How To Help Your Real Estate Salesmen Produce More Business (1957)

Title: “How To Help Your Real Estate Salesmen Produce More Business”
Author: Lois T. Vogel
Publisher: PRENTICE-HALL, Inc. Englewood Cliffs, N. J.
Year of Publication: 1957
Pages: ~256
LOC Catalog Entry: http://lccn.loc.gov/57007155
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

PREFACE:

“Brokers, this book can put money in your pocket! It is based on twenty years’ experience in selling real estate, and in learning how to train real estate salesmen the hard way.

Every action, every step advocated for you, the employing broker, has been tested and has been proved successful. Every “don’t,” every taboo, is the result of learning from unsatisfactory experience and the resultant loss of income.

The question has been put to me, “Why educate your competitors?”

The answer is simple: Successful brokers, those who are proud of their profession and interested in making it pay dividends, are invariably glad to share the knowledge they have garnered from experience. Ambitionless, unsuccessful brokers won’t read this book in any event.”

Lois T. VOGEL

TABLE OF CONTENTS:

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Creativity and Intelligence – Explorations with Gifted Students (1962)

Title: “Creativity and Intelligence – Explorations with Gifted Students”
Author: Jacob W. Getzels and Philip W. Jackson
Publisher: JOHN WILEY & SONS, INC., London and New York
Year of Publication: 1962
Pages: ~311
LOC Catalog Entry: http://lccn.loc.gov/62010828
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

PREFACE:

“Creativity is one of the most highly valued of human qualities. It is also one of the most elusive to systematic inquiry. Questions without end have been asked and re-asked. What is the nature of the creative process? Can creative potential be identified before creative achievement? What is the effect of family environment on creative development? What is the relationship between creativity and personality? Between creativity and intelligence? We ourselves begin with the last question, hoping that in the course of seeking an answer we shall throw light on the other issues.

The concept of intelligence and the consequent intelligence measure have been used to define individual differences in cognition as if the concept and the measure encompassed the totality of the human mind and imagination. In school—and more recently in other areas requiring intellectual accomplishment—the IQ (or some cognate of it) has become the critical metric on which individuals are evaluated and sorted, given preferment or denied it. Individual differences in potential for productive thinking have been made synonymous with individual differences in perform¬ance on one or another of the numerous intelligence tests.

We do not intend to derogate the substantial contribution of the concept of intelligence and intelligence measures to our un¬derstanding of mental functioning. Yet from the very beginning it has been apparent that many significant intellectual processes were inadequately sampled by these tests. Indeed, a number of the early test makers themselves argued that certain types of cognition —notably creativity—might be independent of, or at least only moderately related to, the measures of intelligence they were constructing. And whereas common observation insists on distinguishing between knowing and discovering, between the ability to remember and the ability to invent, between being “intelligent” and being “creative,” it is this distinction that seems largely to have been lost sight of in the rush to apply the intelligence test or some derivative of it to everything from grouping children in the kindergarten to selecting students for graduate work, from choosing executives in business to assigning scientists to research positions.

Once we accept the notion, however provisionally, that creativity and intelligence as measured by the IQ are not necessarily synonymous—that the number of words an individual can define or his ability to memorize digits backwards may tell us very little about his ability to produce new forms and to restructure stereotyped situations—an almost limitless number of exciting problems present themselves for systematic study. We may, for example, ask what might otherwise seem an egregious question: can we identify individuals who are outstanding in one of these functions but not in the other? Specifically, can we identify children who are very high in intelligence but not concomitantly high in creativity, and children who are very high in creativity but not concomitantly high in intelligence? If this can be done, we may raise all manner of relevant issues regarding the behavior of these children—the answers to which may yield significant insights not only into the children themselves but into the character of specific cognitive processes. Such issues would include: What is the relative performance of these children in school? What is the nature of their fantasies and imaginative productions? Their family back¬ground? Their values and aspirations? The reactions of others to them?

Having undertaken to differentiate intellectual giftedness, we were intrigued by the possibility of differentiating other types of giftedness. We wondered whether it would be possible to distinguish between students outstanding in social adjustment and students outstanding in moral commitment. And if this were possible, what would be the concomitants of such a distinction in other aspects of the children’s behavior, say their achievement in school or their family relations? It seemed to us worthwhile to attempt a brief empirical excursion in this area.

We began our studies with few preconceptions and few presuppositions. We did not begin (as is our more usual preference) with an explicitly stated theoretical framework and a set of formal hypotheses. Instead, we permitted the behavior of the children and our own interests, whatever their conceptual foundation, to lead us from problem to problem and from question to question. That this procedure enabled us sometimes to come upon fascinating new vistas in the behavior of children seemed worth the cost of being often lost in phenomena without relevant explicit concepts to guide our observations.

We were faced from the start with a number of methodological alternatives. We could obtain a random sample of subjects from a random sample of schools. This would permit immediate inference to the general population. It would, however, limit the depth and intensity of knowledge about any particular subject. Or, we could study a more limited and necessarily atypical sample, which would not permit immediate inferential generalization but would make possible greater depth and intensity of knowledge of individual subjects. Similarly, we could use already available general instruments, hoping they would provide data that might be useful. Or, we could construct specific experimental instruments to provide the relevant data. We chose to work with intensive rather than extensive observations, using specific rather than general instruments.

These choices carry with them certain obvious consequences. First is the question of the representativeness of our sample. Those interested in the distribution of giftedness among American adolescents will not find it in this study. Second is the question of the technical refinement of the instruments. Those searching for standardized tests for immediate use will not find them. The primary purpose of the study was to explore certain neglected issues regarding gifted cognitive and psychosocial functioning. The criterion at each point in our exploration was not whether this step would provide an unalterable datum but if it would lead to an observation that is heuristic.

