often warped and distorted and that many soon join the ranks of young delinquents in the community. 
Little improvement in these problems can be expected until we as a people become genuinely interested in cultivating the sciences and arts of human life and personal relationships and see to it that all children are trained and educated, not only to make a living and crudely scramble for wealth, but in those areas of life which will enable them to love, found happy homes and rear children who unconsciously absorb the values and ideals which they see so attractively exemplified in their parents. 
MENTAL HEALTH PROBLEMS OF SCHOOL CHILDREN IN 
TIME OF WAR 

E. L. ATEN, M.D., Dallas 
The mental health problems of school children in time of war apparently are those of school children in time of peace. In this country the problems that have arisen have been largely those connected with community disorganization, displacement of adults, housing, lack of educational facilities, etc.-all due to the displace· ment of large sections of our population from one place to another because of the war effort. For instance, in one city in Texas, it has been reliably stated that a city of approximately 60,000 people has doubled its population in less than six months due to the development of a munitions factory. It is obvious that there are going to be many, many problems in this area. However, many of our problems are going to continue to be those of the individual child and, since our participation in this war has not reached the stage where it has come directly to us, we will have to quote rather freely from the experiences that the English have had. 
If we are to accept the experiences of the English we can quote from Dr. Gillespie's findings, who states: "One of the most strik­ing things about the war on the civilian population has been the relative rarity of pathological mental disturbances among those exposed to air raids. Children are remarkably unaffected by fear of the air raids and this is undoubtedly connected with the behavior of the adults around them." He goes on to state, however, that, "More important than the fear of death is the importance of satis­fying their everyday needs. The outstanding lesson learned, not without surprise, is that war or no war, the pressing need of parents with problem children cannot be ignored. Increasing demands for help coming from parents during recent weeks indicate that anxiety regarding their children's day-to-day difficulties take precedence even in these times over the remote fear of death and destruction." 
Experience in the Child Guidance Clinic has indicated that at the present time there is no one particular type of problem that is evident. We might anticipate that anxiety would be an outstanding symptom manifest by children. This has not proven true. How­ever, the enormous increase in the number of cases being referred and in old cases being restudied and brought back to light indi­cates that there is a tremendous increase in the awareness on the part of parents in, may we say, the normal problems of childhood. In many of the articles that have been received the statement recurs over and over again, as given in the Bulletin of the Children's Bureau: "Above all, keep the children busy at the real things that they think important." Dr. Gillespie stressed the fact that keeping people busy and occupied was one of the best ways of preventing mental breakdowns after terrifying experiences, thus avoiding a period of rumination which may precede a remote psychological reaction. 
As Dr. Gillespie has pointed out, the welfare of children is de­pendent upon the welfare of adults, whether they are parents, teach­ers or otherwise. The individual can never be detached from the sense of responsibility which emerges from his own living. . . . 
Dr. Carlton Washburne asks one question of almost everyone he meets: "What do you want your child to know and believe when he has completed his education?" This is a question to which all of us can give considerable thought. Do we want them to follow the dictates of the people who have preceded them, and to be robots who can sit down at an examination and reproduce at any stated time what any particular teacher would like to have them state? Or, do we want children to be completely independent in their thinking, utilizing their own abilities in their own way to create what they themselves desire personally? Perhaps the question comes down to a little of both, which would be more satisfactory than too much of either. Education primarily serves two functions for a person. One, his individual selfsatisfaction, a feeling of security of creativeness that he derives from study and learning, and the other is that it socializes him in groups so that he becomes an integral part of our culture. No matter how we define education, it is a necessity for every individual. . . . 
This brings us to consideration of the exceptional child. Our responsibility in this direction is great, but not so great that we should forget the everyday mass of youth who are in every way normal and can be expected to become self-sufficient adults. recently heard the principal of one of our junior high schools state that he roughly considers about 10 per cent of the children in his school as exceptional. In other words, this 10 per cent in some way or other comes to his attention as being some type of problem. This probably agrees pretty satisfactorily with the fact that one in every 22 of our general population will at some time or other be admitted to a state hospital. Taking into consideration those not admitted who should be, and those who are criminals and in any other sense social liabilities, we can roughly estimate that approximately 10 per cent of the population as adults will become social problems. The time to meet this is before it has developed into anything serious, which means that our real hope lies in dealing with the child, and in a preventive manner. We can lay the blame on the doorstep of the home without any difficulty at all. It has been frequently stated, and correctly so, that the broken home is one of the greatest pathological factors in the production of juvenile delinquency. We can't, however, expect to get rid of broken homes. Therefore, it behooves the rest of us to deal with the child to make up for the handicap that he suffers in any way possible. 
The growth of children physically is a fascinating study. We have never plotted the curve of psychological growth quite as satis­factorily, and have hardly touched the subject of the emotional growth of children. My experience in the Clinic, dealing with all ages of children, would indicate that they tend to group themselves into fairly definite periods. In the first place, children of the pre­school age, largely have one adjustment that they must make, and that is to learn to live in their homes, appreciate the prerogatives that they have and the limitations that they are subjected to; that they have sufficient security and certainty. In other words, to know their own limitations. This is not a complicated process, although some parents tend to make it so. The symptoms of inability to make this adjustment manifest themselves in various manners-most frequently, however, in abnormal behavior of a habit pattern type, such as thumb-sucking, bed-wetting, temper tantrums, and food fads. 
As the child reaches the age when he starts to school, he has 
a different adjustment to make. He is half-way between be:ng a 
completely dependent individual and a completely independent 
person. He still lives at home at least half the time, but now a 
new factor is introduced by his being away from home and in 
school for several hours a day. It means being judged by a jury of his peers, learning to live with children of his own ability and measuring up in a competitive sense to the standards set by the group with which he is associated. His inability of course to make this step is more apt to lead to conduct problems of one type or another, such as lying, stealing, running away, fighting, lack of concentration and other asocial tendencies. Eventually we expect him to reach that age of puberty where he becomes, at least socially, almost an independent individual. He still isn't able to handle his own affairs but tries in many ways to do so and he is experimenting constantly as to his abilities and disabilities. 
Ultimately, of course, he reaches an adult adjustment. The prob­lems that are seen in this latter group, when adjustment is not made, are those of the aggressively antagonistic child who is in all sorts of scrapes and escapades, or the excessively retiring, asocial individual who becomes completely withdrawn into his own self. It will be noted that, from a treatment standpoint, the older the child gets, the more difficult the problem is to handle. The earlier we start, therefore, in arranging for the normal growth of children, the more apt they are to become self-sufficient adults. The part that educators have to play in this is, where the home adjust­ment is unsatisfactory, they are going to have to take the responsi­bility for doing as much as possible towards ultimately furnishing these children with adequate standards for living. There are, of course, other social agencies than the school which also have their part to play, but no one outside of the family has quite as intimate contact with the child as the teacher. Therefore, he is in a better position to be of assistance than anyone else. 
This takes us rather far afield from the problems of the child during the war but at the same time, as stated by Dr. Gillespie originally, the problems of the child during wartime are essentially those of the child during peacetime and we must be much more aware of all children as individuals than we have been in the past. 
THE EFFECT OF WAR CONDITIONS ON INTEREST AND 
ENROLLMENT IN SCHOOLS OF DEFENSE AREAS 

