HE ORGANIZATION of schools in any

country is perplexing to those not acquainted with its educational system. The organization in the United States is especially confusing because of differences among the several States and regions. Moreover, not only foreigners, but our own citizens as well, often get lost in the terminology and concepts involved in features of our educational system, such as public, private, nursery, kindergarten, elementary, junior high school, senior high school, junior-senior high school, undivided high school, 4-year and 6-year high school, junior college, community college, liberal arts college, teachers college, university, and the many divisions within each of these. The attached chart was developed for use in a report of the International Bureau of Education (Geneva) entitled School Organization in 53 Countries. It is reproduced here for such value as it may have in the United States.

In so

The chart attempts to explain what is really a very complex situation. doing it errs in oversimplification. Some effort is made in the note at the bottom of the chart to point out that the three patterns of organization included are only those found most frequently. If the chart had been developed with the 27 different patterns of organization of elementary-highschool systems existing it would have become so involved as to be useless. Similarly there is oversimplification in listing only academic, vocational, and technical high schools, or cultural, technical, and semiprofessional characteristics of junior colleges. This break in continuity between completion of high school and entrance. upon college is not so great as may appear from the chart. Especially is this true where the junior college (or community college) is a part of the public school system.

Ages found at the left of the chart are, of course, approximate. No one would contend that no high-school student is over 17 years old or that all college students have passed their eighteenth birthday. Likewise

ELLS, universally recognized as sym

BELLS

bolizing freedom and peace, will play a major role in the world-wide observance of United Nations Day on October 24, the fifth anniversary of the coming into force of the United Nations Charter. The National Citizens' Committee for UN Day has asked that bells be rung in every community throughout the land at 11 o'clock that morning. Schools everywhere will observe UN Day with special programs of their own, and many will take a prominent part in local community activities.

It was on June 26, 1945, that the United Nations Charter was signed with impressive ceremony by the delegates of 50 nations, representing one and a half billion of the world's peoples, of all colors, tongues, and creeds. Five years later, at a few minutes after midnight on June 25, 1950, a telephone call from the Department of State at Washington to Secretary-General Trygve Lie brought the first word that a flagrant violation of the Charter had just taken place in Korea. The dramatic story of how the reg. ular skeleton staff on duty at Lake Success in the early dawn hours of that quiet Sunday morning were suddenly called on to mobilize the full resources of the United Nations for prompt action on a major crisis, and of how the UN machine for world cooperation was able to swing immediately into high gear, is too long to tell here, but it marks a turning point in world history. Five years after the blueprints were drawn at San Francisco, collective security has at long last become a reality. As the 1950 United Nations Day draws near, the blue and white banner of UN flies over an international police force authorized and supported by 53 of the 59 member nations, united in a common effort to stop a military aggression. The Security Council entrusted to the United States the command of all UN forces in Korea, so that General MacArthur and the Americans fighting there are engaged on an international mission, under the authority of the United Nations.

Prior to the Korean crisis it had been fashionable for UN supporters to minimize

the political side of its activities, stressing rather its unquestioned success in various economic, social, and humanitarian endeavors-perhaps as a kind of escape from the frustrations of Soviet obstructionism in the Security Council. Yet even in the realm of politics an impressive measure of effective action can be credited to the UN, if the record of the past 5 years is reexamined: Mediation in Palestine and Indonesia; withdrawal of French and British forces from Syria and Lebanon, and of Soviet forces from northern Iran; intervention in Greece to prevent the Balkan tinder-box from exploding; the opportunity for casual private meetings of the delegates of the four powers which led ultimately to the lifting of the Berlin blockade-and the necessity of defending their actions in public debate at Lake Success which has undoubtedly exercised a restraining influence on all governments susceptible to the influence of world public opinion.

