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As far as possible full bibliographical information is given for each item listed. Prices of publications are included as a convenience to readers, but orders must be sent to booksellers or to the originators of the material and not to Unesco. However, materials issued by Unesco may be obtained directly. Field workers, research students and others engaged or interested in fundamental and adult education and other related educational activities are invited to send in to the Clearing House documents, textbooks and other technical materials for possible inclusion in the Abstracts. Critical comments and suggestions will also be most welcome as a means of improving our service. Education Abstracts is published every month except July and August. Annual subscription: $1.75; 9s. 6d. ; 450 frs. Single copies : $0.20; ls. Od.; 50 frs. Any of the distributors listed on inside backcover will be pleased to accept subscriptions; rates in currency other than the above will be supplied on application to the distributor in the country concerned. When notifying change of address please enclose last wrapper or envelope. ABSTRACTS/57 Printed in the Workshops of the United Nations Educational, Scientific and Cultural Organization 19, Avenue Kleber, Paris-16!!
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-1 – TEACHING ABOUT THE UNITED NATIONS A SELECTED BIBLIOGRAPHY FOREWORD As interest in teaching about the aims and activities of the United Nations and its Specialized cies has increased, the demand for information about materials useful in such teaching has grown respondingly. It is in response to this demand that the present bibliography has been prepared. The scope of the bibliography The bibliography is not, of course, exhaustive, nor is the selection of titles intended to be sentative of the large body of litera,ture now available on the United Nations and its work. Instead, the scope of the bibliography has been designedly limited in conformity with a precise purpose. It aims at being a practical aid to teachers in primary and secondary. schools of different countries, and it is this consideration which, above all, has governed the choice of entries. Put in the form of a questior:, the criterion of selection has been: what books, pamphlets, periodicals and periodical articles are most likely to be useful to the teacher who wishes to introduce the subject of the United Nations to his pupils? The bibliography follows and supplements an earlier bibliography of somewhat broader scope lished by Unesco in 1950. This publication, A Selected Bibliography (No. III of the “Towards World standing” series), is now out of print. However, as it is already in the possession of many teachers who will be using the present list, titles contained in it have not been repeated here. With a few exceptions, therefore, the present bibliography does not include items published before 1950. Another reason for cepting this “starting point” is that the usefulness to teachers of publications on the United Nations pends in most instances on their being up to date. The selection of titles Except in a general way, the question of teaching methods and school subjects has not entered into the choice or presentation of titles. The methods by which teachers deal with the topic of the United tions vary from country to country and, indeed, from school to school -and rightly so. Moreover, struction on the aims and work of the United Nations is carried out within a number of different subjects in the ordinary school curriculum, and -to an ever-increasing degree -in connexion with lar activities as well. Therefore, an attempt has been made to include the titles of materials which migi:tt be generally useful, regardless of the particular teaching methods used or the particular school subjects which provide the context for teaching about the United Nations. In one respect, however, the question of the approach to teaching about the United Nations has fluenced the selection of titles. A great many teachers have found it more effective to treat the subject of the United Nations and its Specialized Agencies in terms of some of the world problems with which they deal than to make a direct approach to the structure and functioning of the system. For this reason, some works giving information on such problems (for example, human rights, race problems, collective urity) have been listed. However, titles of publications primarily concerned with the organization of the United Nations system and its methods of work are also included. The arrangement of the bibliography The introductory essay is by Mr. Leonard Kenworthy (United States of America), formerly a ber of the Unesco Secretariat and now Professor of Education at Brooklyn College, New York. Mr. worthy has long been interested in teaching about the United Nations and in the wider matter of education for international understanding and co-operation, and has written books, pamphlets and articles on these subjects. He surveys, from a national point of view, a number of publications useful to the teacher. The bibliography is divided into two main sections: (1) publications of the United Nations and its Specialized Agencies; and (2) national publications. The first subdivision of Section I is devoted to Guides and Indexes published by the United Nations and some of its Agencies, in which the interested teacher will find a wealth of bibliographical information not contained in the present list. Publications giving general information about the United Nations system are listed in the second subdivision of Section I. This is lowed by a list of United Nations publications on human rights and a list of periodicals published by the United Nations. Finally, in Section I, publications of the Specialized Agencies are listed under the names of the organizations responsible for them.
