The role of state humanities program in reaching nontraditional learners

Humanities programs that involve citizens in discovering the relevance of the humanities to contemporary American experience are supported by the National Endowment for the Humanities through its state affiliates. Potential benefits are enhanced through the incorporation of intended learners in the planning and evaluation stages. For a decade, state humanities agencies have been catalysts in the design and delivery of programs that reach adults who have not traditionally been students of the humanities.Ronald Benson is Executive Director of the Georgia Endowment for the Humanities. Before coming to Georgia, Ron was Professor of Philosophy at Ohio Northern University.     

Students with Disabilities on Fine Art Degrees

The Arts Council and Skill: National Bureau for Students with Disabilities were concerned that disabled students were not gaining access to professional training in the arts. As part of a project to encourage institutions to improve access, the Arts Council funded Skill to conduct a survey of existing provision for students with disabilities on fine art degree courses. Forty institutions were surveyed. Respondents were asked both about the facilities available to students with disabilities within their own college, and about their own view of the feasibility of disabled people studying fine art. The picture that emerged varied greatly between colleges; most colleges had responded to the needs of individual students, but few had taken any systematic approach to widening access. There was also a discrepancy between respondents who felt certain disabilities would debar students studying fine art, and others who had had practical experience of teaching students with those disabilities. The survey forms part of a wider project by Skill and the Arts Council.     

Should alumni remain silent?

Jerry L. Martin, former acting chairman of the National Endowment for the Humanities, is president of the National Alumni Forum and adjunct professor of political philosophy and public policy at Georgetown University.     

Building a Creative Ecosystem – The Young Designers on Location Project

This article reports on findings from a research project designed to explore ways in which creativity can be fostered through interactions between selected children, particular environments, materials, techniques and key adults. The Young Designers on Location (YDoL) project was funded by the National Endowment for Science, Technology and the Arts (NESTA), and brought together selected groups of 11 year‐olds with ‘design‐related professionals’ (DRPs) to work together intensively for a week in two locations (Bath Spa University College and Ironbridge Gorge Museum, Shropshire) then subsequently in participants' schools. The findings from case studies of selected individuals within the Bath location include key messages about the quality of environment and relationships in unlocking children's creativity. The study has exemplified aspects of Harrington's model of a ‘creative ecosystem’ [1].     

The Latin American studies association vs. the United States: The verdict of history

This paper grew out of a National Endowment for the Humanities Summer Seminar for College Teachers, “Social Problems: The Constructionist Stance”, held at Southern Illinois University in 1992. The author thanks Professor Joel Best, director of the seminar, for his encouragement and suggestions.     

Rhetorical pedagogy as a postal system: Circulating subjects through Michael Warner's “publics and Counterpublics”

BURKE AND THE NATURE OF POLITICS: THE AGE OF THE AMERICAN REVOLUTION. By Carl B. Cone. Lexington: University of Kentucky Press, 1957; pp. xvi+415. $9.00.

THE CORRESPONDENCE OF EDMUND BURKE (Volume I, April 1744—June 1768). Edited by Thomas W. Copeland. Cambridge: The University Press and Chicago: University of Chicago Press, 1958; pp. xxvi+377. $8.00.

A CHECKLIST OF THE CORRESPONDENCE OF EDMUND BURKE. By Thomas W. Copeland and Milton Shumway Smith. Cambridge: The University Press for the Index Society, 1955; pp. xvíii+481. No list price.

A NOTE‐BOOK OF EDMUND BURKE. Edited by H. V. F. Somerset. Cambridge: The University Press, 1957; pp. xii+120. $3.50.

THE MORAL BASIS OF BURKE'S POLITICAL THOUGHT: AN ESSAY. By Charles Parkin. Cambridge: The University Press. 1956; pp. viii+145. $2.50.

EDMUND BURKE AND THE NATURAL LAW. By Peter J. Stanlis. Ann Arbor: University of Michigan Press, 1958; pp. xv+311. $5.75.

A PHILOSOPHICAL INQUIRY INTO THE ORIGIN OF OUR IDEAS OF THE SUBLIME AND BEAUTIFUL. By Edmund Burke. Edited with an Introduction and Notes by J. T. Boulton. London: Routledge and Kegan Paul and New York: Columbia University Press, 1958; pp. cxxx+197. $5.00.