Not Enough

Moreover, the framers of the Charter were convinced that it would not be enough to set up machinery for collective security to maintain enduring world peace. Too often the roots of conflict lie in poverty, ignorance, and oppression. The peoples of the world have a common interest in living safer, happier, freer lives, and they expressed that interest by placing the Economic and Social Council on a par with the Security Council as a major organ of the United Nations. Already almost every human being in the world has benefited directly or indirectly from the work of the United Nations and its specialized agencies, in many different ways: Better health, more food, stabilized currency, improved education-the list could fill many pages.

In the light of the startling developments of recent weeks, this fifth anniversary of the UN takes on new significance, demanding of us a critical reappraisal of the organization and of our own attitude toward it. If in these past 5 years the UN has seemed at

times to fall short of our expectations, perhaps the fault lies partly in the unthinking sentimentality of those who expected it to be a panacea. The UN is a living institution, created to meet some of the deepest needs of the nations, and the United States has a particularly important role to play in it. Although we spent less than 100 million dollars last year on all UN activities (less) than a dime for every $15 we spent on the cold war), ours is the largest single contribution, though by no means the heaviest in relative burden on the national economy. Under American constitutional law the Charter is part of the supreme law of the land, coequal with the United States Constitution, and it deserves therefore our understanding and respect. That is why schools throughout the country are incorporating study about the UN into the curriculum at all possible levels. Here are some recent publications that would be particularly helpful in teaching about the United Nations:

A Selected Bibliography for Teaching About the United Nations, by Helen Dwight Reid; third edition, revised August 1950; free on request from Division of International Educational Relations, Office of Education, Washington 25, D. C.

Community Action for United Nations Day, by Virginia Parker; a handbook prepared for the National Citizens' Committee for UN Day, 816 21st St. NW., Washington 6, D. C., 1950; 25 cents, from the Committee.

How To Find Out About the United Nations, a pamphlet prepared by the UN Department of Public Information to help teachers and leaders of civic groups; useful lists of resource materials of all kinds; 1950; 15 cents from the general agent for all UN publications, the International Documents Service, Columbia University Press, 2960 Broadway, New York 27, N. Y. (Listed hereafter as C. U. P.)

International Understanding, an annotated selective catalog listing 438 16mm films dealing with UN, the Member States, and related subjects, with addresses of film sources, information offices of foreign governments, and international agencies; published by Carnegie Endowment and N. E. A., 1950; 25 cents from National Education Association, 1201 16th St. NW., Washington 6, D. C.

Teaching About the United Nations and the Specialized Agencies, a report by the Secretary-General of the United Nations and the Director-General of UNESCO to the Economic and Social Council, July 1950; a valuable comprehensive analysis of the extent and methods of teaching about UN in the various member nations, with appendices listing teaching aids, etc.; document No. E/1667; 70 cents from C. U. P.

The UNESCO Story, a resource and action booklet for organizations and local communities, profusely illustrated, with many practical suggestions; prepared by the U. S. National Commission for UNESCO, May 1950; 55 cents from the Superintendent of Documents, Government Printing Office, Washington 25, D. C.

United Nations in the Schools: Suggestions for classroom and extracurricular activities at elementary

UN Flag Kits: A packet containing full instructions for making a 3' x 5' UN flag, with transfer patterns for appliqued wreath and a patch with the central symbol printed in white on blue cloth, 50 cents from National Committee on Boys and Girls Club Work, 59 East Van Buren St., Chicago 5, Ill.

The UN Story: Toward a More Perfect World, by Dorothy Robbins; a brief history designed for highschool use; American Association for the United Nations, 1950; 25 cents.

U. N. Gram: A weekly wall newspaper in color, 18" by 24", for classroom use; 39 weeks for $15; an accompanying weekly 4-page Discussion Guide, $3; order both from U. N. GRAM Publishing Co., P. O. Box 1128, Grand Central Station, New York 17, N. Y.

for the United Nations, 45 E. 65th St., New York 21, N. Y.; 10 cents.

Visitors' Guide to the United Nations, a leaflet of useful information about the UN buildings, how to reach them, what to see, etc.; 1950; free, from UN Dept. of Public Information, Lake Success, N. Y.