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-2 -In the second main section, publications are grouped in the alphabetical order oF the languages in which they are written, thus: Danish, Dutch, English, French, etc. and under each language in the abetical order of country of publication. The brief annotations which have been added to some entries were provided in most cases by the organizations which reported the selection of publications. In some cases the translated title has been considered sufficient to identify the contents of the publication. Acknowledgments Information for use in the preparation of the bibliography has been provided by the Department of Public Information of the United Nations, by other Specialized Agencies of the United Nations, and by a number of National Commissions for Unesco. Their assistance has been much appreciated. This supplementary bibliography is considered as an interim text only and it is planned in due course to issue a revised and enlarged version, which would draw upon the earlier Selected Bibliography as well as the present one and which would include entries new to both. The comments of readers on the present bibliography and their suggestions for additions will therefore be welcomed. TEACHING ABOUT THE UNITED NATIONS AND THE SPECIALIZED AGENCIES RESOURCES AVAILABLE AROUND THE WORLD* Leonard S. Kenworthy General resources on education for international understanding From the inception of its programme on teaching about the United Nations and the Specialized cies, Unesco has that such instruction could be carried on successfully only as an integral part of a much broader programme of education for international understanding. The same approach has likewise characterized the work of the United Nations in this field. With this fact in mind, it seems appropriate to begin this summary with the mention of several books and pamphlets dealing with the broad area of education for international understanding, One of the most valuable books in this field is the eleventh yearbook of the John Dewey Society, titled Education for a world society. Ll6’i7 Although edited by two Americans, C, 0. Arndt and Samuel Everett, its contributors include several from outside the United States of America, and its tents range from a section on “Human Rights for a World Society” to an account of “The Schools of the World and Education for a World Society”. The Unesco publication The United Nations and world ship (a) is a similar broad approach, prepared by a group of educators from different countries at the Adelphi College Seminar in 1948. K. G, Saiyidain, an Indian educator long interested in international affairs, has collected several of his addresses into a volume on Education for international understanding.(b) This book includes such chapters as “Education for Peace”, 11 The Shape of Things to Come in Culture”, 11 Teaching of History for the P romotion of Internationalism”, and a most interesting account of 11 Internationalism in the Educational * Titles of publications mentioned in this essay are accompanied by a letter of the alphabet or by a ber; letters refer to footnotes, numbers to the bibliography which follows the· essay. (a) Unesco. The United Nations and world citizenship, Paris, 1949. 35 p. Note: Since the word zenship” is ambiguous in English and the title of this pamphlet gave rise to some misunderstanding, the phrase “world citizenship” is now not used by Unesco, What was meant was, of course, a sense of world community, not allegiance to a single world government, (Editor) (b) Saiyidain, K. G. Education for international understanding. Bombay, Hind Kitabs, 1948. 200 p.
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-3 – Ideology of A similar collection of essays is Rupert Best’s Education for international ding, (c) and the most recent addition to such volumes is Carleton Washburne’s The world’s good: cation for world-mindedness. (d) In this book the President of the International New Education ship presents his thinking on education for international understanding and on the work of the United tions and its Agencies. Herbert Read’s Education for peace(e) is the only book which takes into account the place of tics in any programme of education for world-mindedness. There are several volumes which stress methods and materials. Of these, two are particularly noteworthy, One is the statement prepared by the United Kingdom National Commission for Unesco and edited b_y C, F, Strong, Teaching for international understanding: An examination of methods and erials L 16[}. The other is Education for international understanding in American schools, (f) prepared by a group of American educators. representing different sections of the National Education Association. Even more specific suggestions in subject fields are contained in such volumes as L, J, F. Brimble’s Social studies and world citizenship, (g) Clyde Kohn’s Oeographic approaches to social education, (h) Edith West’s Improving the teaching of world history(i) and the forthcoming 1954 yearbook of the National Council for Social Studies on education about world affairs (title not yet determined). Special attention i!’! given to work in universities in Geoffrey Goodwin’s The university teaching of international relations, (J) a volume growing out of the International Studies Conference; in Howard E. Wilson’s Universities and world affairs(k) and in the report of the Conference on the rOle of colleges and universities in international understanding, (1) edited by Howard L. Nostrand and Francis J. Brown. Teacher education, both pre-service and in-service, is considered in the writer’s World horizons for teachers. (m) (c) International Conference on education for international understanding. Education for international understanding; sel. addresses to the Conference held in Australia, from 31 August to 12 October 1946; ed, by Rupert J, Best. London, New Education Fellowship, 1948, 360 p. (d) Washburne, Carleton. The world’s good: education for world-mindedness, New York, John Day, 1954. 