Some of the problems encountered in setting up a mental hygiene curriculum in public schools were recently reviewed by the psychiatrist of the Cincinnati, Ohio, Board of Education( ). Dr. Hertzman listed these as follows: (a) developing an understanding of mental health courses on the part of school administrators, supervisors, and principals; (b) selection of teachers emotionally suitable for leadership of such courses; (c) training such teachers in an awareness of personal relationships and the meaning of group interplay and of their own reactions to the material brought out by the students; (d) assembling suitable teaching materials; (e) channeling of individuals in need of help to the proper sources. The Cincinnati program began with a required credit course in “More Efficient Living” for students in the last year of their high school course. It now includes, in one high school, ninth-grade orientation courses for boys and girls, and in some schools human relations courses at the sixth, fifth, and fourth grade levels. Teachers for these human relations courses are recruited from physical education personnel who have been teaching health subjects, from persons who have been in the Child Study Association group under the auspices of the University of Chicago and the University of Maryland, and also from teachers with no specific training experience in the area who were selected because various administrative sources deemed them likely candidates. A school mental hygiene project that has now been going on successfully for some time is one that was developed through the efforts of the Massachusetts Association for Mental Health. Initiated in 1947, this project originally centered around “Thirty Lessons in Human Relations in the Classroom,” designed for junior and senior high schools. A training program was set up for the project, to aid teachers in their understanding of the emotional needs of children. This past year courses in the principles of child development and emotional behavior have been provided in school systems throughout Massachusetts under the Harvard-Boston Extension Service and Tufts University. “Carrying graduate credit, these courses present the development of personality from the view of dynamic psychiatry,” comments the Progress Report of the National Institute of Mental Health (2). Another feature of this Massachusetts school project is the annual “Institute in Mental Health for Educators,” which has drawn 230 representatives from 37 of the state’s townships. The training program has for its objective “to help bring about a wider understanding of the child as a whole person” and to integrate this concept into modem educational practice. Mental hygiene teamwork involving schools with other agencies characterizes the program in Baltimore County, Maryland. This program centers around a one-day-a-week allpurpose clinic maintained by the Health Department. Under this program public health nurses are utilized as part of the intake procedure in the psychiatric clinic. The Baltimore County Health Department has had a school health program functioning in the elementary schools, and the mental hygiene activity involves liaison between the community and the school(3). The function of the health educator in the mental health program is one of the concerns of the recently formed Society of Public Health Educators (SOPHE). In a current statement entitled “Some Guidelines for Mental Health Education” the National Institute of Mental Health points out that, just as educators are concerned about mental health in education, mental health personnel are equally concerned about mental health in health education(4). For purposes of general education, says the National Institute statement, the amount of available knowledge is not of paramount importance: