smoking a symbol of emancipation, or because of example set by parents or friends and by persons in high places, or because advertisers spend millions annually to associate the feelings of fine music, the sensation of pleasing colors, the beauty of face and form, the sense of smartness, and many other pleasant feelings with the act of smoking.. The radio, magazine covers, Sunday colored comics, in fact every medium of communication is used to promise pleasure to the smoker. Truth and reason are given no primary consideration. Since the smoking habit is not based on reason, why should reason be expected to break the irrational habit? Such a habit must be "unlocked" with the same key that locked it into the behavior of the individual. The accompanying pictures illustrate this kind of attempt. The high-school students' cartoon, Mary had Tobacco Breath is so much in the style of the ever-present comic strip advertising that its genus is obvious. It has been suggested that only the first three scenes are necessary to tell the story to an intelligent person; but apparently commercial advertisers find it pays to run such strips to their obvious conclusion. Some may consider this a concession to the low intelligence level of the average reader. Others will see in the last pictures of such strips a studied effort to associate one more happy feeling with the solution offered by

the advertiser and his product. The first, part of such a strip would leave only theunpleasant feeling associated with the wrong course of action. By this analysis, the first part of such strips inhibits one form of conduct and the latter part activates another form. This strip and the sunburn reminder illustrate the "push-pull" form of motivation. The reader is pushed away from one form of action by pain or ridicule and led into another course of action by pleasure and satisfaction. The soda fountain story was inspired by a magazine cartoon. It seeks to attach ridicule to conduct that is motivated by the pleasure of secretly believed but false solutions for personal inadequacy. Obviously such illustrations are most effective in cases where the "shoe fits."

We do not need to smoke now.
They have all gone.

TIMELINESS

Strike while the iron is hot!

As local and world events move on their way, there rise and move with them great tides of interest, enthusiasm, fear, and curiosity in large sectors of the population. Similarly the events of growing up, of maturing, of preparing for marriage, of family life, and, finally, of aging sweep over each generation, to stir successively, in characteristic fashion, each its peculiar form of human feeling and interest. Today

blood banks and the problems of transfusion interest everyone; tomorrow an infantile paralysis epidemic or a train wreck may open the door to many minds. At 13 the boy cannot be seen with girls, at 15 he is unhappy without them, at 25 he is ready for feeding formulas and how to get gas out of a little stomach.

The health teacher will find his efforts yielding higher returns if he learns to read this barometer of human feelings and to time his instruction accordingly. Why teach how to care for bridgework when the pain of erupting molars seeks explanation? Why discuss cholera epidemics in the face of an influenza threat? Understanding the tides of human feeling raised by large events, the health teacher can use them to raise his teaching to more effective levels. Ignoring them, he may exhaust himself in buffeting their great force.

This is no argument for rank opportunism or "courseless" teaching. It is a proposal to use the swells and currents of human feelings even as an experienced skipper uses each wind and wave in ways that will hasten his craft most securely on its course. Such teaching requires alertness and flexibility that some atWhat is he talking about? tain easily. Others will need more practice.

Heart trouble?

The teacher will need to see, hear, and read what his pupils see, hear, and read. He must find occasion to join their conversations in halls, lunchrooms, lockerroom, and on the street. He must live for a time each day in the world of their thoughts and cultivate their confidence. Doing this he must rethink his formal knowledge and rearrange his bibliographies in terms of meeting their problems.

At a time when people are stirred by reports of a fire that killed many persons in a public dance hall, this teacher finds feelings and curiosities ready to attach themselves to (1) the appropriate firstaid treatment for burns; (2) the nature of first-, second-, and thirddegree burns, their course of healing and their complications; (3) modern medical practice in the treatment of burns and reparative skin grafting; (4) the nature and care of ordinary blisters; (5) what to do in case clothing catches fire; (6) the psychology of mob action in a panic; (7) city ordinances relative to building construction and fire exits; (8) how can drapes and decorative hangings be fireproofed.

A few more instances may serve to test the reader's skill. What health teaching would seem appropriate and timely on the day when:

-the papers carry accounts of high waters and floods in the Mississippi Valley.

-a serious earthquake has wrecked a large city.

-seven senior boys who eat lunch at the same

have suffered serious digestive disturbance.

corner lunchroom

-a member of the wrestling team is suffering an infected mat burn. -there is public sentiment to close the schools because a number of pupils have come down with scarlet fever.

-there is evidence that marihuana cigarettes are sold in the highschool neighborhood.

-many sophomore boys and girls are suffering acne.

-the football captain broke an arm in scrimmage.

-the girls' athletic association is planning an overnight hike.
-the hay fever season is at its height.

FEELINGS TO MATCH THE CAUSE

Every war brings great interest in health and fitness. It also brings the hope to health and physical educators that the Nation has learned its lesson of fitness and will never again let itself become unfit. The aftermath of each war has belied this hope. It will happen again unless we learn the lesson of "higher feelings for higher causes."

The second world war has demanded greater united participation of more Americans than has any event in our history. Since this was brought about with the minimum of police force, it will serve every one of us to study the many means that were employed. We have witnessed a most successful use of posters, radio, press, movies, and public address to bring man's noblest feelings and ugliest hatreds into the war cause. Although the appeal of high wages, of smart uniforms, of high interest rates and many other lures to satisfy self-interest were used, it is likely that the appeals to be "the man behind the man behind the gun,' to save a life with a pint of blood, to release a soldier for active duty, to "back the attack," to give till it hurts, to shorten the war, and to insure the four freedoms, stirred finer persons to greater effort.

We have successfully moved a nation to prepare for and wage war. Can we as successfully move a nation to prepare and make peace? Can we move people to keep themselves fit for the heavy task of building a new order even as they made themselves fit to undo some of the old order? This will come only if we are able to carry into the peace some lessons of how to move people that we learned in wartime. Some will think this means using the manuals and materials prepared for the war. Some will think this means holding before our people the importance of being fit for the next war. Such dragging of wartime materials and goals into the peace will fall short as positive motivation. It brings along too many unpleasant feelings. It pins too much hope on fading memories and distant threats. Someone has suggested that with the cessation of hostilities we put aside wartime