301 p. (e) Read, Herbert Edward, Education for peace, New York, Scribner, 1949, 166 p. (Also: London, Routledge, 1950). (f) National Education Association of the United States of America. Education for international standing in American schools; suggestions and recommendations, Washington, 1948. 241 p. (g) Brimble, Lionel, J, F. and May, F. J, Social studies and world citizenship: a sociological approach to education. London, Macmillan, 1943. 157 p. (h) Kohn, Clyde. Geographic approaches to social education. Washington, National Council for the cial Studies, 1948, (i) National Council for the Social Studies. ·Improving the teaching of world history; ed. by Edith West. Washington, 1949. 275 p. (20th yearbook). (j) Goodwin, Geoffrey ed, The university teaching of international relatio .Ł s. Oxford, Blackwell, 1951. 126 p. (k) Wilson, Howard E. Universities and world affairs. New York, Carnegie Endowment, 1951. 88 p. (1) Conference on the rOle of colleges and universities in international understanding, Estes Park, Colorado, 1949. ROle of colleges and universities in international understanding. Washington, American Council on Education, 1949. 137 p. (Studies, ser. 1, no. 38, v. 13). (m) Kenworthy, Leonard S. World horizons for teachers, New York, Teachers College, Columbia versity, 1952. 141 p. (Teachers College studies in education).
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-4 -For publications on world understanding for the use of teachers the chief bibliographical reference is A selected bibliography, (n) published by Unesco. A large number of publications in the United States of America deal with this broad theme as it relates to children in the first few years in school. Outstanding among them is Delia Goetz’s brief World understanding begins with children. (o) Two bibliographies for teachers of children are being widely used. One of these is Eva Dratz’s Aids to world understanding for elementary school children[f6f/ and the ters’ Developing world-minded children; resources for elementary school teachers [16’§_/. Perhaps the most important contribution to this field of education for international understanding in recent years has come from the social psychologists, whose studies on attitude formation and change are essential to anyone working in this area. Two accounts in particular bear mention here: Otto berg’s Tensions affecting international understandin : a surve of research, (p) and Gordon Allport’s Reduction of intergroup tensions. q A small but significant study has been made recently in England on the effect of African teachers upon the attitudes of English ch!ldren. This experiment is summarized in H. E. O. James’ The teacher was black. (r) · There are of course many documents growing out of national seminars and many articles in tional journals. Books in this general field of international understanding, however, have been limited almost solely to the English-speaking nations. It is hoped that such volumes may soon appear in other languages. General resources on education about the United Nations Turning to resources more directly pertaining to the study of the United Nations and the Specialized Agencies, it can be reported. that there is an increasing amount of material coming from many countries. Two general summaries of what is being taught and of materials available have been issued by the United Nations as joint reports from the Director-General of Unesco and the Secretary-General of the United Nations. The first of these was printed as a booklet under the title Teaching about the United tions and the Specialized Agencies /J’§..7 and reports on such teaching up to 1950. A second bulletin, marizing such teaching from 1950 to 1952, was printed with the same title in 1952. One of the most helpful documents along these lines is Unesco’s pamphlet Some suggestions on ching about the United Nations and its Specialized Agencies. {!3′[} Originally prepared by a member of the Unesco Secretariat, it was later revised by participants in the 1948 seminar at Adelphi College as the joint thinking of teachers from many countries. Somewhat similar in scope is the Report of the South East Asia Teachers’ Seminar on Teaching about the United Nations. (s) This booklet includes the summary reports of the study groups at a ing sponsored by Unesco and the World Federation of United Nations Associations, and organized by the Indian Federation of United Nations Associations and the Indian National Commission for Unesco. It is especially interesting and valuable as a reflection of the thinking of Asian educators. Other materials have been prepared at various other seminars, such as those held in Cuba, mark, France, Iran and the United States of America. In most instances these materials are not available (n) Unesco. A selected bibliography. Bibliographie choisie. Paris, 1950. 79 p. (Towards world derstanding, no. III). (o) Goetz, Delia. World understanding begins with children. Washington, 1949. U.S. Office of tion, 30 p. (Bulletin 1949, no. 1 7). (p) Klineberg, Otto. Tensions affecting international understanding: a survey of research. New York, Social Science Research Council, 1950. 227 p. (Bulletin no. 62). (q) Allport, Gordon. Reduction of intergroup tensions. New York, National Conference of Christians and Jews, 1953. (r) James, Harold E. O. and Tenens, Cora. The teacher was black; an experiment in international derstanding sponsored by Unesco. London, Heinemann, 1953. 120 p. (Heinemann education series). (s) South East Asia Teachers’ Seminar on Teaching about the United Nations. Report. New Delhi, Hind Union Press, 1951.
