riculum workers as to just where Dr. Bobbitt stood on some issues. There was much discussion at one time of supposed shifts in his view. It is perfectly certain that his latest volume will motivate many reviewers to say that "Bobbitt has changed his views greatly." To some extent this is true, as it must inevitably be true of every careful thinker in the dynamic, evolutionary field of education. However, some of us who were students in Bobbitt's class fifteen or twenty years ago have never quite agreed that he was open to some of the criticisms. It was thought that his views were in the main fully as modern as those of his critics and that misunderstandings arose in some instances because of his insistence upon fundamental background and upon his failure to use a number of highly standardized phrases and expressions. In this latest book he still does not use the popularized slogans presenting his views instead in his own excellent language. Many of us will recognize his insistence upon the good life as the purpose of education. Perhaps there is now more emphasis on living the good life as the method of education, but that was surely present in his writings long ago. The curriculum is recognized as the total on-going activity of the learner with the school contributing a definite part. The whole curriculum is seen as emergent. It is clear that Bobbitt believes that educative experience must be interactive, continuous. and cumulative. There can be no more modern views than these. The function of science in the management of affairs is more clearly seen and better stated than before. Here, perhaps, there has been some modification of earlier views. His distinction between work and play levels will still provoke arguments, but his views are at least unmistakably clear. It seems particularly fitting for this volume to appear as Professor Bobbitt retires from active membership in the Department. His farewell to active service is a coherent, philosophically sound, beautifully written exposition of his matured views on the curriculum. May he write many other thoughtful documents in the more leisurely years of retirement immediately ahead of him.
During the twenty-two years I have known Dr. Bobbitt, I have had occasion to consult him many many times on matters both trivial and important, both personal and professional. I never found him too busy to listen. I never found him so uninterested that he would have no suggestions to offer. His advice sometimes is the direct opposite of the advice one would like to hear, but it is always given in such a way as to encourage one's faith in self. His own integrity directly affected the integrating of the student's own personality. Here was no pundit giving the answers, no petty person bolstering his own