To define our study in this way is not to deny the relevance of asking about the representativeness and repeatability of our findings. The atypical nature of our sample and the experimental status of our instruments posed the question of replicability from the very first. All we can say is that a number of the essential findings are being confirmed in subsequent studies. Other investigators with wider ranges of schools and subjects have successfully replicated several aspects of our results. We shall have occasion to refer to these replications in the proper context. And, of course, our work with children is itself an extension and partial replication of work with adults done by Frank Barron, J. P. Guilford, Donald W. MacKinnon, Morris I. Stein, and others.

Two final comments. First, in describing the several groups of children, we do not intend to give the impression that some are “better” than others in some absolute sense. The distinctions we make are analytic not evaluative. And second, we would like to express our delight with our children. We hope that their charm and attractiveness will at least occasionally be evident in this monograph.”

JACOB W. GETZELS
PHILIP W. JACKSON
Chicago, Illinois
November, 1961

TABLE OF CONTENTS:

1 The Problem: Varieties of Giftedness in Children 1

2 The Highly Intelligent and the Highly Creative Adolescent: Explorations in Cognitive Giftedness 13
The Highly Intelligent and the Highly Creative Adolescent: An Attempt at Differentiation, 15
The Highly Intelligent and the Highly Creative Adolescents as Students: School Performance, Need : Achievement, and Perception by Teach-ers, 22
The Highly Intelligent and the Highly Creative Adolescents as Individuals: Values, Fantasies, and Aspirations, 33
The Highly Intelligent and the Highly Creative Adolescents as Members of the Family Group: Selected Parental Variables, 61

3 On Creative Thinking: The Findings in Theoretical and Educational Context 77
Logical, Associationist, and Gestalt Concep¬tions, 77
Psychoanalytic and Neo-psychoanalytic Concep¬tions, 88
Perceptual and Social Conceptions, 111 Creativity and the Student, 123

4 The Highly Moral and the Highly Adjusted Adolescent: Explorations in Psychosocial Excellence 133
Subjects, Instruments, Procedures, 134 Findings, 141 Discussion, 157

5 Clinical Studies 160
Mary, Jane, and Betty: All the Same and All Different, 160
Two Families, 176
The Scotts and High Intelligence, 176 The Blacks and High Creativity, 183

Appendix: Instruments and Procedures 195
Description of the Instruments and Procedures Used in the Study, 197
Independent Variables: Instruments Used to Select the Experimental Groups, 198
Dependent Variables: Instruments Used to Answer the Experimental Questions, 217
Reproduction of the Instruments Constructed or Adapted Especially for the Study, 223

Notes and References 278

Index 285

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I Dare You! (1958)

Title: “I Dare You!”
Author: WILLIAM H. DANFORTH
Publisher: The Danforth Foundation St. Louis, Missouri
Year of Publication: 1958
Pages: ~149
LOC Catalog Entry: http://lccn.loc.gov/31021549
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

EXCERPTS:

FOREWORD

“THOSE OF Us who were associated with Mr. Danforth in business know this Dare idea works. Practically all the leaders in his great organization were boys who came from humble surroundings and were dared by him to high accomplishments. He dared most by his own daring example. Mr. Danforth always gave the best that was in him, whether he was guiding a great industry, traveling in a remote corner of the world, shooting ducks or playing with his grandchildren. The day ahead was always the most thrilling day in his life. The job at hand was always the most important one he had ever undertaken. He never gave less than his best.

Several years ago Mr. Danforth published ”I Dare You” in a limited first edition for the benefit of his business, family and personal friends. Each book passed many times from one person to another. The idea spread and affected people of all ages and in all walks of life. In one case, ”I Dare You” inspired the sale of over $5,000,000 worth of insurance in a special day of the Life Underwriters’ Association. The demand from salesmanagers, Y. M. C. A. secretaries, business executives, college organizations, vocational teachers, personnel workers, preachers—everyone whose aim it is to challenge men and women to superior accomplishment—soon exhausted the early editions. Now comes the seventeenth edition revised and improved. ”I Dare You” is in its second printing in Canada. Here is more than a book. It is a working pattern of life written out of a pioneer business man’s own rich experience. It is the challenge for which Today’s Youth is waiting. It is a practical plan for action for everybody who wants to go somewhere and be somebody.

G. M. PHILPOTT

AUTHOR’S PREFACE

I agree that a business man should stick to business. But a proven four-fold program, plus a love for Youth, plus an inner urge—all dare me to write this book.

”I Dare You” is for the daring few who are headed somewhere. Those afraid to Dare might as well pass it up. It will weary the lazy because it calls for immediate action. It will bore the sophisticated, and amuse the skeptics. It will antagonize others. Some will not even know what it is all about. It will not be over popular because it calls for courage, swift and daring. But in the eyes of you, one of the priceless few, I trust will come a gleam of battle as you read on. You can be a bigger person than you are and I am going to prove it to you.

I am indebted beyond measure to Gordon M. Philpott who has been of inestimable help in the writing and editing of ”I Dare You.” His keen insight, his rare judgment and his frank criticisms have helped make this book a labor of love instead of a drab task. I honor him as a close associate in business, but most of all I cherish him as an understanding friend.

W. H. D.

I DARE YOU!

IT IS DIFFICULT to put a challenge on paper. I would rather look you straight in the eye and say, ”I dare you!” In my mind that’s exactly what I am doing. I am on one side of a table. You are on the other. I am looking across and saying ”I dare you!”

I Dare You, young man, you who come from a home of poverty—I dare you to have the qualities of a Lincoln.

I Dare You, heir of wealth and proud ancestry, with your generations of worthy stock, your traditions of leadership—I dare you to achieve something that will make the future point to you with even more pride than the present is pointing to those who have gone before you.

I Dare You, young mother, to make your life a masterpiece upon which that little family of yours can build. Strong women bring forth strong men.