J. W. EDGAR 
Superintendent of Schools, Orange, Texas 
Since the summer of 1940 the Federal Government has created in Texas some thirty military and industrial defense areas. These areas involve more than one hundred school districts. To the mili· tary areas have come multitudes of Army and Navy personnel, plus hordes of camp followers and service people. To the indus­trial areas have come thousands of workers to take jobs in the newly constructed shipyards, airplane factories, powder plants, and steel mills. These workers have been augmented by hundreds of related service people. 
In many instances these areas formerly have been small rural communities, and it has not been uncommon for a community of 1,000 people to find suddenly on its doorstep 15,000 to 20,000 additional population. Prior to September, 1940, Orange was a community of 10,000. Then more than $200,000,000 in shipbuild­ing contracts made necessary the addition of some 15,000 defense workers who, together with their families and related workers, have increased the population to beyond the saturation point .... 
Even though the accent in both the military and industrial areas has been on youth, a significant and surprising percentage of these increases are men with families. This percentage is increasing in industrial areas as employers attempt to secure workers who are not likely to be called for military service. 
School officials have learned that for every new family there is approximately one additional child of school age with another in the pre-school period. This has caused greatly expanded enroll­ments in the schools of these areas. A few schools have more than doubled their enrollments, but the average increase has ranged from 30 per cent to 60 per cent. 
Any significant percentage of increase in school enrollment will create problems likely to influence the interest and enrollment of students. There are two aspects of this particular increase, however, which make the resulting problems very difficult to solve. These aspects are: (1) the nature of the increase, and (2) the speed of the increase. The characteristics of this increase have been and still are almost totally unpredictable for three reasons: ( 1) the absence of any statistical precedent, (2) the Federal Government's developing policy of defense has caused and is causing a continuous change in the designation and the production volume of nearly every defense activity, and (3) the "over-night" personality of the increase. These characteristics have made impossible any specific advance planning to handle the increase and have caused to arise perplexing problems, many of which are without solution. 
What are these problems that have invaded the schools of defense areas and how are they affecting the interest and enrollment of our boys and girls? 
The United States Office of Education has estimated that defense 
activities have caused and will cause a national displacement of 
500,000 school boys and girls. 
As an overview to the problem, imagine the complications aris­ing from the gathering from scattered individual environments into a few hundred schools 500,000 students. Imagine the work involved (1) in providing physical facilities for this number, (2) in adjusting 500,000 scholastic backgrounds, and (3) in reconciling 500,000 viewpoints and attitudes. Imagine further the conflict be­tween the old and the new in these areas and the necessity for harmonizing quickly these two elements. Imagine also, if you will, attempting this work under the extremely abnormal conditions exist­ing in these environments, smothering from a mushroom growth and harassed with war emotionalism. This emotionalism is aggra­vated by the proximity of defense activities, which stimulates a hypersensitivity to such things as air raids, sabotage, and the other practices of economic and psychological warfare. 
Apply to these images the high percentage of error in handling personnel problems. The result will disclose the number of mal­adjusted cases among both the old and the new students. It is not hard then to predict the effect this maladjustment will have upon school interest and school enrollment. 
This is the national scene. How do these problems affect the individual school? Experience has shown that specific problems of student reaction arise from six main sources as follows: 
1. Overcrowded Facilities 
The many problems arising from overcrowding are by far the most important of all, since lack of buildings and equipment can affect every type of student response. Although most schools in defense areas have building projects under way, it has not been possible to keep up with the enrollment increase. In Orange we have been forced to take over residences adjacent to the schools and from cellar to attic convert them into makeshift classrooms with history in the kitchen, English in the dining room, science in the bedroom, and mathematics in the parlor. Last fall while the weather was good several classes were held under the trees on the campus. When the weather grew disagreeable the classes were moved into hallways, attics, and other nooks and corners. Naturally, these conditions are affecting individual student reaction. Long ago large group meetings, such as assemblies, were given up since auditoriums had to be used for other purposes. Consequently, work in orienta­tion and morale has been seriously affected. New students have little opportunity to become integrated into the spirit of the school and in many instances develop problems of maladjustment. 
2. Variable Student Backgrounds 
Inability of the receiving school to offer the student the exact studies he was taking before his transfer often seriously affects the student's attitude toward his school work and school life. Also the inability of the student to find in his new surroundings patterns of life comparable to those he left behind often leads to significant maladjustment. The refusal of new students to accept conditions as they find them arouses conflicting reactions in old students with tendencies toward maladjustment in that group. 
When students move from their "home" environment into an environment they recognize as being temporary, it is difficult in many cases to get them to regard their obligations in the new environment with any degree of sincerity. This attitude is often expressed in irregular school attendance, refusal to accept responsi­bility in their school life, lowering of moral standards, and various other behavior patterns. These practices are contagious and often spread to certain types of the old students. Another aspect of this 
same principle is expressed by some new students in their social lives. On moving into overcrowded "defense" homes, the boy or girl is forced to seek entertainment in the community. This type of entertainment has a tendency to be more emotionally exhausting and time consuming than the average and leads to serious fatigue, which is expressed in school in many ways such as unprepared assignments, irritable reactions, and sleeping in class. 
3. Student Turnover 
Approximately 25 per cent of the enrollees are transient, which results in a constant stream of incoming and outgoing students. Many of these students change schools several times during the term. There is one case on record in the Orange schools of a student who attended six different schools during a four-month period. 
4. Teacher Turnover 
Comparable to student turnover as a problem affecting student reaction is that of teacher turnover. Better paid jobs in the nearby defense plant and selective service priority cause a constant change in teachers, making it not uncommon for a class section to have a half-dozen instructors during the term. This factor is a dangerous enemy to student interest. 
5. Improper Emotional Climate 
Realization that the high-school boys, due to the war, have a life expectancy of only a few years has a tendency to provide a school climate surcharged with hyper-dramatic elements. Teachers have a tendency to over-emotionalize their relations with these students as do other students. Mothers have the same tendencies, and "girl friends" with mother complexes add their bit. The result is that the boy soon becomes imbued with a sort of "special" feeling which manifests itself in peculiar behavior symptoms and reactions. 
6. Student Employment 
Fifteen per cent of the students of Orange High School hold posi­tions in defense or related activities. Many of these have full time jobs and several of them are making more money from 4 o'clock in 
the afternoon to 12 o'clock midnight than the teachers whose classes they attend during the day. The effect of this employment on stu­dent reaction is significant and has expressed itself in the follow­ing ways: 
(a) 	
Fatigue symptoms both in school and on the job. 

(b) 	
Undue maturation of students, which expresses itself in re­sentment to school restrictions. 

(c) 
Worry complexes of students who have developed pronounced fears because of the increased responsibility in maintaining efficiency in school work and on the job. 

(d) 	
Injuries.-Several students have injured themselves on the job. The greatest number of injuries have been from eye­burn due to welding. 

(
e) 	Irregular Schedules.-lmproved schedules, shortened school day, night classes have all been employed as devices to recon­cile school hours with work hours. 


Since the minimum employment age for defense workers is 18 years, not many students have been eligible for employment. A significant percentage of eligible students, however, have dropped out of school to accept employment. 