EDMUND BURKE. By T. E. Utley. (Writers and Their Work: No. 87.) Lendon: Longmans, Green for The British Book Council and the National Book League, 1957; pp. 36. Two shillings.

REFLECTIONS ON THE REVOLUTION IN FRANCE. By Edmund Burke. Edited with an Introduction by Thomas H. D. Mahoney and an Analysis by Oskar Piest. (The Library of Liberal Arts, No. 46.) New York: Liberal Arts Press, 1955; pp. xliv+307. Paper $1.25, cloth $2.50.     

Types of reading deficiencies in the secondary school and college

MIND OVER MATH by Stanley Kogelman and Joseph Warren. New York: McGraw‐Hill Company, 1978. 239 pp. $3.95.

THE HISTORY OF AMERICAN EDUCATION: A GUIDE TO INFORMATION SOURCES. Edited by Francesco Cordasco, David N. Alloway, and Marjorie Scilken Friedman. Detroit, Michigan: Gale Research Company, 1979. xii + 313 pp. $24.00

CONSULTATION IN HIGHER EDUCATION by Daniel H. Pilon and William H. Bergquist edited by Gary H. Quehl and Jean Brodsky. Washington, DC: The Council for The Advancement of Small Colleges, 1979. 159 pp. $10.95 plus $1.25 postage and handling.

BUSING U.S.A. edited by Nicolaus Mills. New York: Teachers College Press; Teachers College, Columbia University, 1979. 376 pp.     

William James and the Art of Popular Statement

Reading Aloud, by Wayland Maxfield Parrish. New York: Thomas Nelson &; Sons, 1932; pp. 401.

A Theatre Library. By Rosamond Gilder. (A publication of the National Theatre Conference.) New York: Theatre Arts, 1932; pp. xiv, 74; $1.

The Stage Is Set. By Lee Simonson. New York: Harcourt, Brace and Co., 1932; pp. 585; $5.

Correction of Defective Speech. By E. B. Twitmyer and Y. S. Nathanson. Philadelphia: P. Blakiston's Son &; Co., Inc., 1932; pp. 413.

The Year Book of College Oratory, Volume IV. Compiled by Evan A. Anderson. New York: Noble and Noble, 1932; pp. 378; $2.

Intercollegiate Debates, Vol. XIII, Edited by Egbert Ray Nichols. New York: Noble and Noble, 1932 ; pp. x, 466 ; $2.

Straight and Crooked Thinking. By Robert H. Thouless. New York: Simon and Schuster, 1932; pp. 261.

Preparing the Commencement Address. By F. W. Lambertson. Cedar Falls, Iowa: College Print Shop, 1932; pp. 84.

Man as Psychology Sees Him. By Edward S. Robinson. New York: The Macmillan Company, 1932; pp. 376; $2.50.

A Method of Lighting the Stage. By Stanley R. McCandless. New York: Theatre Arts Inc., 1932; pp. 132; $1.50.     

Speaking of books

Changing Aims in Religious Education. Edwin Cox. New York: Humanities Press, 1967. 102 pp. $3.50.

Contemporary Mathematics for Elementary Teachers. Howard F. Fehr and Thomas J. Hill. Boston: D. C. Heath and Company, 1966. 394 pp. $7.95.

Creative Encounters in the Classroom: Teaching and Learning Through Discovery. Bryon G. Massialas and Jack Zevin. New York: John Wiley &; Sons, Inc., 1967. 274 pp. $3.50.

Gods and Rituals: Readings in Religious Beliefs and Practices. John Middleton, New York: The Natural History Press, 1967. 468 pp. $6.95.

Language and Learning. Janet A. Emig, James T. Fleming, and Helen M. Popp, editors. New York: Harcourt, Brace and World, Inc., 1966. 301 pp. $3.50.

Schools of Europe. Richard Emerson Werstler. Adrian, Michigan: Swenk‐Tuttle Press, 1967. 203 pp. $10.00.

Teaching Adults to Read. Wayne Otto and David Ford. Boston: Houghton‐Mifflin Company, 1967. 176 pp. $3.95.

What Is a Teacher? Henry W. Simon. New York: Collier Books, 1966. 96 pp. $.95.

Paul A. Witty, editor. The Educationally Retarded and Disadvan‐taged The Sixty‐Sixth Yearbook of the National Society for the Study of Education, Part 1. Chicago: The University of Chicago Press, 1967. 384 pp.