I Dare You, debutante, to be a queen. Make life obey you, not you it. It is only a shallow dare to do the foolish things. I dare you to do the uplifting, courageous things.

I Dare You, young executive, to shoulder more responsibility joyously, to launch out into the deep, to build magnificently.

I Dare You, young author, to win the Nobel prize.

I Dare You, young researcher, to become a Microbe Hunter.

I Dare You, barefoot boy on the farm, to become a Master Farmer—A Hunger Fighter.

I Dare You, man of affairs, to have a “Magnificent Obsession.”

I Dare You, Grandfather, with your roots deep in the soil and your head above the crowd, catching the rays of the sun, to plan a daring program to crown the years of your life.

I Dare You, who think life is humdrum, to start a fight. I dare you who are weak to be strong; you who are dull to be sparkling; you who are slaves to be kings.

I Dare You, whoever you are, to share with others the fruits of your daring. Catch a passion for helping others and a richer life will come back to you!”

TABLE OF CONTENTS:

FOREWORD iii
AUTHOR’S PREFACE v
I DARE YOU ix, x
You CAN BE BIGGER THAN YOU ARE 1
ARE YOU ONE OF THE PRICELESS FEW? 5
I DARE YOU TO ADVENTURE 8
I DARE YOU TO DO THINGS 13
Now FOR THE START 21
I DARE YOU TO BE STRONG 24
I DARE YOU TO THINK CREATIVELY 45
I DARE YOU TO DEVELOP A MAGNETIC PERSONALITY 64
I DARE YOU TO BUILD CHARACTER 81
I DARE YOU TO SHARE 93
LAUNCH OUT INTO THE DEEP 105
I DARE AND SHARE 116

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Growing Plants Under Artificial Light (1955)

Title: “Growing Plants Under Artificial Light”
Author: PEGGIE SCHULZ
Publisher: M. BARROWS & COMPANY, INC. PUBLISHERS, NEW YORK
Year of Publication: 1955
Pages: ~206
LOC Catalog Entry: http://lccn.loc.gov/55009056
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

INTRODUCTION:

“This is the first book to be published on growing plants under artificial light. Perhaps there has been no greater boon both to the average gardener and the professional grower than the discovery, in our time, of the possibilities of man–made sunlight. In the past, the apartment dweller, the homemaker with only north or west windows and all those who lived where winters were long and dark, had little opportunity to enjoy plants indoors. Today a dark closet, a cellar, a dim hallway, a kitchen counter under a cabinet, an empty bookcase shelf, an unused radio cabinet—are all possible places for flowering plants. And performance will be even better than at the most propitious windows. Greenhouse men have also, to their advantage, increased the “daylight” for their crops by installing light fixtures to take over for some hours after the sun goes down.

When at Barrows we became aware of the marvelous possibilities of this new form of gardening and saw the widespread interest in it, we asked Peggie Schulz, an experienced and enthusiastic grower of plants under light to write a book on the subject. In her Minneapolis home, we saw evidence of her own success with plants under lights. We saw a tremendous number of different subjects thriving in every imaginable cabinet location, and also a whole cellarful of African violets on tables.

This book, another Barrows first, however, is far more than one gardener‘s personal account—yet that is delightfully included. Mrs. Schulz also gives an up–to-date report on the research done by colleges and universities and by electric companies in this fascinating field. As stimulating as her other books on Amaryllis and Gloxinias, this new one on a new subject, Growing Plants Under Artificial Light, opens up amazing possibilities for all who, like Peggie Schulz, enjoy a garden in the house.”

TABLE OF CONTENTS:

1 Light and Your House Plants, 21
2 Why Plants Need Light, 26
3 Light Setups, 33
4 Planters to Buy or Build, 53
5 Homemade Setups All Over the House, 70
6 Favorite Plants Under Lights, 89
7 Propagation Under Lights, 137
8 Head Start on Your Outdoor Garden, 146
9 Lights in the Greenhouse, 158
10 Dealers and Supplies, 183
Index, 187

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The Art of Listening (1958)

Title: “The Art of Listening”
Author: DOMINICK A. BARBARA, M.D., F.A.P.A.
Publisher: CHARLES C THOMAS Springfield • Illinois • U.S.A.
Year of Publication: 1958
Pages: ~212
LOC Catalog Entry: http://lccn.loc.gov/58014063
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

EXCERPT:

“LISTENING is an art. To be well performed, it requires more than just letting sound waves enter passively into the ear. Good listening is an alive process demanding alert and active participation.

As an art then, it requires knowledge and effort. It is in essence a mental skill which is developed primarily through training and practice. If we are to learn to know how to listen well, we must proceed as we would in learn-ing any other art such as music, painting, architecture or acting. We must inquire about all the basic essentials of productive listening; and that done, we must practice faithfully until we have mastered the techniques.

The art of listening is not something we can acquire through “do-it-yourself” shortcuts. The good listener “listens between the lines. He constantly applies his spare thinking to what is being said.”And while he is attentive to what is being said, he is also aware of the total facts at hand, both in their verbal connotations and their nonverbal implications.

First of all, the practice of an art requires discipline. It is essential, writes Fromm, “that discipline should not be practiced like a rule imposed on oneself from the outside, but that it becomes an expression of one’s own will; that it is felt as pleasant, and that one slowly accustoms one-
self to a kind of behavior which one would eventually miss, if one stopped practicing it.”2 It is imperative that we be in the mood to want to listen and at the same time consider some of its more challenging aspects. It would be well were we to devote a period of each day to serious listening, this in contrast to the vast amount of super¬ficial listening we indulge in when we meet in various social groups or during frequent coffee breaks.

Concentration is a second prerequisite of good listening. Most of us have difficulty in concentrating. We take a peculiar pride in doing a number of things at the same time. We watch television and read and talk and smoke and eat and drink. Lack of concentration is also prevalent because of our fear of being alone with ourselves. We find it well nigh impossible to sit still, to be silent, to con¬centrate on something specific for any length of time. We become nervous and fidgety and to allay our anxieties, we turn to almost any form of hectic or compulsive activity.

In order to concentrate fully when listening, we should be patient with ourselves. This virtue is as difficult to cultivate as discipline and concentration. In an age of speed reinforced by the use of the airplane, telephone, radio and television, modern man is trained to think that he loses out on time when he pauses to concentrate. He feels compelled to listen only to those facts he digests quickly and is able to keep at his finger tips with as little effort or concentration as possible. To linger on in re-flection over a certain situation or fact goes against his idealized concept of himself as ”a man of action.”

In learning to concentrate, it is most important that we remove distractions in the path of our listening. We can then be alone with our innermost feelings and thoughts and can give to ourselves and our surroundings our whole interest and attention. By concentrating intensely we can keep our ears fully opened to all aural stimuli, and at the same time be curious and alert enough to tune in to our proper wave lengths. We can then listen without too much confusion, apprehension or mental interference.

In listening, it is essential that we give our full attention to the situation at hand. By so doing, we learn to live fully in the present, in the here and now and to evaluate things as they are. This will also mean less indulgence in trivial talk and more time for the serious exchange of ideas, feelings and opinions. In this way, we shall become increasingly sensitive to ourselves and to other people’s wishes, thoughts and beliefs.

Good listening demands active participation. It involves keeping one’s mind in a state of relaxed alertness, open and flexible to all relevant changes in a given situation. To listen with an active and open mind also entails giving a speaker a chance to present all the facts involved rather than allowing ourselves to jump to premature conclusions. The effectual listener is constantly on the alert to find something interesting in what is being said and attempts to keep the discussion moving and alive either by asking productive questions or by adding something constructive to the situation as a whole. The ineffectual listener, on the other hand, is on the defensive, planning rebuttals or questions designed to embarrass or belittle the speaker, or using his attack to further only his own selfish motives.”

TABLE OF CONTENTS:

The Art of Listening 1
Listening with the Outer Ear 14
Listening with the Inner Ear (Listening to Ourselves). . 32
Listening with a Receptive Ear (Listening to Others) . . 49
The Magic of Listening 65
Listening to the Essence of Things 80
The Disease of Not Listening 97
Listening with a Modest Ear 113
Listening with a Rebellious Ear 126
Listening with a Deaf Ear 138
Listening with the Third Ear 151
The Sound of Silence 166
When We Stop Listening 182

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The Practical Book Of Built-In Furniture (1959)

Title: “The Practical Book Of Built-In Furniture”
Author: Henry Lionel Williams
Publisher: Publisher Name
Year of Publication: 1959
Pages: ~212
LOC Catalog Entry: http://lccn.loc.gov/59010379
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

INTRODUCTION:

“Every Home Needs Built-Ins

EVERY home needs built-in units of various kinds. Even when there isn’t a lack of storage space — of which few homes ever have enough — built-ins can be the answer to the problem of cutting the cost of furnishing. And that’s not all. Besides taking the place of movable furniture, and saving money in the process, they can utilize otherwise unused space, or substitute order for wasteful untidiness. Furthermore, with built-in units you can remodel almost any interior.

You can convert one room into two. You can fill in openings, construct seats, beds, dressers, kitchen counters and so on, utilizing both wall and floor space for storage of all kinds. You can make usable rooms of bare attics and cellars and turn odd corners in the garage into storage or working space.

Often, simple structures can be used as backgrounds for the regular furniture and serve to hide undesirable architectural features. As everyone knows, a house with too much furniture is congested and cluttered, unattractive and unpleasant to live in. By substituting built-in pieces you can get equivalent service and at the same time release floor space.

The success of any built-in unit is determined not only by its utility but also by the way it blends in with the rest of the room. No well-designed built-in piece should look like an afterthought, or something stuck on in a hurry. In other words, the less a built-in piece looks built-in, the more it enhances the beauty of the room you put it in. The final test is whether or not it appears as though it had always belonged. Is it an essential part of the whole furnishing scheme?

In planning all such additions it is necessary to keep in mind the complete, furnished room. You have to remember that tall units and deep ones will make a room look smaller; that odd-shaped units and projections can give a room an untidy look and throw it out of balance. In many instances this calls for special treatment either to subdue or emphasize certain features.

Another advantage offered by built-in pieces is that space can be economized and clutter reduced by incorporating loose units into the pieces themselves, such as storage boxes in beds, chairs in kitchen counters, and so on.

The only possible drawbacks to permanently attached built-ins are that ordinarily you can’t take them with you; they may not suit a new owner of the house, and they need planning for the type of furniture they are to go with and form a background for. Once attached, they cannot be changed around as loose furniture can. For this reason it is advantageous sometimes to make the built-ins detachable or even free-standing.

It usually is best to attach the built-in pieces firmly to the house structure, but you can use screws or bolts that can be removed readily without seriously damaging the walls, ceilings, or floors. You may want to change things later on. Or if you sell the place the new owner may not want them. And he certainly won’t relish tearing the house apart to dislodge your handiwork.

On the other hand, building into a space, and attaching more or less permanently, generally simplifies construction and provides strength and solidity at lower cost. The whole thing therefore merits careful planning and consideration.

Room Planning

In deciding what built-ins you need it pays to survey the room in question and see what the basic cause of clutter actually is. Sometimes furniture rearrangement will help, but in any case there are some excellent guides to go by. It has been found, for instance, that traffic lanes through rooms should be 30 inches wide; 36 inches is the average space needed to open a drawer; there should be 54 inches seating space between a table and a wall; 6 to 12 inches between a chair and ottoman; 36 inches chair space between a desk and the wall; and 15 inches knee space at a coffee table.

With your furniture arranged to these minimums you can see what you have room for and what other provision you need to make to get the best out of that room.

Most of us need to be careful in separating things we need access to often from those we need only occasionally. In other words, it pays to make separate provision for active storage and dead storage. The fact that we may rarely do this is responsible (for example) for kitchens that are crammed with ceiling cupboards full of items and gadgets that are used no more than once a year. The result is an unpleasing appearance and far too little air space, actual or apparent. The remedy is to store such things elsewhere. This means planning — and often the exercise of ingenuity — so that the built-in pieces can be designed for some specific purposes and not just as catchalls.

The Value of Planning Built-ins

In designing your cupboard and closet built-ins remember that capacity is more important than overall size! With careful planning you can economize space and so save time and lumber and do a better job. Here are some standard unit sizes that may help you. in laying out cabinet or cupboard space.

Bookcases

Average books need only 10 inches between shelves; some larger books will need 12 inches.

Kitchen Shelves

Ordinary dinner plates need shelves 12 inches deep (back to front). In some instances, slanting shelves in shallow cupboards will accommodate larger pieces. For very large pieces, including trays, use vertical racks either back-to-front or transverse. You will need about 16 square feet of shelf space to store china and glassware sufficient for 6 people.

Desks

Top height varies from 28 to 30 inches.

Clothes Closets
Clothes hangers plus clothes require 24 inches depth.

Clothes can be stored without hangers in a 16-inch-deep closet. Clothes hooks should be 12 inches apart.

Children’s hangers should be 48 inches above floor. Adults’ hangers should be 60 inches above floor. Coveralls need hangers 72 inches above the floor.

A shelf in clothes closet should be 4 inches above hooks or 2½ inches above the hanger rail.

On an average, each person needs 48 inches of rail space.

Cleaning Closet

Minimum size, 16 inches deep, 36 inches wide.

Reorganizing Existing Storage

In many cases lack of space is brought about by the family out-growing the house. This often calls for reallocating space, regrouping of present storage facilities and doing things to make some furniture pieces take up less space or look a lot less bulky. It is astounding what you can do for a room by making such simple changes as bleaching a piano bench to reduce its importance; by turning the piano end-on to the wall and decorating its back so that it acts as a partition and sets off a group of furniture pieces. Floor space is saved by substituting folding, sliding or concertina-type doors. These are but a few of the things you should think about in planning built-in furniture. The important thing is the plan.

In the succeeding chapters you will find a wide variety of suggestions for built-in pieces. Plans for any of these units can be modified or changed to suit your special requirements as to space occupied, capacity and detail design. The most important thing is to select a design that not only will serve your purpose but also will fit into your present furnishing scheme.

Most built-ins should serve as backgrounds rather than objects for display in themselves. Some, however, such as storage walls incorporating radio, TV, phonograph, or writing-desk units, may be prominently featured in a room. In such cases, they need to follow the general style of the room and its furnishings. This may mean, on occasion, the selection of a design of unit that serves your purposes, then modifying its style to conform. As you will see, the major difference between traditional styles of built-ins and modern styles is largely a matter of decoration, and you can often adapt decorative ideas for the built-ins from your existing furniture and room details. In doing this you have the help of modern materials and devices, many of which are described and illustrated in the pages that follow.”

TABLE OF CONTENTS:

1. EVERY HOME NEEDS BUILT-INS 11
Room Planning 12
The Value of Planning Built-Ins 13
Reorganizing Existing Storage 14
2. CONSTRUCTION METHODS 15
Elementary Details — processes, tools 15
Method of Joining 15
Plywood Edges — how to hide 19
Joining Board Edges 19
Joint Fastenings — use of nails, gluing 20
Legs and Brackets 21
Facing of Board Edges 21
Fastening Built-ins to Walls, Ceilings, and Floors 23
Building to Bad Walls 25
Attic Problems 26
3. CONSTRUCTION DETAILS FOR PARTS OF BUILT-IN UNITS 28
Shelves 28
Table and Counter Tops 30
Drawers 32
Frames for Paneled or Glazed Doors 33
Matching Doors to Frames 35
Sliding Doors 37
4. CONSTRUCTION DETAILS FOR TYPICAL BUILT-IN UNITS 40
Bathroom Medicine Chest and Dresser 40
Bed Base 42
Workshop Tool or First-Aid Cabinet 43
Floor Storage Box 43
Garage or Basement Cupboard 45
Sink and Counter for Potting Shed 46
Window Dressing-Table and Shelf Unit 47
Box-Type Seat 50
Dressing Unit 51
Wall Niche 52
Adding on to Built-in Units 53
Basic Kitchen Cabinet 56

5. ROOM-BY-ROOM BUILT-INS TO MAKE 59
Series 1. KITCHEN 59
Combination Kitchen Cabinet 59
Sink Cabinet and Counter 62
Stove Cabinet 64
Housekeeper’s Desk 64
Back-of-Door Racks 67
Divided Shelves 67
Bread Board or Pull-Out Shelf 68
Ironing-Board Storage 71
Series 2. DINING ROOM 71
Partition Cabinetwork 71
Wall Box 71
Apartment-Type Dining Unit 73
China Cabinet 76
Corner Cupboard 76
Dining Room-Living Room Archway Fillers 81
Complete Closure by Cabinet 82
Door with Cabinet Each Side 83
Reducing Opening with Decorative Panels 85
Archways into Walls 85
Series 3. LIVING ROOM 87
Wall or Partitioning Multi-Purpose Unit 87
Radio, Phonograph, Record-Storage and Drawer Unit 88
Simple Bookcase 90
Window-Wall Storage and Display Combination 90
TV Set and Projector-Screen Unit with Storage Space 92
Free-Standing Shelf and Cabinet Built-in 92
Lightweight Room Divider Unit 96
Series 4. BEDROOMS 97
Bunk Beds 97
Bunk Bed-Desk Combination 97
Convertible Sofa-Bunk 101
Twin Bed Head Storage Unit 101
Series 5. BATHROOMS 102
General Utility Combination Built-in 102
Tub Separator with Canopy 105
Dresser Located at Window 105
Nest of Swinging Drawers 106
Legless Dresser 106
Laundry Bin and Wash-Basin Counter 107
Series 6. ATTIC 109
Dead Storage 109
Bedroom with Cabineting and Box-Type Beds 109
Bedroom with Cabinets and Semi-Slideaway Beds 112

6. LUMBER AND MANUFACTURED SHEET STOCK 113
Lumber 113
Plywood and Other Laminated Sheets 114
Hardboards 116
Moldings 116

7. FINISHING AND COLORING 118
Application of Liquid Finishes 118
Plastic Veneers 120

INDEX 123

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Calories, Vitamins, And Common Sense (1962)

Title: “Calories, Vitamins, And Common Sense”
Author: H. Curtis Wood, Jr. MD.
Publisher: BELMONT BOOKS • NEW YORK CITY
Year of Publication: 1962
Pages: ~129
LOC Catalog Entry: No record located
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

PREFACE:

“YOU ARE WHAT YOU EAT”

“You are what you eat,” runs the old adage. But today, Dr. Wood adds, you are sometimes sick because of what you have not eaten over a period of time.
With impartiality, with the logic of science, and in the straight talk of an eminent physician who has been treating men, women and children for over 30 years, Dr. Wood discusses the intimate relationship between nutrition and health, and freedom from various types of disease.

One look at the Table of Contents of CALORIES, VITAMINS AND COMMON SENSE will explain why people all over the United States are calling it one of the most important guides ever published for the health and happiness of you and your family.

There is a great deal of interest on the part of the public in the subject of nutrition. This is evidenced by the fact that in recent years two books by two physicians sold millions of copies and remained near the top of the non-fiction best seller list for many months. They both gave the public what it wanted. The first offered a cheap, simple, easy-to-obtain remedy for almost every human ill and was able to convince the reader that apple cider vinegar and honey was just what he needed. Since the beginning of time mankind has searched and hoped for panaceas—and we probably always will. The second book discussed only one problem—overweight. Its success was due to the fact that the author claimed he had himself lost sixty-five pounds in eight months, which he doubtless had, and promised those poor souls who had struggled with low-calorie diets for years that at last there was a way to lose fat while eating as much as one wished.

This book makes no such promises or claims. It is written in the hope of clearing up some of the confusion that exists because of the opposition to all food supplements on the part of most of the medical profession and the American Medical Association and the majority of the syndicated medical “experts” who repeat the antiquated and tiresome phrase, “All that is necessary is to eat a well-balanced diet.” There is overwhelming evidence that Americans are not the best fed people on earth. Much of our high rate of disease and disability in this country is the result of improper diet, processed and devitalized foods, additives and chemicals, cooking methods, etc. Lack of exercise, smoking, consumption of too much hard and soft beverages, tensions and insufficient rest all contribute their share, so that today there is actually a lesser expectancy of life for Americans over sixty years of age than there was one hundred years ago.

To the old adage, “You are what you eat,” we might add you also are often sick because of what you have not eaten over a period of time. As unemotionally and as scientifically as possible, it is the purpose of this book to discuss the intimate relationship between nutrition and health and freedom from various types of disease.”

TABLE OF CONTENTS:

Preface 7

Part One: Introduction to Nutrition

1. How Healthy Are We? 9

2. How Well Fed Are We? 13

3. Nutrition and Health 15

Part Two: Treating Illness Through Diet

4. Deficiency Problems 18
Hair 18
Skin 20
Eyes 21
Ears 24
Teeth 26
Nails 33

5. Cardiovascular System 34
Heart and Blood Vessels 34
Factors in Coronary Heart Disease (Illustrated) 39
Blood Diseases 41
Leukemia 42

6. Respiratory System 44
Common Cold 44
Lung Cancer 46
Other Respiratory Diseases 48

7. Gastrointestinal Tract and Urological System 51
Stomach 51
Constipation 53
Liver Diseases 54
Kidney Diseases 56

8. Blood Sugar Control 58
Breakfast 59
Lunch 60
Dinner 61

9. Fatigue 62

10. Obesity 64

11. Arthritis 70

12. Mental and Nervous Diseases 74

Part Three: Special Problems

13. Sex Health 79

14. Pregnancy 81

15. Health Foods Versus Fad Foods 83

16. Smoking 89

17. Fallout and Radiation 94

18. Governmental and Medical Attitudes 96

Part Four: Conclusions

19. The Sources of Nutrition 99
Natural Versus Synthetic Foods 99
Food from the Sea 100
Fabulous Vitamin C 104

20. Rules for Health 109
Breakfast 110
Lunch 111
Dinner 112
Vitamins 112
Food Supplements 113

21. Reference Charts 114
Parts of the Body 114
Special Diets 115
Basic Calorie Guide 119

Supplements . . . and Where to Obtain Them 123

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Star Guide – Introduction To Astrology And Character Analysis (1958)

Title: “Star Guide – Introduction To Astrology And Character Analysis”
Author: ZODIAC INTERNATIONAL
Publisher: ZODIAC INTERNATIONAL
Year of Publication: 1958
Pages: ~96
LOC Catalog Entry: No record located
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

INTRODUCTION:

“Dear Reader,

Modern Astrology maintains that human beings have personal characteristics which are related to the position of the planets, otherwise called heavenly bodies, at the time of their birth. Planets are formed of cosmic materials. Without doubt, we also are formed of cosmic materials, chemically and physically, and therefore the cosmic forces contained in the planets exert a certain influence over us.

The cosmic mass we call Earth draws us to itself— towards its center—according to Newton’s Law of Gravity. The cosmic mass we call the Sun warms us, and warmth and heat have a definite influence on the existence of life in all its forms. The Moon, too, has certain influences on us. Affliction brought on by the Moon is an officially acknowledged medical fact.

The Moon causes ebb and flow of the tide, as every child knows. As we say, it influences water. It is well known that the human body consists of about 70 per cent water; it is, therefore, not unlikely that the position of the Moon influences our bodies.

Modern science is gaining daily more information about space and time, and it will not be long until a deeper insight and correct knowledge of the conditions prevailing on other planets will be achieved, and a firm scientific basis for a new radiation theory will be found. There is every likelihood that what astrology calls “influences” will be proved correct, despite unbelieving and belittling so-called “logical minds” who do not even concede the possibility of doubt. The word IMPOSSIBLE has disappeared in the electronic and space travel age.

Necessarily, the outlines of character have to be brief. It is true that there are many surface variations among people born under each sign but, basically, they all have the same approach to life.

However, it should be noted that, as soon as a child is born, its environment begins to modify its character and, naturally, the reaction of any person will differ vitally in accordance with his education and upbringing.

We all have certain qualities which, according to our environment, develop in a positive or negative manner. Thus selfishness may emerge as unselfishness, kindness and consideration become cruelty and lack of consideration for others, and a naturally constructive person may, through frustration, become destructive and so on. The latent characteristics with which we were born can, therefore, through environment and good or bad training, become something superficially different, and so apparently give the He to the astrologer’s description of the character. Yet the true character will be buried deep beneath these superficialities.

Without doubt, you have found in your life in the past— and most certainly you will find in the future-that in human relations you get on very well with certain people, whereas you just “cannot stand” others. The causes seem inexplicable to you. There is also the phenomenon of “love at first sight,” which seems also to be unexplainable. People are just sympathetic or seem unsympathetic to each other for no obvious reason. This applies to both sexes. You might have observed that of two people who get on very well with each other, one gets on very well with a third person, whereas the other is adverse to the third person, again for no obvious reason.

People born under different zodiacal signs are either compatible or incompatible with each other. In other words, there are good and bad interrelating factors among the different signs. You will find, under your character analysis, signs which are compatible with your sign.

Naturally, if all this were always accurate, humanity would be divided into groups of hostile camps. This is not so. It would be quite wrong to be hostile or indifferent to people who are born under a sign not compatible with your sign. There is no reason why you should not learn to control or adjust your feelings and actions, especially since you can become aware of the positive qualities of other people by studying their character analysis. There is no one absolutely good or absolutely bad in the true sense of the word “absolute.”

Astrology, if intelligently applied, can be of the greatest help and can render you good service. It is not fortune-telling or a philosophy of predestination. It cannot be repeated often enough that die nature of man is born in him, but his own free will determines whether he will make really good use of his talents and abilities, whether he will overcome his vices or allow them to rule him.

We all know that sometimes we are born with a streak of laziness, irritability, or some other fault in our natures. It is up to us to see that we exert enough will power to control our failings so that they do not influence us or anybody else. Through astrology our failings become apparent and we set about to rectify them.

Our responsibility is in no way decreased by astrology’s revelation of these traits.

Astrological interpretations bring out inclinations and tendencies, not shortcomings that are impossible to change. The horoscope of a man may show him to have criminal leanings. It does not mean that he will become a criminal.

The ordinary man finds it difficult to know himself. He is often bewildered. Astrology can frequently tell him more about himself than the different schools of psychology are able to do. Knowing his failures and shortcomings, he will do his best to overcome them and make himself a better and more useful member of society and a helpmate to his family and the persons he is interested in. It can also save him a great deal of unhappiness and remorse.

The Prophets of the Bible refer to stars, planets and astrologers many times throughout this greatest of all books. In Ecclesiastes 3:1-8 you will find:

To everything there is a season, and a time to every purpose under the heaven.

A time to be horn: and a time to die: a time to plant, and a time to pluck up that which is planted.

A time to kill and a time to heal: a time to break down and a time to build up. A time to weep, and a time to laugh: a time to mourn
and a time to dance.

A time to cast away stones, and a time to gather stones together.

A time to embrace and a time to refrain from embracing. A time to get and a time to lose: a time to keep, and a time to cast away.

A time to rend, and a time to sew: a time of war, and a time of peace.”

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Modern Headache Therapy (1951)

Title: “Modern Headache Therapy”
Author: ARNOLD P. FRIEDMAN, M.D.
Publisher: THE C. V. MOSBY COMPANY, ST. LOUIS
Year of Publication: 1951
Pages: ~164
LOC Catalog Entry: http://lccn.loc.gov/51014477
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

PREFACE:

“Patients with chronic headache represent a major problem to the practitioner. Their numbers are great and their symptoms tenacious, despite earnest effort at treatment. The purpose of this book is to present to the general practitioner principles which will help achieve the best therapeutic results and care of patients with chronic headache.

Recent studies have greatly increased our knowledge of the physiological and psychological mechanisms involved in headache. These advances indicate the necessity of treating the patient as a whole, considering both the physical and emotional aspects.

Since the symptom of headache may be the result of any of a wide variety of disorders, discovery of its cause is a stimulating challenge to the physician. However, this diagnostic problem is of little interest to the patient, whose immediate concern is relief. As always, it is of prime importance that the physician consider both the cause of the symptom (i.e., the clue to its eventual elimination) and its early alleviation. Analgesia without investigation may lead to disability or death. On the other hand, elaborate examination and laboratory procedures without early relief are of little comfort to the patient.