The temptation to withdraw is present among most students re­gardless of their ineligibility. This temptation expresses itself by unrest and irritation among both boys and girls. Several cases are known of students who have turned down high-paying jobs to remain in school, and they seem entirely happy over their decisions. 
These problems are creating tremendous burdens on the schools, the teachers, and the students, and it is encouraging to see how well each is discharging his responsibilities in this regard. 
THE WAR PSYCHOLOGY OF GERMANY COMPARED WITH 
THAT OF THE UNITED STATES 
WILMER L. ALLISON, M.D., Fort Worth 
The material for this paper comes from the publication, German Psychological Warfare, published by the Committee for National Morale in 1941. 
When Germany lost the war in 1918 her politicians, military writers, historians, philosophers, and psychologists entered into an intensive search for the explanation. Military psychologists and physicians showed that it was the failure to exploit the nation's entire psychological resources which contributed to final defeat. This led to the advocacy of the morale-mobilization of the whole nation and to the use of psychology as an instrument of politics, diplomacy, and military strategy. 
War was taught as an inherent phenomenon of human nature which cannot be eradicated. Ludendorff and others wanted a supreme commander whose genius would solve the problem of an unified military and political leadership and whose tremendous personality would be capable of erasing the memory of defeat. Hitler's total state brought about the realization of these goals in the German army. 
Psychological work in the German army did not begin until the middle of the first world war, when several aptitude tests were given truck drivers and tests were prepared for aviators. April 1, 1937, Hitler signed a decree making a psychological department within the armed forces a permanent fixture of the German war machine and setting up rules for educational requirements and preparatory training. 
The German psychologists when confronted with the problem of selecting leaders endeavored to determine the psychological com· ponents of "leader genius" and devised means of selecting a new generation of leaders for the German state and army. Prior to the first world war officers were drawn from the landed and financial aristocracy, but modern war machines showed the inadequacy of hereditary selection. Psychological selection proceeded to the test· ing of specialists including aviators, radio operators, anti·aircraft observers and gunners, tank crews, anti-tank gunners, submarine crews, parachutists, flame throwers, motorcyclists, range finders, signal corps men, and spies. This was backed up by the recom· mendation of commanding officers. 
The conscript's history is obtained, he is psychologically ap· praised, his physical fitness determined, his facial expressions, voice, body movements, emotions, actions, and appearance are all analysed and his mental capacity is measured all to determine his particular fitness for his particular job. 
"The driving motive of the Hitler YOUTH is to produce a new type of militant young German-and to make one militarized corporate body of the whole nation." It is intended to be the way of life of the entire German nation-to create a superior race of peo· ples as the Germans indeed believe themselves to be and eventually conquer and rule the entire world. This was the goal of the Germans long before the first world war. There has been a radical departure from all accepted educational ideas, and pedagogy has been merged with Nazi psychology. The Nazi psychologist advises in the selec· tion and presentation of the new educational material. 
Nazi psychology teaches that total education is the mental, spiritual, and physical conditioning of all ages, sexes and classes to act according to the principles of the Nazi state, and all existing educational principles have been replaced with military education. Every young German is expressly trained and conditioned for war. This training begins soon after birth and, at least in some instances, the child is put in uniform at six months of age. 
Nazi psychology has a say so about the conscription of the soldier-his and the officers' indoctrination into the army and all psychological problems arising as to the soldier's life, food, and clothing, his problems of companionship, homesickness, and suicidal tendencies, sex problems, eccentricities, clumsiness, courage, cow· ardice, desertion, and religion. 
The maintenance of civilian morale by intimidation is entrusted to Himmler's private army, the Black Corps, organized along mili­tary lines and imbued with a blind obedience. They are taught that many things can be forgiven, no matter how evil they may be, but disloyal~y to the Fuehrer can never be pardoned. 
The German psychological warfare is an offensive war waged with intellectual and emotional weapons to destroy the power of morale-resistance in the enemy's army and civilian population and to diminish enemy prestige in the eyes of neutrals. It is conducted in the hinterland and on the military and home fronts of actual hilligerents and in the territories of neutral nations. It must however score its most decisive succe~ses prior to the outbreak of armed hostilities. It is considered essential to attack the enemy nation in its weak spots, to undermine and break down its resistance, and to convince it that it is being deceived, misled and brought to destruction by its own government, so that the people will lose confidence in the justice of its cause and the political opposition in those nations will become a powerful trouble maker. This very trick has delayed the United States at least two years in her prepara­tions for war. 
According to investigations by the committee for National Morale, the agents of German Psychological Warfare may he divided into trouble seekers and trouble makers. There are at least seventeen of these trouble-seeking organizations particularly interested in the United States. They seek out disturbances in the foreign nations, the differences of opinion which divide political parties and minority groups, frustrated ambitions of discarded politicians, racial controversies and petty jealousies in public life. These agents are carefully chosen and specially trained for their jobs. 
The trouble makers use the facts discovered by the trouble seekers to create more friction and dissatisfaction toward national demoral­ization, and conduct material and psychological sabotage. There are at least five civilian organizations in charge of the trouble makers. 
In 1924 Nicolai, Chief of the German Military Intelligence dur­ing the last war stated, "Into a dark future the intelligence service goes to investigate and spread influence far ahead of developments. This particularly concerns England and the United States. The structure of the British Empire and the immigration and race prob­lems in North America directly provoke us to test our fine art of espionage. The secret power of this service will be far greater in the future than it has been in the past and present." 
The primary objective of psychological campaigns is to influence 
and confuse public opinion by rumor, illusions, suggestion, agita­
tion, and deliberate lies, after first getting a comprehensive knowl­
edge of the people in enemy countries as to their desires and aims, 
their characteristics, impulses and domestic difficulties and a thorough psychological appraisal of all foreign personalities. Some of these personalities they can use and some are feared and must be guarded against. 
The most important weapon of psychological warfare is propa­ganda, of which Hitler wrote: "It is a truly frightful weapon in the hands of the expert." It must be directed at the emotions, rather than the intellect of the masses, chiefly because the crowd is feminine in character and susceptible to emotional rather than rational appeals. German propaganda utilizes every conceivable scheme to instill in the Germans hatred of other nations and fear and con­fusion in the other nations. 
American contributions to military psychology have been thoroughly digested by the Nazi psychologists. Nor should America have any qualms about adopting some of the best features of German military psychology. 
They seem to point a finger of contempt at Americans, who set as much store in the protective oceans as the ill-fated Frenchmen did in their now-defunct Maginot Line. Yet the average American has been indifferent to the European war. German psychological prop­aganda in America has succeeded in keeping us complacent while Germany and her Axis partners in crime made their final prepara­tions; then crash about our heads came the realization that Ger· many's blue-print for world control includes all the Americas. 
With the crash of bombs at Pearl Harbor the morale of the United States jumped into high gear and we deny that Hitler possesses all the power and has the divine right to rule. One hundred fifty years of experience with the democratic way of life, with the personal rights and liberties it guarantees, constitute a foundation upon which a morale, stronger than that of Germany, has already been built in the United States. But Germany's psychological prop­aganda still goes on in this country. It has not all been hushed. Its agents have not all been interned. Its influence on labor has not ceased. We are still not all out for victory; but you may rest assured that the psychological technique had not been entirely neg­lected in America. The morale of the civilian population is in­creasing, and so far the morale of our military forces has been demonstrated in a way which swells with pride the heart of every patriotic American. 
SERVICES THE STATE HOSPITAL CAN RENDER THE 
COMMUNITY IN WAR TIMES 