World Understanding Begins With Children, by Delia Goetz; a guide to assist teachers in selecting and evaluating materials and sources, with suggested methods of incorporating international relations in the elementary curriculum; Office of Education Bulletin 1949, No. 17; 15 cents from the Superintendent of Documents, Washington 25, D. C.

Food and People, a series of six booklets for study and discussion, prepared for UNESCO and FAO by noted experts; 1950; complete set with Discussion Guide, $1.65, from Manhattan Publishing Co., 225 Lafayette St., New York 12, N. Y.

Guide to the United Nations Charter, third ed., 1950: Describes briefly the conferences leading to drafting of the UN, and explains the provisions of the Charter; prepared by UN; 50 cents from C. U. P.

How the United Nations Began, a simple classroom text prepared by the UN for pupils 12-16 years of age; 1949; 15 cents from C. U. P.

Reference Pamphlets: A series prepared by the UN Department of Public Information, describing briefly the functions, powers, structure, and activities of The General Assembly, No. 1; The Security Council, No. 4; The Economic and Social Council, No. 2; and The International Trusteeship System, No. 3; all could be used as texts for senior high school; 15 cents each from C. U. P.

The Struggle for Lasting Peace, a pamphlet describing briefly the first 5 years of UN activity, prepared by the Department of Public Information for UN Day, 1950.

The United Nations: Its Record and Its Prospects, an up-to-date analysis, even including Korea; August 1950; 20 cents from Carnegie Endowment for International Peace, 405 West 117th St., New York 27, N. Y.

A FLYING Citizenship Class, probably the first of its kind, was established for a group of 25 students graduating from Avonworth Union High School, Ben Avon, Pa., this year. This educational project was designed to make the study of Government more effective by supplementing classroom work with first-hand observation of Government in action at all levels, from local to world organization.

A 3-day tour was arranged by Dr. A. G. Clark, supervising principal of the Avonworth Union High School, and Miss Elizabeth Warnock, Specialist for Aviation, Pennsylvania State Department of Public Instruction, Harrisburg, Pa. Air travel was used to demonstrate how aviation has speeded up opportunities for students to observe as well as study.

On successive days the group observed city and county government in action at Pittsburgh, Pa., State government operation at Harrisburg, Pa., and national government functions at Washington, D. C. An educational tour of the United Nations headquarters at Lake Success, N. Y., topped off the 3-day tour. The graduates were privileged to attend a session of the UN Security Council while at Lake Success. Throughout the trip government officials elected to office and representing the home districts of the graduates were hosts and guides and completed many arrangements to help make the trip. most profitable.

While in Washington the young people visited the Library of Congress, the National Capitol, the Department of Justice, Supreme Court, and other Federal Government buildings and offices. Officials of the Civil Aeronautics Administration spoke to them on the future of aviation. Willis C. Brown, Specialist for Aviation, Office of Education, Federal Security Agency, described the place of the Office of Education in the Federal Government and its services to American education. The graduates also dined with their Senators and Representatives in the Speaker's Dining Room, House of Representatives, and visited the Senate and House in regular session.

Accent on Health

HEALTH PROBLEMS of the child of school age are not what they used to be, writes Leona Baumgartner, M. D., Associate Chief of the Children's Bureau, in the AugustSeptember issue of The Child, the Bureau's periodical. The issue is devoted to the health of school-age children.

What we are after-both educators and doctors-Dr. Baumgartner continues, is to help in rearing a new generation of human beings who are buoyantly healthy in body and spirit; whose creativeness and sense of social responsibility are given the greatest possible opportunity for expression; who have an unshakable conviction of their own worth and the worth of other people. This is the kind of positive health that we as educators and medical workers are after.

Discovery of children in need of medical attention is not a task for medically trained people alone, writes Thomas E. Shaffer, M. D., in this issue of The Child. Parents, teachers, nurses, social workers, and many (Continued on page 15)

SCHOOL LIFE here continues the series of statements on the Office of Education begun in the April 1950 issue. This presentation reports on the services and staff members of the Division of Special Educational Services.

