Rights

N DECEMBER 19, 1948, the General Assembly of the United Nations passed and proclaimed a Universal Declaration of Human Rights. The spirit of the declaration is familiar to Americans, but a study of the document is necessary to understand the full scope of the subjects with which it deals. Moreover, there is always the problem of translating principles which are accepted into behavior consistent with these principles. This problem is being dealt with daily in the high schools of America. In order to make clear how experiences in the everyday life of pupils may be used as a basis for developing the principles set forth in the new declaration let us take a look at Central High School.

The pupils at Central High School are divided into cliques. Membership in these groups is by invitation, and many pupils are left out. The principal has asked the pupils to give up the practice of organizing exclusive clubs and secret societies. He holds that such clubs contribute little to the life of the school, and points out that they make many pupils unhappy. The club members refuse to give up their societies. This is a free country, they reply. Freedom means that one has the right to choose his friends and to carry on activities with them so long as the public order is not disturbed. In the controversy at Central High two human rights are involved: Freedom of association and the right to the pursuit of happiness. The principal and the pupils are not in agreement as to the relative importance of each.

This is not the only issue in human rights. which is debated at Central High. Pupils must eat lunch at the school cafeteria and they may not leave the building and grounds

during the lunch hour. This arrangement

is for their own protection says the principal. cipal. The neighborhood lunchrooms are insanitary, and if students use their cars in driving to lunch there is danger of serious accidents. But many pupils ignore this line of reasoning and argue that one should be free to choose his eating place.

There is no end to the list of questions which are discussed: Should every pupil be required to take certain courses? Do seniors have the right to special privileges? Should sophomores have the right to haze freshmen? Should school parties be so expensive that many pupils cannot attend? Does a good athlete have a right to refuse to play on the school team if he wants to spend the time taking private music lessons?

Central High School pupils have a great deal of freedom but problems relating to the rights and duties are not solved automatically by the free atmosphere of the school. Teachers and pupils try to think through the problems which arise and find a solution. The ideal solution is one where all agree. Compromises are made if consensus cannot be reached. Rarely does some one in authority settle a problem by "laying down the law." Less rarely do the pupils "fight it out" in open conflict. The general principle upon which the school operates

has never been stated. If it were, it would read something like article 29, section 2, of The Universal Declaration of Human Rights:

"Everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements

of morality, public order and the general welfare in a democratic society."

In America some human rights have been established so long that the people who enjoy them do not realize that they were gained after a long struggle. Central High School is built upon the principles stated in article 26 of the declaration which states: "Everyone has the right to education . . . technical and professional education shall be made generally available . . . education shall be directed to the full development of the human personality. . ."" Education in America was not always free. The decision to provide free elementary education was made only about a hundred years ago. American communities have gone beyond the call of the declaration, which asks for free education "at least in the elementary fundamental stages." In the United States, high school and, in some communities, college education is free.

The declaration further states that one of the aims of education shall be to strengthen respect for human rights and fundamental freedoms. How can this be done at Central High School? Or perhaps there is no need to do it because the pupils of Central High School have grown up in a democratic atmosphere where respect for human rights is learned as a part of normal daily living?

It is always dangerous to assume that specific understandings are the probable outcomes of unplanned life experiences. Americans have seen human rights disappear from enough countries where they were once respected to realize the tremendous difference which their observance or nonobservance makes in the life of a people. One need not read the history of seventeenth

single station appears to be one possible answer to the present difficulty.

Reflecting a realistic estimate of the immediate probabilities of educational television development, we suggest that it will probably be an adequate safeguard of the public interest in educational broadcasting to reserve one channel in the very high fre quency band for educational purposes in each broadcast area in which the total number of usable channels has not already been assigned. Furthermore, the application by an educational institution for an unassigned commercial channel should be given preferential consideration by the Commission if the applicant can give reasonable assurance of present ability to provide a constructive educational program service. In those areas in which all usable channels are presently assigned for commercial purposes, the Commission is faced with a real problem in providing a locally usable very high frequency channel for assignment to edu cational institutions.

A more nearly comprehensive answer to the problem may possibly be found if and when actual television broadcast service in the ultrahigh-frequency band is established. If the public interest is to be served, allocation of the necessary channels in this band should be made and announced promptly so that, as the ultrahigh-frequency television broadcasting begins to open up, every school system or college which is financially able to construct and operate its own educational television broadcasting station, will be able to find a locally assignable operating frequency.

Two Recommendations

To safeguard the public interest, and to protect a great new medium of communication from being closed to the forces of education, which depend completely upon communication for their freedom, I, therefore, urge the Commission to give serious consideration to two recommendations: (1) That for the immediate situation, the Commission, in making all future assignments in the very high-frequency band, save at least one locally available and usable television broadcast frequency in each broadcast area for assignment, exclusively, to educational stations applicants; and (2) that an adequate number of channels in the ultrahigh-frequency band be set aside for assignment to educational stations against the day when broadcasting in that band begins.

CONGRESS ON EDUCATION

(Continued from page 55)

Federal Funds for School Operating Expenses, Public Law 874 (approved Sept. 30, 1950). This act authorized for the fiscal year 1951 and 3 succeeding years Federal assistance for current operating expenses to local school districts ["local educational agencies"] upon which the United States has placed financial burdens by reason of the fact that—

"(1) the revenues available to such agencies from local sources have been reduced as the result of the acquisition of real property by the United States; or

"(2) such agencies provide education for children residing on Federal property;

or

"(3) such agencies provide education for children whose parents are employed on Federal property; or

"(4) there has been a sudden and substantial increase in school attendance as the result of Federal activities."

Certain specific conditions are enumerated as a basis for eligibility of a school district for assistance with respect to each of the categories mentioned above.

The administration of this act is vested in the United States Commissioner of Education, who is empowered "to make such regulations and perform such other functions as he finds necessary to carry out the provisions of this Act." Responsibility is placed upon the Commissioner, after consultation with appropriate State and local educational agencies, for determining, in conformity with the provisions of the act, what local school districts are eligible for Federal assistance and the respective amounts thereof.

The act requires that all applications from local school districts for Federal aid be submitted through the respective State educational agency and filed in accordance with regulations of the Commissioner, which applications shall give adequate assurance that the local educational agency will submit such reports as the Commissioner may reasonably require to determine the amount to which such agency is entitled. Payments of Federal funds to assist any local school district, upon certification by the Commissioner of Education, are to be made quarterly to the Secretary of the Treasury, who shall pay to the local educational agency in accordance with said certification.

This act provides that if no tax revenue of a State or a local school district may be expended for children who reside on Federal property, or "if it is the judgment of the Commissioner," after consultation with the appropriate State educational agency, that no local educational agency is able to provide suitable free public education for children who reside on Federal property, the Commissioner shall make arrangements (other than for capital outlay) as may be necessary to provide free public education for such children.

For the purposes of carrying out the provisions of this act, the Commissioner of Education is authorized; pursuant to proper agreement with any other Federal agency, to utilize the services and facilities of such agency, and, when he deems it necessary or appropriate, to delegate to any officer thereof the function under section 6 of making arrangements for providing free public education to children residing on Federal property.

In the administration of this act it is specifically stipulated that "no department, agency, officer, or employee of the United States shall exercise any direction, supervision, or control over the personnel, curriculum, or program of instruction of any school or school system of any local or State educational agency."

In order to carry out the provisions of Public Law 874, Congress appropriated [Public Law 843] $23,000,000 for the fiscal year ending June 30, 1951.

Higher Educational Institutions

Public Law 475 (approved April 20, 1950).—This act, known as the "Housing Act of 1950," includes, among other things, assistance to educational institutions in providing housing facilities for their students

and authorizes the Administrator of Federal Housing to make loans to such institutions for construction of such housing under certain conditions.

National Science Foundation

Public Law 507 (approved May 10, 1950). This law is cited as the "National Science Foundation Act of 1950," designed to promote the progress of science, to advance the national health, prosperity, and welfare, and secure the national defense. It establishes in the Executive Branch of the Government an independent agency under the direction of a National Science

Board consisting of 24 members and a Director, all of whom shall be appointed by the President by and with the advice and consent of the Senate. The National Science Foundation, among other things, is authorized to award, within the limit of funds available specifically therefor, scholarships and graduate fellowships for scientific study or scientific work in the mathematical, physical, medical, biological, engineering, and other sciences at accredited nonprofit American or nonprofit foreign institutions of higher education selected by the recipient of such aid, for stated periods of time. Persons so selected for scholarships and fellowships shall be citizens of the United States and selected on the basis of ability.