The observations recorded herein are based upon experiences derived both from a private practice devoted primarily to the study and treatment of headache and from the records of three headache clinics. More than five thousand patients have been observed and treated during the past six years. A clinical evaluation of the newer therapeutic agents is presented. It is hoped that this book will be useful to the practitioner and the medical student as a basic guide in headache therapy.

Dr. Charles Brenner and Dr. H. Houston Merritt have been associated with this work from its beginning, and I am especially grateful for their help and encouragement. I wish to express thanks to Dr. Bernhard Dattner, Dr. Theodore J. G. von Storch, Dr. Louis Leiter, and Dr. Henry Doubilet for their valuable suggestions and for reading the manuscript. To Dr. Harold G. Wolff and his co-workers I wish to express my indebtedness; their pioneer work on headache physiology has laid the foundation for most of our recent clinical advances. I am indebted to Ruth Glantz for her editorial assistance and aid in preparing the manuscript.”

A. P. F.

TABLE OF CONTENTS:

CHAPTER I DIAGNOSIS 13

CHAPTER II TREATMENT 31
Pharmacotherapy, 31; Psychotherapy, 35; Physiotherapy, 39; Surgical Methods, 39.

CHAPTER III MECHANISMS OF PAIN 45

CHAPTER IV HEADACHES ASSOCIATED WITH INTRACRANIAL DISORDERS 53
Brain Tumor, 53; Physiology, 53; Diagnosis, 54; Treatment, 56; Other Intracranial Masses, 57; Diagnosis, 57; Treatment, 59; Cerebral Vascular Diseases, 61; Lumbar Puncture, 62; Physiology, 62; Diagnosis, 63; Prevention, 63; Treatment, 64; Meningitis, 65.

CHAPTER V HEADACHES ASSOCIATED WITH EXTRACRANIAL DISORDERS 67
Introduction, 67; Headaches from Sustained Muscular Contraction in the Head and Neck, 67; Treatment, 68; Ocular, 70; Nasal and Paranasal, 72; Aural, 75; Oral, 76; Osseous Structures, 78.

CHAPTER VI HEADACHE DUE TO SYSTEMIC DISORDERS 82
Cardiovascular Diseases, 82; Renal Diseases, 85; Peripheral Vascular Diseases, 86; Blood Dyscrasias, 87; Hypoglycemia, 88; Allergy, 89; Gastrointestinal Disorders, 91; Endocrine Disturbances, 92; Other Systemic Conditions, 94.

CHAPTER VII MIGRAINE HEADACHE 98
General Etiology, 98; Specific Physiology and Causative Factors, 99; Symptoms, 103; Migraine Equivalents, 104; Diagnosis, 105; Differential Diagnosis, 106; Therapy, 109; Physiotherapy, 110; Surgical Procedures, 110; Prophylactic Pharmacotherapy, 111; Symptomatic Pharmacotherapy, 112; Ergotamine Tartrate, 113; D.H.E. Therapy, 115; Other Medication, 115; Psycother-apy, 116; Failures in Therapy, 117; Migraine Variants, 118.

CHAPTER VIII PSYCHOGENIC HEADACHE 128
Introduction, 128; Mechanism, 129; Psychological Factors in Etiology, 130; Diagnosis, 132; Treatment, 135; Tension Headache, 138.

CHAPTER IX POSTTRAUMATIC HEADACHE 141
Etiology, 141; Incidence, 145; Diagnosis, 145; Treatment, 146.

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The Just A Minute Cookbook (1952)

Title: “The Just A Minute Cookbook”
Author: ALICE WILSON RICHARDSON
Publisher: PRENTICE-HALL, INC. New York
Year of Publication: 1952
Pages: ~159
LOC Catalog Entry: http://lccn.loc.gov/52009350
Copyright Status: Public Domain in the United States and countries following the rule of the shorter term

INTRODUCTION:

“If you work, if you have week-end guests, or if you simply don’t want to spend your life in the kitchen, this book is your dish.

Kitchens can and should be attractive, convenient and comfortable, but if you are the type who likes to spend hours on end in them, this book is not for you.

It’s not for drudges, putterers or anti-social people. It’s for people who like to serve food with a flair and like to sip a cocktail and be gay with their guests meanwhile.

You don’t have to be an expert cook to follow these recipes. For, even though the prescribed use of wines and herbs in most of the main dishes will make your guests think you are a culinary genius, there is not one instruction which will be over an amateur’s head.

This book is not supposed to be a begin-all and end-all in cookery. Every good kitchen should have a basic cook book which can be referred to when you want to bake a cake, can tomatoes or preserve strawberries. Just a Minute will not do that for you. But it will tell you what you can have for supper when you get home from the office and your husband, beau or guests are arriving within the hour. The menus are short because the theory of the book is that few dishes and ample portions are easier to prepare and more satisfying to the appetite.

Always remember that the number of people a dish will serve depends on what goes with it and how hungry your guests are.

Be flexible in following the recipes. The more proficient you become, the more you will be able to measure to taste in the Southern Mammy tradition. After experimenting with a dish several times, you will be able to add a soupcon of this or a dash of that so that the recipe will become your very own and not a cook book reproduction.

Quick cookery means less time in the kitchen and more time with your guests. It means, in short, a quick, easy success—which is good enough for anyone.

You’ll find what a successful hostess you can be when you say “Dinner in Just a Minute,” and mean it.”

TABLE OF CONTENTS:

Read This First 1
They’ll Think You’re a Pro 3
Herb Chart 6
Wine Chart 7
Short Cuts and Tricks 8
Freeze Treatment 14
Under Pressure 16
Fast Starters 18
Cocktails 19
Canapés 24
Soups 29
Quick Entrées—Easy Menus 35
Vegetables 80
Happy Endings 91
Salads—Salad Dressings 92
Desserts 97
Right in the Living Room 101
Not Quick but Easy 119
The Very Last Minute 140
Index 147

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