Philadelphia Seniors Launch Reconstruction Project The results of the visit of a group of Philadelphia seniors to United Nations headquarters at Lake Success eventually will reach to remote towns in Tunisia. After attending a session of the General Assembly and touring the many points of general interest at the United Nations, the group was addressed by Mrs. Ethel B. Gilbert, UNESCO Reconstruction Liaison Officer. Mrs. Gilbert compared the educational opportunities in this country with those in other parts of the world where institutions and equipment were destroyed during the war; and she pointed out the great need for special equipment of many types. The students then and there decided to launch a reconstruction project and decided on a mobile van, carrying film strips, projector, recorder and play-back machine, and other audio-visual equipment for use in a literacy campaign and publichealth program. Heavily bombed Tunisia was selected to be the recipient of this gift. The seniors then returned to Philadelphia to present the proposed project to their respective schools and to the Philadelphia Council on World Affairs, which had sponsored their trip to the United Nations. Endorsement of the project was given by all secondary schools, public, private, and Student leaders locate Tunisia, where their visual-education mobile van will assist UNESCO's program in reaching mass audiences. Left to right: Catherine Dawson, of Notre Dame High School; John Brown, of St. Thomas More High School; and Virginia Cannon, of the Philadelphia High School for Girls. parochial, and by the Council. A goal of $2,000 was set for buying and equipping the van. A beginning has been made in raising this fund, and the campaign will be continued next fall. A committee has been set up in each school to plan fund-raising campaigns, which will include dances with international themes, assembly programs, radio skits, talent and fashion shows, popularity contests, tag days, auctions, and bake sales. Sponsors of the project are Miss Lila May Walkden, student program director of the World Affairs Council, and Mrs. William B. Kolb, volunteer Council worker. U. S. NATIONAL COM MISSION FOR UNESCO (United Nations Educational, Scientific and Cultural Organization) Chairman: George D. Stoddard . Vice Chairmen: Detlev Bronk, Erwin D. Canham, Mrs. Henry Potter Russell. Executive Committee: William Benton, Mrs. Harvey N. Davis, Frederick S. Dunn, Milton S. Eisenhower, Robert M. Gates, Charles S. Johnson, Waldo G. Leland, Raymond F. McCoy, Earl J. McGrath, C. J. McLanahan, Stanley H. Ruttenberg, Mrs. Raymond F. Sayre, A. J. Stoddard, Robert L. West, George F. Zook. Other Members: Barclay Acheson, Ellis Arnall, Paul D. Bagwell, Keith Beery, Jaime Benitez, Karl W. Bigelow, Livingston L. Blair, Miss Selma Borchardt, Chester Bowles, Ben M. Cherrington, Wayne Coy, Everette L. DeGolyer, Henry Grattan Doyle, George Harold Edgell, Luther H. Evans, David E. Finley, John Hope Franklin, Miss Rosamond Gilder, Willard E. Givens, Arthur E. Goldschmidt, Rabbi Herbert S. Goldstein, Willard E. Goslin, Ross G. Harrison, Mrs. John E. Hayes, Ralph E. Himstead, Lewis G. Hines, Mrs. Douglas Horton, Ernest M. Howell, B. W. Huebsch, Rees H. Hughes, Herbert C. Hunsaker, Eric Johnston, Milton E. Lord, Miss Myrna Loy, Archibald MacLeish, Mike Mansfield, James Marshall, Roscoe C. Martin, Richard P. McKeon, Justin Miller, Charles E. Odegaard, Hubert H. Race, Frederick D. G. Ribble, Rabbi William F. Rosenblum, J. T. Sanders, C. A. Scott, Miss K. Frances Scott, Lawrence M. C. Smith, Mrs. Margaret Chase Smith, P. G. Stromberg, Davidson Taylor, Stanley D. Tylman, Harold C. Urey, Mrs. Pearl A. Wanamaker, Howard E. Wilson, M. L. Wilson. Executive Secretary: Charles A. Thomson, Department of State, Washington 25, D.C. UNESCO Issues Vacation Study Information on nearly 500 summer study courses and group tours organized by universities, youth and student organizations, and professional groups is reported by UNESCO in Vacation Study, the 1950 summer supplement to Study Abroadinternational handbook on fellowships, scholarships, and educational exchange. Thirty-seven places of study, and 44 projects which call for travel in more than one country, are listed. According to the booklet, agencies sponsoring foreign vacation study are located in 16 European countries, the United States, Canada, Latin America, and Asia. The handbook gives fees, dates, and other information regarding work camps and student centers, as well as facts about a wide variety of formal courses. In it are described opportunities to spend five weeks with French-speaking families in Canada, or two weeks on a communal farm in Israel; to study international law at The Hague, theater techniques at Stratford-on-Avon or in Salzburg, and art in Mexico or Italy; and to visit a student center in Luxembourg, or one at Château-du-Moncel, near Paris, where the United Nations, as well as the culture of France, will be discussed. Its pages also disclose a cruise of the Greek islands, a study and