Report of the Harvard Committee. The Graduate Study of Education. Cambridge: Harvard University Press, 1966. 125 pp. $2.75.     

Teaching college humanities courses in prison

This article discusses pedagogical strategies for college humanities courses in prison. It outlines a pattern of failure and a pattern of success in the typical college prison class. Inmate-students, conditioned into a role of extreme dependence on the prison, will often be put off by college-level work that fails to account for or alter this dependent role. A pattern of failure ignores the difference between on-campus and incarcerated audiences, while the successful pattern proposed blends hard learning with exposure to university-related cultural activities, designed to both teach and re-enculturate the student.Dr. Cioffi is currently Assistant Professor of English at Eastern New Mexico University, Department of Languages and Literature, Portales, NM 88130. He was previously the Coordinator of the Prison Education Development Project at Indiana University. An earlier version of this paper appeared in his handbookFreeing Shackled Minds: A Handbook for the Prison College Classroom, which was part of a final report to the National Endowment for the Humanities, the agency that funded the project for its last year and a half.     

Community education in Kansas,a challenge to community colleges

This article discusses an educational outreach project conducted during 1974 and 1975 by University for Man (UFM), a free university based in Manhattan, Kansas, that offers educational programs not only to the KSU/Manhattan community but to other areas of the state as well. The major objective of the project, supported by the Kansas Committee for the Humanities, was to serve adult educational needs with programs examining public issues through a humanistic perspective. Programs were organized in series of weekly town hall meetings that featured several speakers on a particular issue, including an academic humanist. The mechanics of organizing such a program are reviewed, the program's results are briefly summarized, and the implications of such programs are considered. Major implications include (1) the offering of new perspectives on public policy issues to the adult public, (2) the design of new roles for professional humanists, (3) the rejuventation of participatory democracy, and (4) the movement toward permanent programs of community education in small rural communities.They directed the UFM project reported here, which was supported by the Kansas Committee for the Humanities project grant FY-73-74-36. The contents of this article do not necessarily reflect the views of that committee.     

School psychology trainers' identification of current stressors in the work lives of urban practitioners. A comparison study

The focus of this study is to investigate school psychology trainers' identification of current stressors in the work lives of practitioners. Surveys rating 40 stressors on a Likert‐type scale were completed by 161 school psychology graduate faculty, members of the School Psychology Educators Council of New York State. Survey results were compared to the job‐related stressors identified by New York City Psychologists using an almost identical questionnaire. While there appears to be general agreement between faculty trainers and practitioners on the identification and relative ranking of work‐related stress, the faculty trainers consider those events to be more stressful than do the practitioners. Faculty's recognition of the environmental forces that negatively impact upon the experience of school psychologists should provide impetus for the development of graduate programs that address stress prevention and/or coping strategies. © 1999 John Wiley & Sons, Inc.     

Multidisciplinary Approaches to Anti‐Racist Education: An Introduction to the Talacchanda Exhibition and Education Project

The Talacchanda project took place as an independent research/exhibition undertaking supported by the Glasgow School of Art. Over seventeen months an exploratory education programme was introduced at various levels of schools and higher education. The education programme sprang from a contemporary art exhibition and dance performance called Talaccahnda which was informed by ancient Indian thought on art and drama. The exhibition and performance took place in Glasgow's Tramway Project Room and Theatre in October 2002. It had been shown previously in the British Council Gallery in New Delhi in 2000, and later in 2001 at the artist run space ‘Out of the Blue’ in Edinburgh. Thanks to Scottish Arts Council Lottery funding, Talacchanda Glasgow was accompanied by an education programme, which offered workshops and events in schools, at the gallery, through community groups as well as at GSA and Reid Kerr College, Paisley. By demonstrating connections between apparently disparate activities, the project aimed to serve as a catalyst for fresh thinking on inter‐cultural and anti racist education, and to strengthen connections between the community groups and institutions involved.     