LEWIS BARBATO, M.D., San Antonio 
We are living in a time of change when the whole world is changing around us and our lives and way of living are changing with it whether we wish it or not. . . . 
There can he no doubt that this war is doing something to each of us to which we must adjust if we can. If we cannot, then we must have help. 
You ask, "Since so many people are affected, how can help be given? To whom or to what agency can so many people look for help?" It is obvious to all of us that no one person and no one agency can furnish all the aid that is needed. Such help is a com­munity responsibility in which all the resources of the community must he mobilized for the common good of all. Great effort must be made by each of us to do everything we can to maintain morale, and to urge people to engage actively in some type of constructive work. Every individual and every community agency must be mobilized for service in which psychological and emotional factors as well as man-power are mobilized. 
Since the armed forces are taking such a heavy toll of physicians, including psychiatrists, we find that the State Hospital with its trained staff affords about the only psychiatric help available and even here the ranks have been greatly depleted. Kettle and Fried­man, writing in the Modern Hospital Journal, have stated, "The State Psychiatric Hospitals, combining community attachments, medical connections, governmental affiliation, legal possibilities and research intentions, are in a unique position to handle emergency psychiatric problems." 
Probably one of the greatest services a State Hospital can render lies in the field of mental hygiene. Each State Hospital should formulate and carry on a widespread program of mental hygiene. In such a program, staff psychiatrists would give talks before P.T.A. groups, civic and service clubs, arrange study courses and lectures for women's clubs and various social agencies, and read papers before medical and social societies. 
We have been told that most of the social agencies have had to expand so rapidly that their ranks have had to he filled with in· experienced personnel. In San Antonio these agencies have asked us to provide a course of "orienting lectures" in psychiatry for their personnel, so that they might be better equipped to handle the problems which now confront them. This, of course, we are happy to do. 
We are also cooperating with the Nursing League to provide refresher courses for inactive graduate nurses who have been called back to active service because of a shortage of nurses. Lectures for nursing aides are also being organized, and every opportunity to speak or present information through the local newspapers is taken advantage of. Talks to relatives and others who visit at the hospital offer another opportunity for spreading the gospel of mental hygiene. 
The State Hospital with its mass of factual data contained in medical records can be of extremely valuable aid to the local examin· ing boards. We are called upon many times to furnish data regard· ing diagnosis and family history concerning registrants by the local boards. In spite of careful selection of selectees and draftees, many soldiers "break down" after entering the service and constitute a burden to the army who must keep them until proper disposition can be made. These individuals can be transferred to a State Hospital within a short time thereby relieving the army of this responsibility. 
In addition to these services, the State Hospital can cooperate with the city hospitals and the community in Civilian Defense work by organizing first-aid courses, mobilizing personnel and facilities so as to function as an evacuation or base hospital. The mental hospital, with its medical and nursing staff and crew of cooks and aides, is already set up to render any immediate emergency care; and with few changes, it can function for some time as an evacua· tion station, providing shelter and food for civilians evacuated from other areas until other arrangements can he made. 
Along with all of these services, the State Hospital must work earnestly with all other agencies in the rehabilitation and post-war reconstruction which will be necessary i£ we are to prevent an increase in mental illness and to salvage anything of the kind of life we have known. 
SUGGESTIONS FOR CASE WORKERS IN MEETING SPECIAL ADJUSTMENT PROBLEMS RESULTING FROM THE WAR 
WALTER w. WHITSON 
Family Service Bureau, Houston 
If as case workers we believe in the fundamental value of social casework service, it follows that we believe in the essential value of that service during crisis and emergency. Casework service represents a professional skill in dealing with people in trouble or distress, whether that distress be primarily economic or emotional, environment or internal. . . . 
The first impact upon casework agencies came through the Selec­tive Service Boards. The public welfare departments were called upon to gather information and make reports relative to claims for deferment based on dependency. In Harris County about seven hundred such reports were made in 1941, and about three hundred during the first two months in 1942. In many places it has been the practice to handle these claims in the name of the Selective Service Boards rather than as representatives of the Welfare Boards. The private family agencies throughout the country have quite generally made their services available to selectees who have been rejected because of physical disabilities that are correctable. The private family agencies have served as information centers regard­ing medical resources and regarding other matters about which the selectee wished information. The volume of this service has not been large. Nevertheless, it has been important that the Selective Service Boards know of this possible resource. 
With several million young men with the armed forces of the 
nation it naturally follows that many of their families will need 
and seek the services of casework agencies. The American Red 
Cross accepts responsibility for the needs of soldiers' families where 
those needs are connected with the fact that a member of the family 
is in Service. The social case worker must adjust himself to a 
very rapidly expanding program. . . . 
Case workers with Travelers Aid Societies throughout the nation 
are also serving both the men themselves and their families, when 
in transit. 
Because of the important part which the total population plays 
in the current war, all families will feel the strain. Sacrifice of an 
extreme nature comes to civilian families as well as to families of service men. Our private casework agencies should be ready to serve them. 
Industrial changes are affecting casework agencies. Concentra· tion of large scale war industries brings serious complications to family life. These include overcrowding, separation, night shifts. The family case worker's knowledge and understanding of the factors in family life should enable him to recognize and deal helpfully with such situations. . . . 
We are hearing much about the employment of large numbers of women in industry. Here, too, the case worker has a contribution to make. The case worker's philosophy is deeply rooted in the importance of home and family life .... The social worker should have some idea of the available labor supply of women whose employment is not likely to be detrimental to small children. If mothers should or must work, then case workers have a responsibility to be ready to help mothers plan regarding the best available care for children. Such planning will no doubt include planning not only with mothers but also with the industries that employ them. It is possible that if there is an increased demand for women's work that women will be expected to work on night shifts. Case workers need to develop a concern for long-range planning as well as for immediate service with particular clients. 
Another group new to social agencies who will need service from case workers will undoubtedly be families of aliens of enemy countries. This problem may fall heavily upon private agencies because of legal restrictions of our public agencies. Many such families will involve members who are citizens and members whose support and loyalty to our democracy has never been questioned. Case workers will certainly be expected to maintain their poise and their concern for people as people. United States Attorney-General Biddle has ably pointed out that misdirected hatreds do not further our national cause or help us in our democratic struggle. These services will require of social case workers a fine sense of discrim· ination, which some case workers will have to develop to a higher degree than previously exhibited. 
I have indicated many new or additional tasks requiring casework 
service. We all know that personnel is not available. We have not 
been able to fill adequately the regular positions in our "all-time" agencies. The "war-time" agencies are and will make increasing demands. Can case workers share their responsibilities with volun­teers? It is not so many years ago that volunteers were sharing their responsibility with case workers, but the latter developed so much possessiveness about their new and struggling profession that they tended to shut out the volunteers. Our major concern now must be with the job to be done. It will be a grand opportunity for casework to share some of its experience and knowledge about dealing with people, with others who under casework leadership can make a contribution to our national life. We shall evaluate our case workers by their ability to share, to teach, and to direct others in order that their service can stretch to the greatest possible number. Casework itself will surely benefit if it is required to put in simple understandable language its philosophy and techniques. 
If disaster should strike, case workers, we know, will be on hand anxious to be helpful. Disaster may come from the combination of speed and munitions as well as from sabotage and enemy action. The medical profession is showing much alertness in preparing for possible disaster. We, too, will have our job to do. Case workers are the community group best equipped to handle the physical care of the helpless. In cooperation with civilian defense organiza­tions and the American Red Cross we should be planning in behalf of the aged, the incapacitated, the children, the families which be­come separated, the families whose interests involve removal to other communities. All of this is within the experience of the case worker .... 
I would like to urge that case workers not be concerned with where they shall serve. The "all-time" as well as the "war-time" agencies must be staffed as effectively as possible. Helping people in distress is a very worthwhile service in war time and peace time, through war agencies or civilian agencies. If the new agencies need our particular service let them seek us out, rather than our adding to confusion by making efforts to change. There is certainly no expression of patriotism in changing jobs just for the sake of changing. Business in a social agency is not "as usual." On the other hand, we should be concerned in making all that is fine in our regular agencies better and stronger and relating our strengths to new needs and new services. 
