Abstract The allocation of income taxes on financial statements is a relatively new development in corporate accounting. It is an extraordinarily important development because of its significant effect upon the determination of corporate net income and because, also, it seems to represent somewhat of an erosion of certain of our long-tested and long-standing definitions and concepts as to principles of accounting. As a general rule, accounting procedures for the allocation of income taxes have resulted in the placement of certain credit values for deferred income taxes in the balance sheet. The accounts representing these credit values have been called "deferred credits." Since these accounts are not part of corporate net worth they must be liabilities. It is an accepted procedure of auditing that the revenues and revenue charges of a business must be supported by evidence, preferably written evidence. There is no billing by a creditor, no evidence of legal liability, no evidence of the erosion of the accounting value of an asset, and no evidence of the consumption of accounting value. In short, there is no factual evidence, whatsoever, to support the accounting propriety of charging current income with a provision representing deferred income taxes.

Abstract The author of this article examines the source and supply of teachers. He emphasizes on the publicization of teaching as a career recommending that every staff member of a school of business administration should advertise the advantages of the teaching profession. The second point he highlights is making the profession more attractive by increasing salary scales, recognition of good teaching and productivity, and encouragement of ways to promote greater efficiency. Thirdly he emphasizes on the encouragement of graduate work leading to teaching careers which include financial assistance for students, procurement of master's degree, realistic doctoral programs for potential teachers. Fourthly, he recommends the encouragement of experienced public accountants to assume teaching duties. He also recommends the encouragement of ex-teachers to assume full or part-time teaching responsibilities, tapping non-accountant sources which are related discipline for teaching assistance and using retired qualified talents. He finally proposes the re-examination of the demand for teachers by noting several points.

Reviews the book "Beginning Accounting," by Dana F. Cole.

Reviews the book "Performance of Department Stores: 1932," by Edgar H. Gault.

Reviews the book "1931 Credit Manual of Commercial Laws With Diary."

Reviews the book "Accounting Principles," by James O. Mckinsey.

Reviews the book "Industrial Accounting, Control of Industry through Costs," by Thomas H. Sanders.

Reviews the book "Accounting Systems--Design and Installation," 2nd ed., by J. Brooks Heckert and Harry D. Kerrigan.

Abstract Reviews the book "Code of Higher Accounting and Auditing," by Orlando López-Hidalgo.

Abstract This article presents a report of the Task Committee, American Accounting Association on the standards of accounting instruction. From its inception, the American Accounting Association has been concerned with accounting education. This interest has been manifested in various projects and special committee activities undertaken by the Association, alone and jointly with other groups. One of the Association's special task committee in the area of education is the Committee on Standards of Accounting Instruction. It operates in cooperation with, and as a task force of, the Joint Committee on Education. The first project of the Committee on Standards of Accounting Instruction was a questionnaire study of the undergraduate courses taken by accounting majors. The questionnaire was carefully prepared and tested before being released. It was sent to most of the colleges and universities in the U.S. , which offered a major or concentration in accounting in an undergraduate program. The study indicated that the largest school in the sample graduated 837 students in 1954 with bachelor degrees in business. It was notable that 1954 saw less than half as many accounting majors graduating as in 1950. The decline in degrees in business was considerably sharper than for all bachelor degrees. The Committee felt that course work in cost accounting is properly required by nearly all schools