Division of Special
Educational Services

IN THE AREA of special educational services, the Office of Education gathers basic statistics in the field of education and disseminates that data and other significant information for the purpose of furthering the progress of education and assisting in the enrichment of educational programs at all levels. By furthering the effective use of the various media of communication— printed materials, motion pictures, and radio and television in the specialized fields of educational research, information, and communications, the Office serves educational agencies and associations, educators, Federal departments and agencies, the Office of Education staff, and others responsible for promoting the cause of education.

Research and Statistical Service. This service periodically surveys and reports on school and college enrollments, educational income and expenditure, school plants and equipment, and reports other statistical research findings of value to State and local school administrators and teachers. Its staff members help in gathering and interpreting statistical data for specialists in all other divisions of the Office. They offer counsel to State and local school systems on problems of educational records and reporting systems and methods of financial accounting.

Information and Publications Service. Research findings prepared for publication by Office of Education specialists are sent to this service in manuscript form for editing and printing clearance. When printed. Office publications are distributed through this service on mailing lists arranged according

to subject interest and educational level. SCHOOL LIFE, the official journal of the Of fice of Education, is edited by Information and Publications Service. Printing of HIGHER EDUCATION periodical is also managed by the section. Interpretation of educational information for educational journals and for newspapers and magazines is another responsibility of this service. Latest developments in education are reported to writers and editors for the infor mation of both educators and laymen.

Service to Libraries.-This service helps develop school, college, university, and public libraries throughout the United States, collects and interprets basic data on book collections, finances, personnel, and services to school and public libraries, and in turn makes this information available to educators through statistical circulars, bulletins, and special publications. It also makes special studies, investigations, and surveys in the library field for the use of appropri ating bodies, library governing boards, library administrators.

Visual Aids to Education.—The Visual Aids to Education section aims to increase the understanding of motion pictures, filmstrips, and other visual aids, to improve the quality of the materials produced, and to facilitate their distribution and use. It also supervises the distribution to schools by a commercial contractor of approximately 713 government pictures and 544 filmstrips. The section advises on ways to improve the production of visual aids, the basic principles of securing effective use of visual aids in the classroom, and the evaluation of visual materials in terms of specific grade levels.

Educational Uses of Radio.-The Educational Uses of Radio Section assists State departments of education, colleges, universities, and local school systems in planning their own FM educational broadcast stations and organizing their program services. It gives information and advice. to school systems and teachers in the selection and use of audio equipment, and

helps answer important questions of program selection in situations where schools must choose among various stations. Schools and colleges may borrow radio scripts and transcriptions for in-school or community broadcast, or to serve as models for programming comparative study and creative work.

Staff Division of Special Educational Services

RALPH C. M. FLYNT, Director.

Research and Statistical Service
HERBERT S. CONRAD, Chief.
EMERY M. FOSTER, Head, Reports and Analysis
Branch.

HENRY G. BADGER, Educational Statistician.
DAVID T. BLOSE, Educational Statistician.
LESTER B. HERLIHY, Educational Statistician.
ROSE MARIE SMITH, Educational Statistician.
ROBERT C. STORY, Head, Technical Services Unit.
MARGARET J. S. CARR, Survey Statistician.
MAUDE FARR, Survey Statistician.
ANNA D. GUCWA, Survey Statistician.
MABEL C. RICE, Survey Statistician.
MARY M. WILLHOITE, Survey Statistician.

Information and Publications Service
G. KERRY SMITH, Chief.
JOHN H. LLOYD, Assistant Chief.
WILLIAM H. MORRIS, Head, Editorial Branch.
MARGARET F. RYAN, Senior Editorial Assistant.
ADA JANE KELLY, Editorial Assistant.
FLORENCE E. REYNOLDS, Editorial Assistant.
MARY A. WALKER, Publications Control.
MARY S. CLANCY, Publications Inquiry.