THE ORIGIN AND DEVELOPMENT OF THE TEXAS SOCIETY 
FOR MENTAL HYGIENE 
Mas. VIOLETS. GREENHILL 
Texas State Division of Child Welfare 
During the winter of 1934, the writer conferred individually with Dr. James Cunningham, Director, Child Guidance Clinic, Houston; the late Dr. E. M. Perry, Director, Child Guidance Clinic, Dallas; and Dr. H. T. Manuel, of The University of Texas, having in mind the consideration of possibilities for developing mental hygiene resources in Texas, especially as these resources could be developed to provide services to children. Each of these gentlemen expressed sincere interest in working toward such an objective. Dr. Perry agreed to write to Dr. George S. Stevenson, of the National Society for Mental Hygiene, and to ask for his thinking and cooperation. 
During March, 1934, numerous conferences were held, and letters were written to Dr. W. E. Gettys and Dean B. F. Pittenger, of The University of Texas, Dr. George Stevenson, and others. This ground­work led to the invitation of a small group of people who were interested in mental hygiene to Austin for a meeting on April 12, 1934. The purpose of this meeting was to consider the organization of a Texas Mental Hygiene Society. The writer presided at this first meeting, which was held in the Committee Room of the House of Representatives. Dr. E. M. Perry, Dr. H. T. Manuel, Dr. Guy F. Witt, of Dallas, and Dr. James Cunningham, of Houston, took part in the informal program, expressed their interest in the develop· ment of the project, and suggested ways in which such a Society might be useful. Mr. Claude D. Teer, Chairman of the Board of Control, and others present entered into the general discussion, which ended with an indication of the unanimous approval of those present for the organization of the Society for Mental Hygiene. 
Through Dr. Manuel's interpretation of the movement to Dr. H. Y. Benedict, President of The University of Texas, an invitation for lunch at the University was extended to those attending the morning 
meeting. Twenty-four were entertained for lunch through Dr. Bene­dict's invitation. Among them were: 
Dr. Evelyn Carrington, Huntsville Miss Frances Guernsbacher, San Antonio Miss Blanche Higginbotham, Houston Dr. E. M. Perry, Dallas Miss Lydia Cage, Houston Dr. Guy F. Witt, Dallas Mrs. W. B. Sharp, Houston Dr. G. W. Day, Galveston Miss Sadie Aaron, Houston Dr. H. T. Manuel, Austin Miss Marjory Embry, Houston Miss Helen Hardy, Austin Dr. James Cunningham, Houston Dr. Joe Gilbert, Austin Miss L. Brewer, Houston Mrs. Violet S. Greenhill, Austin 
Mr. R. H. Fonville, Houston 1\lrs. Nettie S. Myers, Austin 
Out of this meeting grew the steering committee for the organization of the Society. 
At a later date the writer met in Fort Worth with Dr. Talma W. Buford, of Minter, Texas, and asked for his ideas on the organization movement. He was deeply interested, and engaged actively in the accomplishment of our objective. His time and efforts in working with the group planning to organize the Society were an important contribntjou to the success of the movement. 
The date for the organization meeting was set for November 19, 1934.. Five hundred postcards were mailed out for the purpose of getting a check on those who would be interested. Since the move­ment was comparatively new in Texas, we thought it advisable to secure the services of someone who was thoroughly familiar with the entire subject of mental health and hygiene. We were fortunate in being able to secure as guest speaker Dr. George S. Stevenson, Director of the Division of Community Clinics of the National Committee for Mental Hygiene. On November 19, 1934, the organi­zation meeting was held in the Hall of the House of Representatives. Dr. Talma W. Buford was elected Chairman for the day. One hun­dred and thirty-four persons registered for the meeting. Among these were representatives of the medical profession, the teaching profession, social and welfare workers, the legal profession, the ministry, and many public-spirited lay persons. Dr. James Cunning­ham, as chairman of the committee drafting the constitution and by-laws, was primarily responsible for the form which they took. 
At the organization meeting an Advisory Committee was appointed to meet on December 5, 1934, for the purpose of appointing per­manent officers and a Board of Directors for the Society, to serve until the first annual meeting of the Society. From the group named at the meeting on December 5, 1934, to function as the Board of Directors, the following officers of the Society were selected: 
Dr. J. Shirley Sweeney, President; Dr. Talma W. Buford, First Vice-President; Dr. H. L. Pritchett, Second Vice-President; Reverend James S. Allen, Secretary; Dr. E. M. Perry, Treasurer. 
During the first years of the Society Mr. Allen's office was kept busy sending out letters, notices, and publications in the interest of the development of the Society. 
The first annual meeting of the Society was held at the Adolphus Hotel in Dallas, with Dr. J. Shirley Sweeney, President, presiding. 
The Presidents of the Society as they have served are as follows: 
Dr. J. Shirley Sweeney, Dallas; Dr. E. M. Perry, Dallas; Dr. A. Hauser, Houston; Dr. Paul White, Austin; Dr. Wilmer Allison, Fort Worth. 
Annual meetings have been held in Dallas, Houston, San Antonio, and Austin. Five yearbooks have been published: May, 1936, August, 1938, November, 1939, October, 1940, and December, 1941. 
The progress and development of The Texas Society for Mental Hygiene have been a matter of slow growth. Its members have been loosely held together, and would have remained so had it not been for the splendid cooperation and assistance of the Hogg Foundation. Through the Foundation and its Director, Dr. Robert L. Suther­land, the services of Miss Lucile Allen as part-time secretary have been made available to the Society, and marked progress has been shown as the result. Dr. Sutherland personally has given generously of his time and thought to the Society and its membership. During the past year the Society has been under the leadership of the President of the Society, Dr. Wilmer Allison. The Lamar County Society for Mental Hygiene, organized in 1939, has prospered, and the Austin-Travis County Society for Mental Hygiene has been organized. Dr. Sutherland, Miss Allen, and interested men and women, professional and volunteer, have worked untiringly in help­ing to bring about the completion of organization and in setting up and putting into effect the program for organization and fol­low-up. It is our understanding that the Tarrant County Society for Mental Hygiene will he organized today (March 6, 1942). 
This report evidences the earnestness and willingness of those interested in mental hygiene. We may say with gratitude for ac­complishment and a feeling of responsibility for future growth that the Texas Society for Mental Hygiene has come of age. 
DISTINGUISHED SERVICE IN MENTAL HYGIENE 
At its annual meeting on Friday, March 6, 1942, the Texas Society for Mental Hygiene honored Miss Ima Hogg and Dr. Talma W. Buford with citations for distinguished service to mental hygiene in Texas. Representing the Executive Committee and the Society, the Editor of the Year book spoke, in part, as follows: 
Great movements find their motive force in great personalities. It is true in time of war; it is true in time of peace. To be sure, great tasks demand the cooperation of many people, but at all levels there emerge acts of sacrifice and instances of unusual insight that challenge the admiration of us all and serve as examples to our children. 
In the Army we honor our heroes by distinguished service medals. In civil life we express our approval through prizes, cups, ribbons, and the like. 
The Executive Committee of the Texas Society for Mental Hygiene has cited two members of the Society for distinguished service to mental hygiene in Texas. I have the happy privilege of reading these citations this evening. In advance, I must say to the recipients­who incidentally have had no notice whatever that they have been thus honored-I must say that we have no gifts of money, not even a simple ribbon. We have not engraved your names in gold, silver, or stone. Instead, I am happy to tell you simply that your names are deeply engraved upon the tablets of our hearts. 
I 
First, the Texas Society for Mental Hygiene, through its Executive Committee, cites for distinguished service to mental hygiene in Texas the daughter of a family whose very name is the symbol of public service. Every schoolboy learns that her illustrious father was an outstanding public servant in the government of Texas. This great man gave to his children an ideal of community responsibility which has borne rich fruit. One of her brothers, always interested in the public good, left his fortune to bless the people of his native State. She herself has long been interested in mental hygiene and in the community. Having an opportunity along with others of her family to determine the object of a magnificent bequest, she decided that it should be spent in behalf of the mental health of the people of her State. Thus she set in motion the greatest single influence ever enlisted in the cause of mental health in Texas. This Foundation will continue through the years to make happier lives, to help indi­viduals avoid personal defeat and frustration, and to make the community a better place in which to live. 
Daughter of an illustrious Governor, modest, gracious, gifted, farsighted, benevolent-Miss Ima Hogg-we honor you for dis· tinguished service to mental hygiene in Texas, and assure you of our undying love and gratitude. 
II 
Second, the Texas Society for Mental Hygiene, through its Execu­tive Committee, cites for distinguished service to mental hygiene in Texas one of its native sons who has had a long and distinguished career as a country doctor. For forty-six years he has practiced medicine in Texas. By his side still stands the lovely woman who became his bride in those early years of pill-bags and long rides on horseback to relieve the distressed. In these latter days of specialization it is hard to realize the full part that the country doctor has played in our civilization. To cite a single illustration of the general service of the man whom we honor, I may say that he has officiated at the birth of nearly five thousand babies. For thirty years he has been interested in psychiatry and mental health, traveling all over this country and into Canada visiting prisons, hospitals, and clinics. His personal library is one of the richest to be found in the State in this particular field. From its early days he has nursed and supported the Texas Society for Mental Hygiene. He has been a chief proponent of clinical services in the schools and has the honor of organizing the first county society for mental hygiene in Texas. Not so strong as he once was, but alert in mind, and thoroughly devoted to mental hygiene and public welfare, he came to this meeting against the advice of two physicians and has had an important part in it. 
Son of Texas, pioneer in medicine, pioneer in mental hygiene, genial, alert, unselfish-Dr. Talma W. Buford-we honor you for distinguished service to mental hygiene in Texas, and assure you of our undying love and gratitude. 
PROCEEDINGS OF THE NINTH ANNUAL MEETING 
THE TEXAS SOCIETY FOR MENTAL HYGIENE 

TEXAS HoTEL, FoRT Wo~TH, MARCH 6, 1942 
Lucile Allen, Secretary 
MORNING SESSION 
The ninth annual convention of The Texas Society for Mental Hygiene opened at ten o'clock, March 6, 1942, at the Texas Hotel in Fort Worth, Dr. Wilmer L. Allison in the chair. Ninety members of the society were present, including sixteen members of the Board of Directors. The minutes of the eighth annual meeting were read and approved. Reports were presented by the secretary, who also read Mrs. R. D. Henderson's report of the Publicity Committee; by Dr. Evelyn Carrington, chairman of the Professional Education Committee; by Dr. H. T. Manuel, editor of the Yearbook; by Mrs. Violet S. Greenhill, chairman of the Resolutions Committee; by Dr. Paul White, chairman of the Nominating Committee; by Dr. 
T. W. Buford, chairman of the Legislation Committee; and by Dr. 
H. L. Pritchett, treasurer. Other reports were presented by Dr. Paul White, who discussed "Personnel Standards in Public lnstitu· tions"; by Mr. F. E. McGahan, president of the Lamar County Society; by Dr. Wilmer Allison, chairman of the recently organized Tarrant County Society; and by Dr. T. K. Johnson, who discussed the progress made toward the organization of a county society in Commerce. Dr. George S. Stevenson reported the meeting of the Mental Hygiene Society Executives in Detroit. Needed changes in the constitution were read by Mrs. Violet S. Greenhill and approved by the society. Mrs. Greenhill and Dr. Manuel will incorporate these changes in the constitution published in the next Yearbook. In the discussion following Dr. Buford's report on the Legislation Committee, Mrs. Greenhill encouraged the members to know their legislators, who, she feels, will take an interest in the legislation sponsored by the society if they are approached in time to have real knowledge of the issues involved. Dr. Carrington added that the term "Visiting Teacher" should he explained through the press by the publicity chairman. In Dr. White's discussion of "Personnel Standards," Dr. White commented that the society should interest itself in the state institutions and the work that is done there. He said further that the state hospital has had and does have some good men and that principal needs are more security for admin­istrators and added trained personnel. As a result of being used as a "political football," the state institutions have lost some excellent men. Dr. White stated that there are now men on the State Board of Control who are eager to do what should be done and who will listen to suggestions from the mental hygienists. Dr. White moved that a committee be appointed to work with a com­mittee from the Neuro-psychiatric Society and the Texas Medical Society in formulating plans to be presented to the Board of Control. Mr. Voyer seconded this motion, which was passed by the society. The committee is to be appointed by the incoming presi­dent. Dr. Allison read a letter from Weaver H. Baker, chairman of the State Board of Control, which stated, 
"Kindly feel free to make any suggestions to us per­
sonally, or as an association, at any time we may be of 
assistance to you. 
"I am enclosing herewith a copy of Article 3191, RCS, 
which, as you will note, makes it possible for us to develop 
a mental hygiene clinic service, by virtue of our mutual 
efforts." 
Officers, whose names were presented by the nominating committee and who were elected by the society, are as follows: Dr. Eugene L. Aten, Presi­dent; Dr. T. W. Buford, First Vice-President; Dr. Robert L. Sutherland, Second Vice-President; Miss Lucile Allen, Secretary-Treasurer; Mrs. Violet 
S. Greenhill and Dr. Paul White, Members of the Executive Committee; Dr. 
H. T. Manuel, Editor of the Yearbook. Members of the Board of Directors are as follows: 
AUSTIN DALLAS 
Mrs. Violet Greenhill Lucile Allen Mrs. Gladys W. Henderson Dr. Eugene L. Aten 
H. T. Manuel Rabbi David Lefkowitz Jeanie Pinckney H. L. Pritchett Mrs. Noyes D. Smith Dr. A. J. Schwenkenburg Robert L. Sutherland Elmer Scott Dr. Paul L. White Dr. Guy F. Witt 
CUNNINGHAM DENTON 
F. C. McGahan Evelyn Carrington 
EL PASO KINGSVILLE 
Lila McNutt I. DeWitt Davis Rabbi Wendell A. Phillips 
LUBBOCK
Edward M. Pooley Bonnie K. Dysart 
FORT WORTH 
MARUN 
Dr. Wilmer Allison Dr. N. D. Buie
Dr. I. P. Barrett 
PATTONVILLEGALVESTON 
Dr. T. W. Buford
Dr. Titll8 Harris Dr. L. R. Brown ORANGE Clara Bassett 
J. W. Edgar 
HOUSTON SAN ANTONIO 
Sadie Aaron Dr. Lewis Barbato 
Dr. A. Hauser Dr. M. J. Cooper
Ima Hogg Dr. J. P. Molloy 
TYLER 
Dr. E. E. Oberholtzer S. Pledger Burke 
It was stated that the Executive Committee, empowered by the constitution to name the time and place for the annual conference, wished to submit Dallas and Austin as possible places for the 1943 conference. By vote of the meeting, Dallas was named as the place for the 1943 conference. The conference will be held during the month of February, the exact day to be named later. 
Mrs. Violet S. Greenhill, chairman of the Resolutions Com­mittee, presented resolutions that appreciation of the membership be expressed for the cooperation and financial assistance of Dr. Robert L. Sutherland as director of the Hogg Foundation; for the work of Miss Lucile Allen; for the services of the president and the other officers; for the work of the general committee on arrange­ments and of its chairman, Mrs. Frank Schoonover, for the work of the sectional chairmen of arrangements; and for t}J.e cooperation of the Fort Worth Chamber of Commerce, the Texas Hotel, the press, and all individuals, groups, and organizations preparing for and making the annual meeting a successful occasion. 
The meeting adjourned at 12 o'clock. 
LUNCHEON MEETING 
One hundred and forty-six members and guests attended the luncheon. The Texas School Health Association, meeting in con­junction with The Texas Society for Mental Hygiene, planned the program, with Miss Jeanie Pinckney presiding. School problems as affected by and created by the war were discussed by Dr. C. B. Young, Lt. Commander Barry Holton, Mr. C. E. McCarver, Mr. 
J. W. Edgar, and Miss Clara Bassett. 
AFTERNOON GENERAL MEETING 
Dr. Robert L. Sutherland presided over the afternoon session at 
2:30 o'clock. Mrs. Violet Greenhill's paper, "The Mental Hygiene Movement Comes of Age in Texas," and Dr. Wilmer Allison's paper, "The War Psychology of Germany Compared with That of the United States," were presented. 
At 3 o'clock the general meeting was adjourned, and those in attendance went to one of the six sectional meetings. Mrs. Herbert Beavers presided over the Welfare and Social Work Section, where Mr. Walter Whitson presented "Suggestions for Case Workers in Meeting Special Adjustment Problems Resulting from the War," and Dr. George Stevenson discussed "What the National Committee Is Doing About War and What Local Communities Can Do." Miss Gladys Pittenger was panel representative for this group. Dr. H. 
T. Manuel presided over the Education Section, where Dr. Eugene Aten spoke on "Mental Health Problems of School Children in Time of War," and Dr. Horton Casparis gave "Suggestions to Classroom Teachers and Supervisors." Dr. Bertha Duncan was panel representative. Chairman for the Public Health and Nursing section was Dr. J. P. Molloy. Dr. J. M. Coleman discussed "The Present Status of the Texas Plans for Health and Emergency Medical Services," and Dr. Lewis Barbato discussed "Services the State Hospitals Can Render the Community in War Times." Miss Clara Bassett was panel representative. Dr. Jasper Manton presided over the Ministry and Religious Work Section, where Dr. Richard Smith talked on "Mental Hygiene in Relationship to the War," and Rev. Russell Dicks discussed "Mental Health and Religion." Rev. Ellis Nelson represented this group at the panel. Mr. C. G. Fair­child was chairman for the Recreation Section. Dr. E. G. Minter presented "New Recreational Methods in Military Morale," and Dr. Richard Smith discussed "Recreation in Civilian Defense." Mrs. Ruth Garver Jones was panel representative. Dr. A. L. Porterfield presided at the Student Problems in the Present Emergency Section. Mr. Duncan Sanders discussed "What Students Want to Know," and Mrs. Beulah Wild and Miss Lila McNutt read papers dealing with problems facing youth today. Dr. H. L. Pritchett represented this group at the panel. At 4 o'clock the sectional meetings adjourned, and at 4:15 members and guests met in general session, with Dr. 
H. T. Manuel in the chair. At this time panel representatives pre­sented summaries of the papers and discussions given at the various sectional meetings. Dr. George S. Stevenson in turn drew general conclusions from the summaries and discussed trends. 
EVENING SESSIONS 
At 6 o'clock there was a Medical, Section dinner, attended by sixty-eight persons. Dr. Wilmer Allison presided. Dr. Titus Harris presented a discussion entitled "Setting Standards for the State," and Dr. Horton Casparis discussed "The Place of the Mental Hygiene Clinic in the Community." Dr. George S. Stevenson served as consultant. 
Dr. Wilmer Allison presided over the general meeting called at 8 o'clock. More than five hundred attended this session. Dr. Paul White brought a summary of the talks presented at the medical dinner, and Dr. Holton Casparis discussed "Children Living in a World at War." Dr. Robert L. Sutherland presented a series of mental health suggestions or slogans, and distributed ballots among the audience, asking their reaction to the plan of publishing and distributing to the public such suggestions. 
Dr. Allison presented Dr. Eugene Aten, president for 1942, who 
spoke briefly. 
The ninth annual conference of The Texas Society for Mental 
Hygiene adjourned at 9:30. 
COMMITTEE REPORTS 
Since a number of items from reports of officers and committees at the annual meeting are of general interest, the following sum­mary has been prepared by selecting and editing excerpts from the reports. Much interesting material has been omitted because of lack of space. 
I. LEGISLATIVE COMMITTEE 
Talma W. Buford, M.D., Chairman 
This committee mailed each member of the House of Represen­tatives and the Senate a copy of the Yearbook containing the "Visit­ing Teacher" bill, and also a circular letter signed by the chairman of the committee requesting support of the bill. The bill was pre­pared and introduced in the House of Representatives by Represen­tative Ben Sharpe. The Committee on Education to which it was referred recommended its passage, but when it was called up for consideration in the House it was tabled by a small vote. Senator Aiken introduced the bill in the Senate. The Committee on Educa­tion of this body also recommended that it pass, but it was never called up for consideration. 
In the forty-sixth session of the Legislature, Representative T. D. Wells introduced the same "Visiting Teacher Bill" in the House and secured its passage by a wide margin. In the Senate the Committee on Education recommended that it pass, but as in the last session it was never called up for consideration. 
I prepared another bill, the "Prison Psychopathic Hospital Bill," and secured its introduction in both houses. This bill was designed to care for the criminally insane in the prison and State hospitals. The reference committees in both houses recommended it favorably, but it never reached the floor in either house. At a previous session of the Legislature the bill was passed and sent to the Governor for his signature, but was recalled. 
The Committee supported another fine bill designed to prevent that heinous form of punishment of inmates of the prison system by whipping with what is known as the "bat." This bill was hotly contested but finally became a law. 
At this time I do not think it would be amiss to thank Dr. Robert 
L. Sutherland, Director of the Hogg Foundation, for his services in disseminating the principles of mental hygiene all over Texas. 
(The report continued with a discussion of the "Visiting Teacher" bill, recommending a committee to present the bill to the next session of the Legislature. The appointment of this committee was authorized by vote of the Society.) 
II. THE COMMITTEE ON PROFESSIONAL EDUCATION 
Evelyn M. Carrington, Chairman 
(The first part of the report submitted the recommendations of Dr. Barbato's 1941 report "with two minor changes." See Fifth Yearbook, p. 44. Additional recommendations of the committee are listed below.) 
(
1) That the heads of Education Departments and deans of Schools of Education in higher institutions of learning pay an increasing amount of attention to the problem of selecting persons to be educated as teachers, especially in reference to wholesome personalities with abundant energy and vigor. 