Veterans Education

Public Law 456 (approved March 10, 1950). Extended the period for which employees of the Veterans Administration may be detailed for technical training in the fields of medical education, research, and relative sciences and occupations, and their proficiency in medical administrative techniques which will contribute to the medical care and training of veterans.

Public Law 571 (approved June 23, 1950). This act provides that in the computation of estimated cost of teaching personnel and supplies for instruction of veterans in any college of agriculture and mechanic arts no reduction shall be made by reason of any payments to such college from funds made available pursuant to the Land-Grant College Act of July 2, 1862, and acts supplementary thereto. It further provides that in computing cost of teaching personnel and materials for instruction of veterans in nonprofit educational institutions, no reduction shall be made by reason of any payment to such institution from State or local public funds or from private endowments or other income from nonpublic sources.

Public Law 610 (approved July 13, 1950). Clarifies the educational rights and privileges of veterans under Title II of the Veterans Readjustment Act (Public Law 346, 78th Cong., approved June 22, 1944), and also establishes certain standards governing the Administrator of Veterans Affairs in the approval of schools and courses for the purpose of training veterans. This act stipulates that "no regulation or other purported construction of Title II of the Servicemen's Readjustment

Act of 1944 shall be deemed consistent therewith which denies or is designed to deny to any eligible person, or limit any eligible person in his right to select such course or courses as he may desire, during the full period of his entitlement or remaining part thereof, in any approved edu cational or training institution, whether such courses are full-time, part-time or correspondence courses," subject, however, to certain exceptions.

Public Law 610, among other things, also provides that:

1. The Administrator of Veterans Affairs shall, except under certain conditions, disapprove a course in any institution other than a public or other tax-supported school which has been in operation for a period of less than 1 year immediately prior to the date of enrollment.

2. The Administrator may for reason satisfactory to him disapprove a change of course of instruction and may discontinue any course of education or training if he finds that the conduct or progress of such person (veteran) is unsatisfactory.

3. The Administrator shall refuse approval to certain courses which are avocational or recreational in character. Courses such as the following shall be presumed to be of such character: Dancing, photography, bartending, personality development, horseback riding, swimming,

etc.

Vocational Education

Public Law 462 (approved March 18, 1950). Extends the benefits of the Vocational Education Act of 1946 to the Virgin Islands upon substantially the same terms and conditions as to any of the States.

Public Law 740 (approved August 30, 1950).-Grants to the Future Farmers of America a Federal charter. Among the objects and purposes of the corporation are the following:

1. To create, foster, and assist subsidiary chapters composed of students and former students of vocational agriculture in public schools qualifying for Federal reimbursement under the Smith-Hughes Vocational Education Act and acts supplementary thereto.

2. To develop character, train for useful citizenship, foster patriotism, and develop aggressive rural and agricultural leadership.

3. To create and nurture a love of country life.

4. To encourage the practice of thrift.

Alaska and the District of Columbia

Public Law 727 (approved August 23, 1950). Directs the Secretary of the Interior to convey certain abandoned school properties in the Territory of Alaska to local school districts.

Public Law 744 (approved August 31, 1950).-Governs the disposal of materials from reserved school section lands in Alaska and the disposition of the proceeds therefrom.

Public Law 588 (approved June 30, 1950.) Continues "until June 30, 1953, and no longer," nurseries and nursery schools for the day care of school-age and under-school-age children in the District of Columbia with certain amendments of the original Act.

Public Law 698 (approved August 16, 1950.)-Authorizes the establishment of an educational agency for surplus property within the Government of the District of Columbia under the Commissioners of the District of Columbia, to carry out in the District the "State functions contemplated" by the Federal Property and Administrative Services Act of June 30, 1949, Public Law 152, Eighty-first Congress.

ROSTRUM AND PRESS (Continued from page 54)

curity Agency, before the Social Studies Section of the Middle Tennessee Educational Association, Nashville, Tenn., October 20, 1950.

"How much time have we? Almost none, of course, for those young people at the age of induction, or about to leave school, or to be graduated. Yet some of these knowledges, skills, and attitudes will be more valuable as they are learned gradually and become part of the conditioning of each. boy or girl . . .'

-Harry A. Jager, Division of Vocational Education, Office of Education, Federal Security Agency, in article, The School and Its Counselor in These Times, prepared for the January 1951 issue of Occupations, The Vocational Guidance Magazine.

