Most high school teachers are likely to feel that college professors are theorists whose ideas would be more practical if they were actually engaged in teaching the high school pupil of today and if they were actually confronted by the problems which most of us are forced to meet. We have heard much discussion about educating the young people to take their places in a new social order, about educating for leisure time, and about the necessity of vocational guidance. Yet most of us have not been serious enough about it to realize that we should have a new philosophy of teaching and should alter our courses of study to meet new objectives.