(2) 
That boards of education, superintendents and other adminis­trative officers be urged to treat teachers as persons. 

(3) 
That the Texas State Teachers Association, the State Board of Education and other such agencies be encouraged to draft pro­visions for permanent tenure for teachers and to see that these pro­visions are put into action. 

(4) 
That there should be a concerted effort to extend the work of the visiting teacher and school psychologist to all children of the State. 

(5) 
That teacher education institutions should organize, with fully trained professional staffs, clinical services which can be used by teachers-in-training for observation and practice. 

(6) 
That the Society study ways and means of making available to social workers in Texas the consultant services of psychiatrists, psychiatric social workers, and psychologists. 

(7) 
That the health education personnel of Texas be given op­portunities in their training for the following: 

(a) 	
More basic training in the growth and development of chil­dren with special emphasis on insights into human behavior. 

(b) 	
Much contact with children and their problems as a part of preservice training. 

(
c) 	Practical experience for the entire personnel concerned with the total health of the child to plan, work, and evaluate together. 

(8) 
That the Society study ways and means of providing in­service training for teachers, health education specialists, social workers, personnel officers, and others who have close contact with the individual. 


III. PUBLICITY COMMITTEE 
Gladys W. Henderson, Chairman 
Publicity for the Texas Society for Mental Hygiene has consisted chiefly of aid and assistance to reporters covering the conference in San Antonio last year and of advance notice of this 1942 meet· ing. Miss Allen and Dr. Sutherland were most helpful in supplying information for various news stories regarding the meeting in Fort Worth. The Texas Hotel sent mimeographed person-to-person pub­licity to members of the Society. Cooperation of The University of Texas Public Relations Department and of the press association correspondents has been of effective assistance in publicizing all activities of the Society. 
STANDING COMMITTEES 
Community Organization for Mental Hygiene-
Clara Bassett, Galveston; Bertha K. Duncan, Commerce; Helen Whitten, Dallas; Jeanie Pinckney, Austin; Mrs. Fred Hender­son, Fort Worth. 
Legislative-
Mrs. Violet Greenhill, Austin; Dr. T. W. Buford, Pattonville; Dr. C. W. Castner, Austin. 
Mental Hygiene: The Church-
Rev. Perry Gresham, Fort Worth; Rabbi Henry Cohen, Galveston; Rev. Travis White, Paris. 
Mental Hygiene: The School­]. W. Edgar, Orange; H. T. Manuel, Austin; F. E. McGahan, Cunningham. 
Mental Hygiene Clinics-
Dr. Wilmer Allison, Fort Worth; Mrs. Beulah Temple Wild, Houston; (third member to be appointed by Dr. Allison). 
Professional Education-
H. 	L. Pritchett, Dallas; Lila McNutt, El Paso; (third member to be appointed by Dr. Pritchett). 
Publicity-
Mrs. Gladys W. Henderson, Austin; Mrs. Frank Schoonover, Fort Worth; Mrs. Eloise Sherman, Dallas. 
Standards of Care in Mental Hospitals-­
Dr. Paul White, Austin; Dr. Titus Harris, Galveston; Dr. Guy F. Witt, Dallas; Dr. Lewis Barbato, San Antonio. 
COUNTY SOCIETY OFFICERS 
Austin-Travis County-
Chairman, Mrs. Clark Campbell, 101West33d Street, Austin. Vice-Chairman, Dr. Russell A. Lewis, 101 East 9th Street, Austin. Corresponding Secretary, Miss Josephine Dunlop, 112 East 9th 
Street, Austin. Recording Secretary, Mrs. Florence Richey, 1312 Newning, Austin. Treasurer, Mr. I. W. Popham, County Courthouse, Austin. 
Hunt County-
President, Dr.]. K. Johnson, E.T.S.T.C., Commerce. Vice-President, Mrs. Vertie Buchanan, Central School, Commerce. Secretary-Treasurer, Miss Ruth Walling, E.T.S.T.C., Commerce. 
Lamar County-· 
President, Dr. C. L. Gilmore, 57 North 25th Street, Paris. Secretary-Treasurer, Dr. T. E. Hunt, 140 Fitzhugh Avenue, Paris. 
Tarrant County ­President, Dr. Wilmer Allison, Medical Arts Building, Fort Worth. Vice-President, Dr. Perry Graham, T.C.U., Fort Worth. Secretary, Mrs. W. J. Danforth, Park Hill, Fort Worth. Treasurer, Mrs. Fred D. Henderson, 2725 Norma, Fort Worth. 
COUNTY SOCIETIES FOR MENTAL HYGIENE 
At the Fort Worth meeting of the Texas Society for Mental Hygiene action was taken to give definite status to local societies as component parts of the State organization. (See By-Laws in this Bulletin.) Four local organizations have been completed: Austin­Travis County, Hunt County, Lamar County, and Tarrant County. Mr. F. E. McGahan, of the Lamar County Society, has prepared the following comments: 
The Lamar County Society had for its driving goal during the year of 1941-42, the breaking down of an attitude toward mental hygiene as being a study for and of those people who were more or less queer or eccentric. In order to accomplish this goal a de­liberate effort was made to broaden the attendance of the regular monthly meetings. 
Through the courtesy of the Hogg Foundation and in cooperation with Paris Junior College, a Mental Hygiene Conference was held at Paris early in the fall of 1941. The Conference was literally taken to the people. Central meetings were held in the evening and during the day field meetings were conducted in rural com­munities. Some ten or twelve field meetings were held throughout Lamar County in both large and small centers. Over three thousand people were reached during a three-day conference. Ministers, law­yers, doctors, high-school boys and girls, club women, business men, farmers, and others attended. Many of the outlying centers used their school buses to transport their school members and other people to the central meetings. As a follow-up of the conference, the Hogg Foundation has sent other speakers hack to the Lamar County area. 
Another achievement of the County Societies has been the organi­
zation of sectional meetings in the Texas State Teachers Association 
and District Eight of the area divisions of the E.T.S.T.C. 
The Austin-Travis County Society has functioned very much in the same manner as the Lamar County Society, doing educational work with social agencies, civic clubs, study groups, and others to arouse interest and support, and calling upon the Hogg Foundation for assistance. 
CONSTITUTION 
OF THE TEXAS SOCIETY FOR MENTAL HYGIENE 
ARTICLE I 
Name 
SECTION I. The name of this society shall be The Texas Society for Mental Hygiene. 
ARTICLE II 
Purpose 
SECTION I. The general purpose of this society shall be to work for the promotion, conservation, and restoration of the mental health of the people of this state. 
SEC. 2. The specific purposes of this society shall be: 
(1) 
Educatil>n.-To promote the study of the conditions that contribute to wholesome mental activity, and to spread the knowledge of the conditions that foster normal mental development and health. To obtain and disseminate information as to the nature, origin, and effects of mental disease and mental defect, and the mental elements in anti· and asocial behavior. To encourage the recognition of the prevalance of these defects in the community, of their relation to other social problems in the community, and the spread of the knowledge of effective methods of combating them. 

(2) 
Constructive Seroice.-The promotion of facilities for the prevention, diagnosis, treatment, and care of individuals whose behavior or personality difficulties lie within the field of mental hygiene. The encouragement of any necessary legislation to achievement of these ends. 

(3) 
Professional Training.-To encourage and promote the inclusion of the principles of mental hygiene in the professional preparation of doctors, teach· ers, nurses, social workers and other professional groups whose work necessi· tates their dealing with problems of mental hygiene. 

(4) 
Such other specific purposes as the society may adopt from time to time provided they fall within the general purpose of this organization. 


ARTICLE III 
Amendment of the Constitution 
SECTION 1. This constitution may be amended by a two-thirds vote of mem· hers present and voting at any regular or special meeting of the Society, or by referendum provided such an amendment has been submitted to the mem­bership thirty days in advance. 
BY-LAWS 
OF THE TEXAS SOCIETY FOR MENTAL HYGIENE 

ARTICLE I 

Membership 
SECTION 1. Members.-This society shall consist of persons interested in the purpose of the society who have paid an annual membership fee of one of the following classes: 
(a) 
Regular member, Sl.00. 

(b) 
Sustaining member, $5.00. 

(c) 
Contributing member, $25.00-$50.00. Memberships may be on a family basis, one membership fee including both husband and wife. 


SEC. 2. Honorary Members.-Any person who has rendered distinguished service in the cause advocated by this Society, may be elected to Honorary Membership by a majority vote of those present at any regular meeting of the Board of Directors. 
SEc. 3. Local Societies.-Local societies organized and maintained with the approval of the Executive Committee shall be component parts of the Texas Society for Mental Hygiene. If state dues are paid through a local society, fifty cents may be retained by the local unit. 
ARTICLE II 
Directors and Officers 
SECTION 1. Board of Directors.-The Board of Directors shall include the Presidents of the county societies and twenty-four or more Directors who shall be chosen to represent the following geographical and educational interests: 
(a) 
The following general areas in Texas shall be represented by one or more members on the Board: North Texas, Central Texas, East Texas, South Texas, and West Texas. 

(b) 
The following educational or professional interests shall be represented by one or more members on the Board of Directors; psychiatry, adult educa· tion, social work, elementary and higher education, general medicine, law, the church, and the lay public. 


SEc. 2. Olficers.-The officers of the Board of Directors and of the Society shall consist of a President, First Vice-President, Second Vice-President, and Secretary-Treasurer, whose duties shall be the customary duties of those officers. 
SEc. 3. Executive Committee.-The Executive Committee shall consist of the officers, the Editor of the Yearbook, and two other members of the Board of Directors. 
ARTICLE III 
Duties 
SECTION 1. The care, management and control of the affairs of the Society shall be under the charge and direction of the Board of Directors subject to the will of the Society. 
SEC. 2. Subject to the final approval of the Board of Directors, the Execu­tive Committee is empowered to conduct any of the affairs of the Society that are delegated to the Board of Directors. 
SEC. 3. The Executive Committee shall report to the Board of Directors at each meeting. SEC. 4. The Board of Directors shall report to the Society at each annual meeting. 
Sec. 5. The Board of Directors may elect directors to fill unexpired vacancies on the Board; shall appoint and discharge committees; receive their reports; may appoint or discharge a full-time executive officer, if the finances and affairs of the Society warrant such appointment or discharge; determine the duties of the officers and employees rf the Society; may call special meetings of the Board or the Society, provided a notice of one week has been given to members of the Board, and two weeks' notice to the members of the Society; ehall adopt procedures to carry out the purpose of the Society. 
SEC, 6. The Executive Committee may call special meetings provided n<>tice of one week is given to members. 
SEc. 7. The Board of Directors shall appoint the following standing com· mittees, the chairmen of which shall be members of the Board of Directors: Publicity Committee, Membership Committee, Committee on Adult Education, Committee on Standards of Care in Mental Hospitals, Committee on Mental Hygiene Oinics, Committee on Professional Education, Legislative Committee, Committee on Mental Hygiene in the Church, and Committee on Mental Hygiene in the Schools. 
SEc. 8. The Board of Directors may appoint special committees whose members may or may not be members of the Board of Directors. 
ARTICLE IV 
Meetings 
SECTION 1. The Annual Meeting of the Society shall be held at such time and place as may be fixed by the Executive Committee, at which time the Society shall hear the report of the Board of Directors, and elect a Board of Directors and officers for the succeeding year. 
SEC. 2. Eleven members shall form a quorum of the Board of Directors and five members shall form a quorun of the Executive Committee. SEC. 3. The Executive Committee shall arrange for the program to be given at the annual meeting of the Society. 
ARTICLE V 
Amendments 
SECTION 1. The By-Laws may be amended by two-thirds vote of the members present and voting at any regular or special meeting of the Society, or they may be amended by the Board of Directors, provided such an amendment has been submitted in writing at a previous meeting and notice given to all the members of the Board. 
LIST OF MEMBERS* 
July, 1942 