Slappers who gouge your eyes: vocal performance as exemplification of disturbing inertia in gender equality

This article is based upon a full‐time study of masculinity and singing funded by the Arts and Humanities Research Council (AHRC). Empirical work was conducted with boy performers and ‘peer audiences’ for those performers in schools. The article focuses on girls’ attitudes to boy singers and reveals a significant difference between primary and secondary schooling. In primary schools, girls are the more responsible for discouraging boys but in secondary schools the male peer group becomes more critical whilst girls increasingly perceive boy singers as ‘cute’. It is possible to construct a strong case for single‐sex groupings but the empirical work suggests this may turn out to be misguided. The article concludes that there is an urgent need for girls and boys to learn mutual respect in the context of the music class. The evidence suggests that teachers require a significantly enhanced level of gender‐related subject knowledge, gender awareness and interpersonal skill.     

A course projection and staffing plan used to facilitate a curriculum change

The curriculum change for which these projections were made included eliminating traditional distribution requirements in favor of interdisciplinary programs and increased student electives. The plan allowed study of the staffing needs and anticipated effects upon departmental offerings. The projections provided estimates of the number of students who would take each type of course and indicated that the new curriculum could be staffed by eliminating previously required introductory courses. Updated each year, the plan served as a guide for departmental offerings and for the hiring of new faculty. The projection methods employed would be helpful for schools anticipating curricular changes or as a general guide in planning faculty allocations from year to year.The planning, initial costs, and evaluation of the curriculum were supported in part by grants from the National Endowment for the Humanities, the George Gund Foundation, and the U.S. Office of Education. Reprints and additional information about the curriculum and these projections can be obtained from the Office of Records and Research, Hiram College, Hiram, Ohio 44234. The authors wish to acknowledge the encouragement and assistance of Hiram President Elmer Jagow, former Dean Wendell Johnson, and current Dean Robert MacDowell. The cooperation of the Hiram faculty and students is also gratefully acknowledged.     

Toward a Grammar of Educational Motives

Administration: Supervision of Instruction: A Phase of Administration by Glen G. Eye and Lanore A. Netzer. New York: Harper and Row, Publishers, Inc., 1965. 400 pp. $8.50.

Curriculum: Curriculum Improvement, A Guide to Problems, Principles and PROCEDURES by Albert I. Oliver. New York and Toronto: Dodd, Mead &; Co., 1965. 594 PP. $7.00.

Principles and Procedures of Curriculum Improvement (2nd Ed.) by Bernon E. Anderson. New York: The Ronald Press Co., 1965. 498 pp. $7.00.

Problems in Secondary School Studies by Daniel Selakovich. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965. 292 PP. $3.95 paper.

Comparative ED.: Problems in Education: A Comparative Approach by Brian Holmes. New York: The Humanities Press, 1965. London: Routledge and Kegan Paul, 1965. 326 pp. 32s.

Four Hundred Years of English Education by W. H. G. Armytage. Cambridge University Press, 1964. 353 pp. $6.00.

The Indian University by Robert L. Gaudino. Bombay: Popular Prakashan, 1965. pp. 268.

Paedacocica Europaea: The European Yearbook of Educational Research, published with the support of the Council for Cultural Cooperation of the Council of Europe. New York: American Elsevier Publishing Company Inc., 1965. 284 pp. $13.00.

History and Philosophy: The Story of Education by Carroll Atkinson and Eugene Maleska. Philadelphia and New York: Chilton Books, 1965. 509 PP. $7.00.

The Public Schools and Religion, The Legal Context by Sam Duker. New York: Harper &; Row, 1966. 238 pp.

Existentialism in Education by Van Cleve Morris. 163 pp. $2.50 paper.

Idealism in Education by J. Donald Butler. 144 pp. $2.50 paper.

Pragmatism in Education by Ernest E. Bayles. 146 pp. $2.50 paper.

Harper's Series On Teaching, edited by Ernest Bayles. New York: Harper &; Row, 1966.

Measurement and Statistics: Educational Measurement for the Classroom Teacher by Fred M. Smith and Sam Adams. New York: Harper &; Row, 1966. 322 pp. $5.95.

Statistical Concepts: A Basic Program by Jimmy R. Amos, Foster Lloyd Brown, and Oscar G. Mink. New York: Harper &; Row, 1965. ix + 125 pp. $1.75 paper.

An Introduction to Psychological Statistics by Philip H. DuBois. New York: Harper &; Row, 1965. xi + 530 pp. $7.95.

Methods and Principles: Science Teaching and Testing by Leo Nedelsky. Chicago: Harcourt, Brace &; World, Inc., 1965. xi + 368 pp., $6.95.