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-6 – Films and filmstrips issued by the United Nations as well as those printed by national governments and private organizations and companies, form another useful resource for teaching about the United tions. Because they are cheaper and easier to use, filmstrips seem to be preferred by teachers. This is a field which has not yet been developed as much as it should be for teaching about the United Nations and the Agencies. Charts and posters have some value in such a programme, too, but satisfactory simple, colourful charts and posters have not been developed in large quantity as yet and their cost is too high to warrant too much emphasis on them. Resources for elementary school pupils on the United Nations There has been considerable difference of opinion as to when children should be introduced to the study of the United Nations. In the first edition of Unesco’s Some suggestions on teaching about the ted Nations and its Specialized Agencies, /82/ it was suggested that some indirect teaching could be duced with very young children and that boys and girls of 10, 11 and 12 could study in some detail fully selected aspects of the United Nations. British educationists in particular took issue with this proach, although their schools often introduce United Nations concepts early, by indirect teaching methods. Some materials on the United Nations are available for young children, the most widely used being the filmstrip and commentary A garden we planted together. (cc) This is an allegory, tellingthe sto-ry of a garden in which some plants grew and others wilted and died until the children decided to work together and dig ditches or irrigation canals to provide water for all parts of the garden. This small book has peared in English, French, German and Arabic. The German edition, Der Weltgarten: ein grosser Plan fuer alle Kinder is by far the most attractive, with the stick figure illustrations in colour, whereas in the other editions they are in black and white. The Commonwealth Office of Education in Australia has prepared a very simple booklet on Our ted Nations /l427 which is intended as a guide for the filmstrip “For lasting peace”. The booklet in easy style covers the work of the United Nations. Each page has a heading which treats one phase of the United Nations work, such as “Helping children to be healthy”, “Healping children to learn”, and ing to grow more food”. This is the kind of booklet which every country should have. As a result of the Adelphi Seminar in 1948 on 11 Teaching about the United Nations and the ized Agencies”, Jo Tenfjord, one of the Norwegian participants, wrote Venner Verden Over. (dd) This is a lively account of the activities of the United Nations as seen by a reporter whose work takes him to places where the United Nations is helping people. Such an approach through novels is highly ded to persons who can prepare materials for children. In England Hebe Spaull has written This is the United Nations (160/ a booklet with illustrations, for young people. This, too, is a simple account of special features of the -United Nations which children can most easily grasp, such as the work of FAO, WHO, ILO, UNICEF and Unesco. In_1j!53 Unesco issued a booklet on the Universal Postal Union, Round the world with a postage stamp LBY which should be of great value to teachers, in particular, as well as to children. Despite the fact that so much has been published in the United States of America on the United tions, there is still no adequate presentation for children of the work of this international governmental system. The most popular account to date is Lois Fisher’s You and the United Nations, (ee) but the book is now dated, the illustrations abound in stereotypes, and the vocabulary is much too advanced for most children. Here is a field for writers and organizations to work upon, since children’s materials around the world seem so far to be limited in number and not too satisfactory in content and approach. (cc) United Nations. A garden we planted together. A U.N. story for children. Filmstrip, 50 frames, commentary. New York, 1949. Published also in French, German and .Arabic. Der Weltgarten: ein grosser Plan fuer alle Kinder, Berlin, Mosaic Verlag, 1953, (dd) Tenfjord, Jo. Venner Verden Over. Oslo, Forlagt Av. H. Aschehoug, 1949. (ee) Fisher, Lois J. You and the United Nations. Chicago, Children’s Press, 1947. 42 p.