ABILENE BURLESON 
Frances Shambaugh William S. Rosamond 
AUSTIN 
D. K. Brace 
C. E. Brinsdon Mrs. H. P. Bybee Grace D. Buzzell Mrs. Clark Campbell 
C. W. Castner Percy M. Dawson Josephine Dunlop Mrs. Marie M. Green Mrs. Violet Greenhill Nellie M. Hall 
D. B. Harmon Mrs. R. D. Henderson James Knight Helen LeLacheur 
H. T. Manuel Mrs. S. M. N. Marrs Ellis Nelson Pansy Nichols Jeanie Pinckney Mrs. Virginia W. Sharborough Mrs. Noyes D. Smith 
J. G. Springer 
C. H. Standifer 
R. L. Sutherland Sister Vincent Paul L. White Mrs. Jean Williams 
BEAUMONT 
Lorna D. Kloster 
BIARDSTOWN 
Charley Biard 
Mrs. Charley Biard BIG SPRING 
George T. McMahan 
BLOSSOM 
Mary Ellen Johnston 
CELESTE 
Mrs. W. Rankin Roach 
CHICOTA 
J. G. Brunson Mrs. J. G. Brunson 
CISCO 
Theo Burkett 
CLEBURNE 
Mary Shipp Sanders 
COLEMAN 
Marie Maxfield 
COLLEGE STATION 
Dosca Hale 
C. H. Winkler 
COMMERCE 
G. G. Allen Mrs. Mary Bowen Mrs. Vertie Buchanan Eddie M. Burson Adele Clark 
J. M. Connally Mrs. Myrtice P. Cornelius Bertha K. Duncan Kenneth Evans Robbie Finch 
J. E. Franklin 
W.W. 
Fre<;rnan Julea Hubbell 

J. 
K. Johnson Jewel D. Kennimer Corine Lamm Frank H. Morgan Frances E. Potts Mrs. J. G. Smith Ruth Wailing Hoyt Williams Mrs. Etta Carvell Wright 

C. 
L. Y arhorough Frank Young 


*This list includes some persons who were delinquent in payment of dues. It is likely also that there are errors of one kind or another. Members of the Society are requested to assist the Secretary, Miss Lucile Allen, 6126 Bryan Parkway, Dallas, in revising and correcting the list. 
CORPUS CHRISTI Mrs. F. T. Elrick CUNNINGHAM Volley Coyle 
F. E. McGahan Mrs. F. E. McGahan 
DALLAS Mrs. Lucille Adkisson Lucile Allen Nell Anders Eugene L. Aten Mrs. Glen Carson Mary DeBow Kate Dinsmore Ruth L. Flater 
T. M. Harwell Gaynell Hawkins John F. Henson David Lefkowitz Mrs. Elva G. Lloyd Mary Lou Logan Mrs. I. 0. Miller 
L. W. Neatherlin James H. Newett 
H. L. Pritchett Mrs. Helen Robinson 
A. J. Schwenkenberg Elmer Scott Leland C. Spurrier 
L. V. Stockard 
J. Shirley Sweeney 
R. F. Voyer Mrs. R. F. Voyer Helen Whitten Guy F. Witt 
DENTON 
W. B. Broomall Mrs. W. B. Broomall 
L. H. Moore Ruth F. Steidinger 
M. E. Bonney Evelyn M. Carrington Elizabeth A. Taylor Marion F. Williamson 
EL PASO 
A. Louise Dietrich Lila McNutt Wendell A. Phillips Mrs. Lucille Pillow Mrs. Maurice Schwarz 
FORT WORTH 
Elsie Aiton Mrs. Bernice Apetz Wilmer L. Allison Mrs. Wilmer L. Allison Bill Arms Mrs. Bill Arms Shelton Barcus 
I. P. Barrett 

G. Herbert Beavers, Jr. 
Mrs. G. Herbert Beavers, Jr. 
Minnie M. Behrens 
Witt Blair 

A. J. Brachman 
Desdemonia Brazil 
Olga Buresh 
Patricia Burleson 
Mrs. Virginia N. Cain 
Mrs. R. K. Campbell 
George T. Cope 
Mrs. George T. Cope 

M. U. Cowditt 
Denneth A. Cosell 
Lena C. Cox 

B. A. Crouch 
Mrs. W. J. Danforth 
Mrs. W. H. Davidson 
Giles Day 
Mrs. Giles Day 

D. D. Eggert 

R. D. Evans 
Alfred M. Ewing 
Mrs. Alfred M. Ewing 

C. G. Fairchild 
Mrs. James Farmer 
Mrs. Susie Farrow 
Bess Ferris 
Mrs. Edna Gladney 

S. 0. Godley 
Ruby Gordon 
Juanita Greer 

E. Perry Gresham 

The University of Texas Publication 
John Calvin Grier Mrs. John Calvin Grier Don Hayward Mrs. Fred D. Henderson Mrs. C. V. Herron Eugene Hess Mrs. Eugene Hess Mrs. Agie Mae Howell Clara Jones Mrs. Louise Kiersted Hazel Leigh Lilian Layton Harry H. Lipkowitz Mrs. Harry H. Lipkowitz Philip B. Marquart Mrs. Mary McClure Ann McGee Robert E. Miller Mrs. Robert E. Miller Mrs. W. A. Miller Mrs. Lucile Morris Frances Murrell 
F. Warren O'Reilly Mrs. Ruby Owings Mrs. G. C. Pearson Gladys Pittenger 
A. L. Porterfield 
L. H. Reeves Mrs. Beulah W. Robertson Naomi B. Robertson Frank S. Schoonover Mrs. Frank S. Schoonover 
S. J. Schreiner Edwin Schwartz 
B. C. Shulkey Samuel Sibulkin Hattie M. Sidebottom Lottie B. Smith Mrs. Karl Spock 
C. 0. Terrell 
F. V. Thomson 
Hazel L. Tucker 

W. P. Weeks -Wheeler, Jr. Roy Whisenhunt Harold M. Williams 
N. M. Wilson R. B. Wolford Margaret Yates 
GALVESTON 
Clara Bassett 
Mrs. Fred W. Catterall 
L. R. Brown Henry Cohen 
H. E. Davidson Titus H. Harris Mrs. Mathilde C. Maier John W. Spies Hamilton Ford Harry Germer 
GLADEWATER 
F. C. McConnell 
GRANDPRAIRIE 
Mrs. Agnes G. Baldwin 
GREENVILLE 
Aaron K. Farmer 
HELOTIS 
Mrs. A. I. Scroggin 
HOUSTON 
Sadie Aaron 
Mrs. Cornelia Durling 
M. B. Durfee Oden Green 
A. Hauser Mrs. A. Hauser Ima Hogg Jacob B. Lightman Viola Meuzemer James P. Molloy Lavinia Namendorf 
E. E. Oberholtzer Mrs. Arline Shine Mrs. Maurice Schwartz Mrs. Nettie W. Weems Walter W. Whitson Mrs. Beulah Temple Wild 
HUNTSVILLE 
J. H. Aydelotte 
T. H. Etheridge 
James Gilliam Gee 

R. B. Melton 
S. E. Smith 
KINGSVILLE 
J. DeWitt Davis 
LUBBOCK 
Bonnie K. Dysart 
LUFKIN 
Mary P. Clark 
MARLIN 
N. D. Buie 
NEW YORK 
Lucille O'Reilly 
ORANGE 
J. W. Edgar 
PALESTINE 
Lucy B. Woods 
PARIS 
Mrs. Morgan Alexander Jess Alford 
J. E. Armstrong 
Mrs. J. E. Armstrong 
Lillian Crumley 
Mrs. Hattie E. Dancer 
Mildred Eudaly 
Clarence Gilmore 

P. F. Herndon 
Mr. and Mrs. Humphrey 

T. E. Hunt 
John F. P. Stanley 
Travis White, Jr. 
Mrs. Travis White, Jr. 

PATTONVILLE 
T. W. Buford Mrs. T. W. Buford 
PETTY 
D. D. Cunningham 
RUSK 
M. S. Wheeler 
SAN ANTONIO 
Rose Davis Alberts Lewis Barbato Mrs. Lilly Broaddus Mrs. A. A. Brown Mrs. Imogene Calloway Jean Head Cooper Melbourne J. Cooper Helen Doyle Urban H. Fleece R. Paul Fowler Rabbi Frisch Herman Hirsh Mrs. Jo B. Jones Fred J. Junker Mrs. Frances R. Kallison Val M. Keating Oeta Kelly Mrs. R. C. Hugman Pearl V. Matthaci 
J. A. Mcintosh Mamie F. McLean Mrs. Frank M. Montague Mrs. Katherine Holman Myers Dorothy S. McCampbell Ema P. Neals Octavia D. Smith Willis Tate Mrs. Agnes Vass 
H. S. Von Roeder 
SAN MARCOS 
Bert Brown Mrs. Bert Brown Mrs. Olive C. Dearing 
E. 0. Wiley 
SEAGOVILLE 
Margaret C. Jones Chloris King 
SOUR LAKE 
Mrs. F. H. Carpenter 
TYLER 
S. Pledger Burke James G. Ulmer 
WACO 
Margaret Cunningham Hubert Johnson Iva Cox Gardner Mrs. Pauline Littlefield Lloyd W. Rowland Jerry Wilson 
WAXAHACHIE 
Berta Curlin 
WICHITA FALLS 
George M. Crutsinger Madge Davis Richard 0. Jonas