Man-Machine Systems in Education by John W. Loughary et al. New York: Harper &; Row, Publishers, 1966. 235 pp. $4.50 paper.

Psychology and Guidance: Education of the Intellectually Gifted by Milton J. Gold. Columbus, Ohio: Charles E. Merrill Books, Inc., 1965. 472 pp., $7.95.

Rewarding Creative Behavior by E. Paul Torrance. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965. 353 pp. $6.95.

Guidance—An Examination, edited by Ralph L. Moser, Richard F. Carle, and Chris D. Kehas. New York: Harcourt, Brace &; World, Inc., 1965. 232 pp. $2.50.     

Governing software: networks,databases and algorithmic power in the digital governance of public education

This article examines the emergence of ‘digital governance’ in public education in England. Drawing on and combining concepts from software studies, policy and political studies, it identifies some specific approaches to digital governance facilitated by network-based communications and database-driven information processing software that are being discursively promoted in education by cross-sectoral intermediary organizations. Such intermediaries, including National Endowment for Science, Technology and the Arts, Demos, the Innovation Unit, the Education Foundation and the Nominet Trust, are increasingly seeking to participate in new digitally mediated forms of educational governance. Through their promotion of network-based pedagogies and database-driven analytics software, these organizations are seeking to delegate educational decision-making to socio-algorithmic forms of power that have the capacity to predict, govern and activate learners' capacities and subjectivities.     

Skills versus pedagogy? Doctoral research training in the UK Arts and Humanities

The traditional ‘lone scholar’ view of an Arts and Humanities doctoral student sits uneasily with the skills-based discourse underpinning policies aimed at enhancing researcher development and employability. This paper reports on a case study of a research training programme for doctoral students in the Arts and Humanities at a UK university. It calls for the embedding of the generic skills agenda within a more clearly articulated pedagogic discourse and formulates four pedagogic principles for research training programme design. Additionally, the paper problematises the research trainer role and highlights the importance of paying attention to the students' own learning agendas and the learning value they are prepared to derive from training.     

Measuring higher education quality

Conclusion The panelists indicated that considerable progress is being made by such organizations as ACT and NCHEMS in identifying the domains of quality to be measured and particularly in devising unidimensional indicators of student progress. Few were able to cite comparable advancements in the development of multivariate techniques to assess the relation of student growth to other variables. Notable progress in achieving consensus on appropriate standards for measuring quality institutions or curricular programs within comparable institutions remains as a future task.Panelists were: William Toombs, Pennsylvania State University; Patrick Terenzini, State University of New York at Albany; Lois Torrence, University of Connecticut. Joan Stark, University of Michigan, was moderator.     

The eastern public speaking conference

YANKEE REFORMERS IN THE URBAN AGE. By Arthur Mann. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 1954; pp. 314. $5.00.

DANIEL WEBSTER AND THE RISE OF NATIONAL CONSERVATISM. By Richard N. Current. Boston: Little, Brown and Company, 1955; pp. xi+215. $3.00.

CALL TO GREATNESS. By Adlai E. Stevenson. New York: Harper &; Brothers, 1954; pp. 111. $2.25.

HOW WE DRAFTED ADLAI STEVENSON. By Walter Johnson. New York: Alfred A. Knopf, 1955; pp. 172. $2.75.

YOUNG SAM JOHNSON. By James L. Clifford. New York: McGraw‐Hill Book Co., 1955; pp. 377. $5.75.

DR. JOHNSONS DICTIONARY. By James H. Sledd and Gwin J. Kolb. Chicago: The University of Chicago Press, 1955; pp. 256. $5.00.

GLADSTONE: A BIOGRAPHY. By Sir Philip Magnus. New York: E. P. Dutton &; Co., 1954; pp. xiv+482. $6.75.

SWIFT'S RHETORICAL ART: A STUDY IN STRUCTURE AND MEANING. By Martin Price. New Haven: Yale University Press, 1953; pp. iv+115‐ $3.75.

GREAT VOICES OF THE REFORMATION. By Harry Emerson Fosdick. New York: Random House, 1952; pp. xxx+546. $2.45.

ASPECTS OF LANGUAGE. By William J. Entwistle. London: Faber and Faber, 1954; pp. ix+370. $8.00.