T

HERE HAVE BEEN many reports in recent months concerning difficulties in obtaining materials for the completion of school construction now under way and in awarding new contracts for school buildings, and the Office of Education has had numerous requests for information about what is being done to prevent further shortages. Because of these uncertainties, a committee of educators called on Administrator William H. Harrison of the National Production Authority on November 27 to present to him information concerning these difficulties and to determine, if possible, whether there is any prospect of an immediate improvement in this situation. Mr. Harrison pointed out that at present the only priorities being granted are for defenserelated activities and he indicated that it was the expectation of the National Production Authority that general cut-backs in certain types of production and the prohibiting of nonessential construction would allow sufficient materials for all essential civilian ac

tivities. He indicated that the imposition of any controls regardless of the system. would cause many temporary dislocations and that it would require several months for sufficient adjustment to take place to de termine whether the plan will work as anticipated. He also stated that he desired to avoid any general imposition of a system of priorities and allocations until it can be determined whether the plan now in operation will work satisfactorily. Mr. Harrison assured the members of the committee that in the event of a general system of priorities, education would rank high on the list of essential activities.

It is obvious from the information supplied by Mr. Harrison that little can be done during this trial period, except on an individual basis, to relieve these difficulties which it is hoped will be temporary. Any change in the international situation could cause an immediate shift in the policy of the National Production Authority, but barring such a change it must be presumed that for the next several months school construction will pass through the same period of

shortages and difficulties as any other type of activity which requires essential materials. In the meantime, the Office of Education is making plans to assemble information which would be needed if it becomes necessary to define the requirements of education before any Federal agency which has the responsibility for allocating materials in short supply.

First Aid Training

An Office of Education Defense Information Bulletin of December 7, 1950, transmitted facts about first aid and home care of the sick. Said Commissioner of Education Earl James McGrath in disseminating this information:

"The National Security Resources Board has informed the Nation that there is a need for millions of people to be trained in first aid and home care of the sick, and has requested the American National Red Cross to assume the responsibility for this training. The Office of Education, the American Red Cross, and other interested educational organizations are cooperating in this undertaking where it involves schools and colleges and school and college personnel.

"The basic principles of first aid and home care of the sick are important for daily living, as well as for emergency needs, and might well be included in any educational program. The skills and information included in these courses are important to assure maximum self-help for individuals and to prepare individuals to help others. Many schools and colleges continuously carry on programs which include instruction in first aid and home care of the sick. Others will be motivated by present conditions immediately to initiate such programs or expand those already in existence.

"The American Red Cross is prepared to help provide the training, both pre-service and in-service, for teachers to give instruction in first aid and home care of the sickthe courses recommended by the National Security Resources Board. It seems desirable to move toward providing such assistance as quickly as opportunities for training can be made available. If cooperative

plans have not already been made for your State participation in this program, the American Red Cross will be glad to arrange for a representative to visit you."

Accompanying the Defense Information Bulletin on "First Aid and Home Care of the Sick" were two enclosures, one a suggested guide for meeting the problem of training school and college personnel, which was prepared cooperatively by the Office of Education, the American Red Cross, and other interested educational organizations. A second enclosure, a leaflet issued by the American Red Cross, describes its standard requirements and courses in first aid and home care of the sick. The guide presents the problem, offers suggested general principles for State programs, and discusses curriculum implications for secondary and elementary schools. The guide suggests that "local school officials may wish to reevaluate courses to determine whether they include adequate instruction in first aid and home nursing." It warns, however, that "care needs to be exercised so that instruction in these subjects will not be given at the expense of other equally important areas. Copies of the two enclosures mailed with this Defense Information Bulletin are available from the Division of Elementary and Secondary Schools, Office of Education.

Training Programs

A statement prepared jointly by the Bureau of Apprenticeship, the Bureau of Employment Security, and the Office of Education was issued on December 15, 1950, to clarify the situation with respect to training programs now in operation as related to national defense activities.

This statement pointed out that "until such time as the Congress passes legislation appropriating Federal funds for defense training, the relationships between the several agencies, as well as with employers, should continue as they have since the war training programs of World War II were liquidated."

The statement continued as follows: "However, it is recommended that vocational education authorities, institutions of higher learning, representatives of the Bureau of Apprenticeship, and the State Employment Services cooperate closely in determining the needs for various types of training which can be provided from existing facilities."