hiking tour of Czechoslovakia, and an international seminar in Florence which coincides with the UNESCO Conference meeting. FOREIGN STUDENTS IN U.S. There were 26,433 foreign students from 125 countries in 1,210 educational institutions in every State of the United States and four territories this year, according to Donald J. Shank, vice president of the Institute of International Education. The Institute recently published Education for One World, 1949-50, the annual census of foreign students in the United States, which Mr. Shank calls "an accounting on a significant aspect of our foreign relations." This nation-wide census is taken annually by the Institute in cooperation with the Committee on Friendly Relations Among Foreign Students. The number of students now in this country represents a remarkable increase over five years ago, when there were only 7,000 foreign students in the United States. The Unofficial Ambassadors, 1950, a booklet containing additional information about foreign students in the United States, has been published by the Committee on Friendly Relations Among Foreign Students. The facilities described in the vacation section of the supplement, says UNESCO, represent opportunities having an international character and appeal; school programs which are part of the continuing academic curricula are not included. For example, Boston University, the University of California, Yale University, Louisiana State University, and Wellesley College are mentioned as U.S. institutions offering summer courses especially designed to orientate the foreign student in this country. Among United States organizations sponsoring summer-student travel, UNESCO includes the Institute of International Education, World Study Tours, the Bureau of University Travel, the American Academy at Rome, the Experiment in International Living, and the American Student Service. The World Council of Churches and the Quaker Service are among international groups reporting projects for the summer of 1950. In addition, the supplement contains new information about fellowship and scholarship programs in Canada, Finland, India, Sweden, the (Continued on page 8) Young people in San Diego public schools discover better human relations through participation in class projects which emphasize the history and folklore of their neighbors. This group of students, representing a wide variety of backgrounds, is being taught a Navajo song by an American Indian. TOWARD BETTER HUMAN RELATIONS San Diego Reviews Three Under the impact of the increasing manufacture of munitions during the second World War the population of the city of San Diego in southern California nearly doubled. Working-class families from the deep South, from the Midwest, and from the eastern seaboard settled as neighbors in the various new suburban communities which sprang up like mushrooms. These peoples of various races and cultures were compelled to mingle freely with Negro, Chinese, Mexican, Portuguese, and old-stock Anglo-Americans in the miscellaneous associations incidental to living in a modern city. This "melting pot" situation introduced great strain in all kinds of human relationships and made the city vulnerable to open conflict should some unfortunate interracial event occur. The city authorities faced the necessity of doing some basic planning to maintain the forces of good will and safeguard the war morale of the people. The superintendent of schools, Will Crawford, decided to reconsider the basic aspects of the job of public education in the light of these conditions. He invited Stewart G. Cole, director of the Pacific Coast Council on Intercultural Education, to dis cuss the improvement of human relationships with his supervisory staff. After several weeks of intensive analysis by this group, the Board of Education approved a three-year pilot project in intercultural education for the various peoples of San Diego. William Jack Stone, a local school principal, became full-time director of the program, and Mr. Cole was retained as a consultant. Meanwhile, the mayor and the city council gave their official sanction to the plan and took measures to reinforce public support. This program reached out through the school system and the community in three directions. First, an intensive in-service program of teacher education was introduced to help every classroom leader understand the diversity of racial, religious, and nationality backgrounds of the children, the ABC's of prejudice and discrimination, and procedures for developing intelligent and friendly attitudes among the pupils and their parents in each neighborhood. A considerable number of resource people, representing in their own persons various ancestral backgrounds, were brought to San Diego and contributed their services to panels, discussion groups, institutes, and conferences. A strong circulating library of supporting scientific and educational materials was made available to the teachers. College-sponsored workshops (Continued on page 9) 887910-50 2 LO 5 |