STUDIES IN MOTIVATION. Selected and Edited by David C. McClelland. New York: Appleton‐Century‐Crofts, Inc., 1955; pp. xi+552. $6.00.

INTRODUCTION TO SPEECH. By Charles T. Brown. Boston: Houghton, Mifflin Company, 1955; pp. xii+458. $4.25.

SPEECH, DEBATE, DRAMA IN CONTESTS AND FESTIVALS. By William S. Howell, Donald K. Smith, and David W. Thompson. Minneapolis: The Minnesota State High School League, 1953; pp. 96. $1.00.

DISCUSSION AND CONFERENCE. By William N. Sattler and N. Edd Miller. New York: Prentice‐Hall, Inc., 1954; pp. 364. $4.75.

ESSENTIALS OF DISCUSSION AND DEBATE. By Halbert E. Gully. New York: Henry Holt and Company, 1955; pp. vii+145. $1.20.

GENERAL EDUCATION: EXPLORATIONS IN EVALUATION. By Paul L. Dressel and Lewis B. Mayhew. Washington, D. C: American Council on Education, 1954; pp. xviii+ 302. $3.50.

ACCENT ON TEACHING. Edited by Sidney J. French. New York: Harper and Brothers, 1954; pp. xii+334. $4.75.

GUIDE TO COMMUNITY ACTION: A Source Book For Citizen Volunteers. By Mark S. Matthews. New York: Harper and Brothers, 1954; pp. 434. $4.00.

AN INTRODUCTION TO RADIO AND TELEVISION. By David C. Phillips, John M. Grogan and Earl H. Ryan. New York: The Ronald Press Co., 1954; pp. ix+423. $5.00.

BROADCASTING RADIO AND TELEVISION. By Walter K. Kingson, Rome Cowgill, and Ralph Levy. New York: Prentice‐Hall Inc., 1955; pp. 274. $4.00.

THIS IS EDUCATIONAL TELEVISION. By William Kenneth Cumming. Lansing, Michigan: Communications Series, Michigan State College, 1954; pp. xii+264. $4.40.

CLEAR CHANNELS: TELEVISION AND THE AMERICAN PEOPLE. By Max Wylie. New York: Funk and Wagnalls, 1955; pp. x+408. $4.75.

THE MURDER OF THE MAN WHO WAS ‘SHAKESPEARE.’ By Calvin Hoffman. New York: Julian Messner, Inc., 1955; pp. xix+232. $3.75.

SHAKSPERE AND COMMON SENSE. By Edwin R. Hunter. Boston: The Christopher Publishing House, 1955; pp. 312. $4.00.

THE FIRST NIGHT OF TWELFTH NIGHT. By Leslie Hotson. New York: The Macmillan Company, 1954; pp. 256. $4.50.

SHAKESPEARE SURVEY 8. Edited by Allar‐dyce Nicoll. New York: Cambridge University Press 1955; pp. viii+172. $3.75.

THE DRAMATIC EVENT: An American Chronicle. By Eric Bentley. New York: Horizon Press, 1954; pp. 285. $3.50.

THEATRE ‘54: READING VERSIONS OF THE GOLDEN DOZEN PLAYS OF THE YEAR. Edited by John Chapman. New York: Random House, 1954; pp. 568. $5.00.

FREDERICK HENRY KOCH: PIONEER PLAYMAKER. By Samuel Selden and Mary Tom Sphangos. Chapel Hill: The University of North Carolina Library, 1954; pp. viii+92. $3.00 cloth, $1.50 paper.

THE LION OF THE WEST, retitled THE KENTUCKIAN, or A TRIP TO NEW YORK: A FARCE IN TWO ACTS. By James Kirke Paulding. Revised by John Augustus Stone and William Bayle Bernard. Edited with an introduction by James N. Tidwell. Stanford, California: Stanford University Press, 1954; pp. 64. $3.00.

PREFACE TO DRAMA: AN INTRODUCTION TO DRAMATIC LITERATURE AND THEATRE ART. By Charles W. Cooper. New York: Ronald Press Co., 1955; pp. viii+773. $4.50.

THE ABC'S OF PLAY PRODUCING. By Howard Bailey. New York: David McKay Company, Inc., 1955; pp. 276. $3.50.

THEATRICAL LIGHTING PRACTICE. By Joel Rubin and Lee Watson. New York: Theatre Arts Books, 1954; pp. 126. $3.75.