The United States is committed, at least in theory, to a reasoned, and reasonable, approach to security measures within a free state; intelligence should be applied to security problems within the democratic framework as well as to the defense effort; we should plan to save our free society as well as our skins. This approach provides grounds for raising and discussing questions about present security measures.

In a previous article the general problem of objectives for youth education was raised and discussed briefly with reference to the pupil, the teacher, the teaching-learning process, and evaluation. The purpose herein is to continue this discussion, stressing some of the methodological problems involved in reconstructing the general process for guiding and controlling the selection and structuring of appropriate educational objectives for today's youth.

Nearly four years have passed since Hiroshima. In that period of time how have the schools reacted to the atomic bomb? What have they done to insure adequate understanding of the atomic age? To what extent have they exercised leadership in their own communities with regard to atomic education?

Schools everywhere must undertake quickly their share in the task of building the understandings, skills, and attitudes needed in the new world. Atomic energy is everybody's business. To adopt any other attitude is to court disaster.

Science education can and should be related to life and living through developing understandings based upon accurate knowledge and in a community context. The critical requirement is "community context."