Service to Libraries

RALPH M. DUNBAR, Chief.

WILLARD O. MISHOFF, Specialist for College and Research Libraries.

NORA E. BEUST, Specialist for School and Children's Libraries.

KATHERYN HOFFMAN, Bibliographer of Librarianship.

Visual Aids to Education
FLOYDE E. BROOKER, Chief.
SEERLEY REID, Assistant Chief.
VIRGINIA LESLIE WILKINS, Cataloger of Govern-
ment Films.

Educational Uses of Radio
FRANKLIN DUNHAM. Chief.

RONALD R. LOWDERMILK, Specialist for Technical
Phases of Educational Radio.
GERTRUDE G. BRODERICK, Specialist for Script and
Transcription Exchange.

HEALTH

(Continued from page 13)

others associated with children can steer those with health problems into the channels that lead to diagnosis and treatment, he adds.

Benjamin M. Spock, M. D., holds that schools are a fertile field for mental-health efforts. He reminds us that there is no such thing as no guidance in the schools; that the school, like the home, reacts to each child's problem in some way, wisely or unwisely. And he points out that all workers who provide counseling services to children should have the benefit of psychiatric consultation, if not supervision.

Children's speech is dealt with in this issue by Wendell Johnson; eyesight, by Marian M. Crane, M. D.; hearing, by William G. Hardy and Miriam D. Pauls; and nutrition, by E. Neige Todhunter. Helen M. Belknap, M. D., describes a clinic serving children of school age; and J. Roswell Gallagher, M. D., notes some problems of adolescents.

How workers concerned with the health of the school-age child get together to provide better health services is discussed by H. F. Kilander of the Office of Education; and a series of conferences of this type is described by Jeff Farris of Arkansas State Teachers College.

"What about the school-age child who is employed?" asks Elizabeth S. Johnson, stating that nearly 2,000,000 boys and girls 14 through 17 years of age have jobs and that 60 percent of these are jobs held by children who are also attending school. A child who is getting his first job, or who is changing his job, Miss Johnson says, should have a medical examination to protect him from work that is beyond his particular strength and capacity.

The issue concludes with a comment by a social worker, the late Mary Irene Atkinson:

. . a child comes to school with his mind clothed in a body; with a tangled web of emotional reactions which neither he, nor anyone else, fully comprehends; with social drives which will make or break him, depending upon the understanding he receives both at school and at home; with conflicting hereditary and environmental forces pulling him in several directions at the same time. . . .

10 Major Tasks for UNESCO

TEN MAJOR TASKS for UNESCO, originally formulated by the United States Delegation to the Fifth Session of the General Conference of UNESCO held at Florence, Italy, May 22 to June 17, 1950, and adopted by the Conference as a whole are:

1. To eliminate illiteracy and encourage fundamental education.

2. To obtain for each person an education conforming to his aptitudes and to the needs of society, including technological training and higher education.

3. To advance human rights throughout all nations.

4. To remove the obstacles to the free flow of persons, ideas and knowledge among the countries of the world. 5. To promote the progress and applica

tions of science for all mankind.

6. To remove the causes of tensions that may lead to wars.

convince them of the necessity of cooperating loyally with one another in the framework of the United Nations. 10. To render clearinghouse and exchange services, in all its fields of action, together with services in reconstruction and relief assistance.

One of the specific goals set forth by the United States delegation to the Conference to extend the UNESCO Program on Human Rights called for "inclusion of the Declaration of Human Rights in the Curriculum of at least 50 percent of the secondary schools of at least a majority of the member states within a 6-year period."

The five United States representatives on the delegation to the Florence Conference were Howland H. Sargeant, Deputy Assistant Secretary of State for Public Affairs, chairman; George D. Stoddard, president, University of Illinois, and chairman of the U. S. National Commission for UNESCO, who served as vice chairman of the delegation; Bernice Baxter, director of education