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-7 -Resources for secondary school pupils on the United Nations Just where one draws the line between elementary and secondary school pupils when writing about the school systems of the world is difficult to say, but for the purposes of this account, the writer is thinking in terms of children 14 years and over as secondary school pupils. For this group there are several publications, but still far too few. An increasing number of textbooks include a little on the ted Nations and the Agencies, although usually only a few lines. The greatest effort should be expended to encourage this trend since textbooks are still the eyeglasses through which most students look at the world. In addition to these, there are several publications devoted exclusively, or nearly so, to the United Nations. The most helpful pamphlet to date has been the United Nations publication How peoples work gether: the United Nations and the Specialized Agencies. (ff) In its several editions there has been tant improvement. Its many illustrations add considerably to its value, as do its charts, and its topical headings and sub-iopics, It is probably too long for most nations to reproduce it in full, but it is a basic document from which other publications can be developed. Australia, Denmark, the Netherlands and Malaya have already adapted this material for their own use, and there are possibly other adaptations of which the writer has no knowledge. Three very good books and a pamphlet have appeared on the history of international co-operation, culminating in the United Nations. One of is by an Indian, Minocheher Masani, Our growing human family. (gg) Another is James Avery Joyce’s World in the making. (hh) A third is Tom Galt’s The story of pea:ce and war. (ii) The pamphlet is Samuel Steinberg’s Peace in the making. (jj) In Canada several of the “Behind the headlines” booklets, issued by the Canadian Institute of national Affairs and the Canadian Association for Adult Education, are suitable for secondary school pils. Typical of them is Homer Metz’s The United Nations. (kk) New Zealand has been one of the leaders in the preparation of such materials. It has done this by issuing booklets in its supplementary textbook series, “Towards world unity”. Two of the titles are F. H, Corner’s Behind the United Nations and A. E. Campbell’s Unesco. (ll) One of the most attractive booklets for secondary school use has appeared in Liberia. Written by Dora Lee Allen and entitled Our United Nations, /l50/ it has many pictures of United Nations work in Liberia as well as in other parts of the world. — The Bureau of Current Affairs in England published several good pamphlets on the United Nations during the early post-war years, two by W. E. Williams being particularly outstanding What about Unesco? (mm) and Across the frontiers: the story of Unesco. (nn) Although no longer in existence as an (f f) U.N. Department of Public Information. How peoples work together: the United Nations and the Specialized Agencies. New York, 1952. (gg) Masani, Minocheher R. University Press, 1950. Our growing human family; from tribe to world federation. Oxford, 116 p. (hh) Joyce, James Avery. World in the making. New York, Henry Schuman, 1953, 159 p. (ii) Galt, Thomas F. The story of peace and war. New York, Crowell, 1952, 202 p. (jj) Steinberg, Samuel. Peace in the making. New York, Oxford Book Co., 1952. (kk) Metz, Homer. The United Nations. Toronto, Canadian Institute of International Affairs, 1948. (Behind the headlines, v. 7, no. 4). (ll) Corner, F. H. Towards world unity. Behind the United Nations. Wellington, N, z., School cations Branch, Dept. of Education, 1947, 16 p. (Post-primary school bulletin, v,1, no. 19), (A. E. Campbell’s study on Unesco is published in the same series but further bibliographical formation was not available to the editors. ) (mm) Williams, W. E. What about Unesco? London, Bureau of Current Affairs, n, d, (nn) Across the frontiers: the story of Unesco. London, 1948. 31 p.