The statement explained that "The United

States Department of Labor and the Federal Security Agency are currently developing a cooperative agreement between the two agencies which will be effective when Federal defense training funds are available, together with appropriate rules, regulations, procedures, and forms to be used in that procedures, and forms to be used in that connection.

It was further pointed out that "Regular training funds are being used to an increas

ing extent in supplying training that is needed to assure defense production. In this connection, the Bureau of Employment Security and the affiliated State and local Employment Service offices should furnish to each of the above-mentioned training agencies all labor market supply-demand information, on a regular basis, which is pertinent to the planning of training needed in the defense effort."

Recordings

Document A/777. A recent addition to the library of the Script and Transcription Exchange, Office of Education, includes a recorded program which deals with the United Nations Declaration of Human Rights. Produced by United Nations Radio, the 60-minute program presents in dramatic form some of the ideas set forth in the authorized text of the Declaration, as adopted by the United Nations on December 10, 1948. Written by Norman Corwin, the program features a galaxy of prominent national and international stars from stage, screen, and radio. Because of its authenticity it offers excellent material for reference and study. It may be borrowed from the Exchange for the customary 2-week period.

This Is the UN. A timely album of phonograph records has just been released by Tribune Productions, 40 East Forty-ninth Street, New York City. Prepared espe cially as a teaching aid for high-school and college students, the programs tell the history of the formation, aims, principles, and achievements of the United Nations for the years 1945-50. Except for the narrator, film star Franchot Tone, all voices are those of actual participants in events having a direct relationship to the UN, not only at Lake Success but throughout the world. Programs were produced under supervision of the UN Department of Public Information. Manuals for teachers and discussion leaders accompany the records. Albums are obtainable in either 78 r. p. m. (standard) at $15 or 33% r. p. m. (long playing) at $12. Orders should be directed to Tribune Productions, 40 East Forty-ninth Street, New York 17, N. Y.

Annotated List of Phonograph Records. To aid teachers in the selection and purchase of phonograph records for classroom use, the Children's Reading Service, 106 Beekman Street, New York 7, N. Y., has just published its first catalog. Edited by Dr. Warren S. Freeman, Dean of the College of Music of Boston University, the catalog presents some 500 chosen records, arranged by subject areas and grade groups. They are listed not only for music, but for language arts, science, and social studies. Copies may be ordered through the Children's Reading Service for 10 cents each.

Radio Programs

The FREC fall quarter list of Selected Network Radio Programs for Student Listening contains 66 radio programs for possible assigned listening. Essentially a service for teachers, the programs are se lected on a broad educational basis involving educational significance, program quality, and instructional adaptability. Each program is briefly annotated so as to provide teachers with sufficient information concerning the nature of a program to determine whether it might be useful as a teaching aid. Free copies are available on request to the Script and Transcription Exchange, Office of Education.

Films

Army Films on Korea. The Department of the Army has recently released three 16mm sound films portraying and explaining the Korean War. Prints can be borrowed from Signal Corps film libraries, rented from some 16mm film libraries, or

purchased from United World Films Inc., 1445 Park Avenue, New York 29, N. Y. The three films, with sales prices, are:

Our Stand in Korea Background, reasons, and early days of the Korean War (22 minutes, $28.56).

Battle for Time

Daily record of the Korean War from July 10 to August 8, the "battle for time." Maps (13 minutes, $17.67).

The First Forty Days

Tribute to American and South Korean soldiers who fought against 10 to 1 odds during the first 8 weeks of the war (24 minutes, $30.84).

The United Nations in World Disputes. This is the title of a new Army film which reviews four major achievements of the United Nations in settling disputes that have threatened world peace-in Indonesia, Palestine, India, and Korea. The film is 16mm sound, black-and-white, and runs 21 minutes. Prints can be purchased from United World Films (price: $27.12) or rented from some 16mm film libraries.

Other Army Films. Three other Army films have been released for public educational use, and 16mm prints can be purchased from United World Films at the prices indicated below.

The Big Wheel

History of the 35th Infantry Division (17 minutes, $22.83).

Communism

History of Communism, its totalitarian characteristics, and how Communists operate in the United States (32 minutes, $38.72).

Education for Peace

Work of the American Friends Service Committee (11 minutes, $14.97).