personality through belittling the personality of another. I am happy to have been one of the students invited to share his kindliness, his quiet humor, his unfailing courtesy and sympathetic understanding. I sincerely hope that his work and influence are to continue from his position of Professor Emeritus.
W. H. BURTON. Director of Apprenticeship, Graduate School of Education, Harvard University.
Dr. Bobbitt's new book, The Curriculum of Modern Education (1941), rounds out a quarter of a century of leadership in this area. His book of 1918 The Curriculum really marks the beginning of modern curriculum development.
As a member of his classes in the early twenties, I was convinced that Bobbitt's curriculum philosophy was a decade, possibly two decades, in advance of practice and well ahead of the educational thought of the time. The intervening years and his new book have amply verified my earlier impressions.
CARTER V. GOOD, Professor of Education, University of Cincinnati.
How well I recall Professor Bobbitt's classes treating the problems of the public school curriculum. The large groups of students who attended his classes during the second decade of the present century received a sound analytical point of view and a fundamental training which are in no little measure responsible for the improved curriculum which characterizes the best schools of the present decade.
My personal debt to Professor Bobbitt is large. Whatever contributions I may have made to the city and state curriculum revision programs with which I have been associated, grew out of the critical and inspirational introduction I received under his teaching. I am happy now to acknowledge this debt and to extend to Professor Bobbitt my heartiest good wishes.
FRED C. AYER, Professor of Educational Administration, University of Texas.
MODEST GENTLEMAN AND SCHOLAR
The thousands of former students of Professor Bobbitt are sorry to hear that be will reach the retirement age this summer. The blow