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-8 -organization, some of its materials are still available through the Council for Education in World ship. English school pupils have also had available the reports of Ritchie Calder on his trips to Africa and the Middle East and to Asia, made to illustrate the work, and the possibilities for further work, of the Specialized Agencies. Of the many books and pamphlets issued for secondary school pupils in the United States of America, Eleanor Roosevelt and Helen Ferris’ Partners: the United Nations and youth (oo) has been especially ular because of the story form in which the work of the United Nations and the Agencies is told. Dorothea Canfield Fisher’s A fair world for all: the meaning of the Declaration of HumanRights (pp) should come one of the most widely used publications. Another approach to the study of the United Nations is contained in the writer’s Twelve citizens of the world. (qq) Among the twelve are Ralph Bunche, John Boyd-Orr, and Eleanor Roosevelt, ting the United Nations work, and Fridtjof Nansen and his work for the League of Nations, There are secondary school materials in several other countries, such as Afghanistan, Belgium, Czechoslovakia, Egypt, Iran, the Netherlands, Norway, Pakistan, and Sweden, although they are not as extensive as the materials cited above. Space does not permit a detailed account of materials for adults on education about the United tions and its Agencies. These range from booklets and plays prepared by the national units of the World Federation of the United Nations Associations to materials for adult literacy campaigns, such as the textual materials prepared by Frank Laubach. To sum up, there has been some progress in the last few years in the preparation of materials for studying the United Nations and its Agencies. However, the materials are not yet pitched at the proper level for many schoolchildren, and they are not well distributed among the many Member States of the United Nations and Unesco. Visual materials have not been developed to any great extent, despite their great value as teaching techniques. There is certainly a wide-open field for governments, mental organizations, and private publishing houses in the preparation of such school materials. There is a great need for exploration of the possibilities of preparing such materials on the part of all persons and organizations concerned with this aspect of education throughout the world. Ł I (oo) Roosevelt, Anna Eleanor and Ferris, Helen J, Partners: the United Nations and youth. New York, Doubleday, 1950. 206 p. (pp) Fisher, Dorothea (Canfield), A fair world for all; the meaning of the Declaration of Human Rights, New York, Whittlesey House, 1952, 159 p. (qq) Kenworthy, Leonard S. Twelve citizens of the world, New York, Doubleday, 1953, 286 p.
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-9 – SECTION PUBLICATIONS OF THE UNITED NATIONS AND SPECIALIZED AGENCIES A. GUIDES AND INDEXES United Nations 1. Demographic yearbook/Annuaire demographique. 1949-50, 1951. New York, 1951. (U.N. Publ. No.1951. XIII.1)(U.N, Publ. No.1952. XIII.1). $6.00; 45/-;Sw.fr.24.00. Bilingual/Bilingue. 2. Index to the United Nations treaty series. Vol. I, 1950. New York, 1950. $2.50; 17/6; Sw.fr. 10. oo. 3. An international bibliography on atomic energy. Vol. I. Political economic and social aspects. Suppl. No.1. New York, 1950. 22 p. (U.N. Publ. No. 1950. IX. 2). $0. 25; 1/9; Sw. fr. 1. 00. 4. . Vol. 2. Scientific aspects. New York, 1950. 880 p. (U.N. Publ. No.1950. IX.1). $10.00; 75/-; Sw.fr. 40.00. 5. Monthly list of books catalogued in the library of the United Nations/ Liste mensuelle d’ouvrages catalogues a la bibliotheque des Nations Unies. Publ. by United Nations Library, Geneva. gular. Publ. par la bibliotheque des Nations Unies a Geneve. Parution irreguliere. Annual scription $5. 00; 37/6; Abonnement d1un an. Sw.fr. 20.000. Bilingual/Bilingue. 6. Monthly list of selected articles/ Liste mensuelle d1articles selectionnes. Publ. by United Nations Library, Geneva. Publ. par la bibliotheque des Nations Unies a Geneve. Irregular. Parution irreguliere. Annual subscription $7. 50; 50/-; Abonnement d’un an.. Sw. fr. ::io. 00. Bilingual/ Bilingue. 8, United Nations documents index. Monthly. January 1950. Annual subscription $7. 50; 50/-; Sw.fr. 30.00. The index lists by symbol and indexes by subject all documents and publications of the United tions and of the Specialized Agencies except restricted materials and internal papers. The subject index is cumulated annually. 9. United Nations publications 1950. Catalogue. New York, 1951. 46 p. Free. 10. United Nations Publications 1951. Catalogue. New York, 1952. 47 p. Free. 11. United Nations publications 1952. Catalogue. New York, 1953. 55 p. Free. 12. World cartography. Vol. I, 1951. New York, 1951. 107 p. (U.N. Publ. No. 1951. I. 9). $1. 25; 9/-; Sw.fr. 5.00. Series published annually which reports upon activities, progress and plans in the field of graphy throughout the world. Contains bibliography. Unesco 13. Unesco publications. General catalogue, June 1952. Paris, 1952. 75 p. Free. ILO 14. Catalogue of publications of the Inte:r;national Labour Office. Geneva, 1953. 84 p. FAO 15. Catalogue of publications 1945-1951 including available publications of the former International stitute of Agriculture 1910-1946. Rome, 1952. 32 p.
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