i the pr"1
d by A
lem of W
,f the W
>CO to r
:o to «
on its *
' of p?
uted u' ■
gion 's °\
ic <""- ri'
You know, of course, that The
j^Jierican Legion's opposition to
'j'NESCO is not based exclusively on
'ue facts I have cited, damaging and
inclusive as they are.
, »Ve are strongly opposed to
,uNESCO because of its propaganda
11 this country for world government.
The record clearly shows that from
!'s inception UNESCO has been
entified with the idea of world gov-
tnrnent. And the record also shows
5*t UNESCO has tried to peddle its
sobal-minded concepts to the one
*°UP in America most likely to be
£*suaded by its propaganda — our
u Uiey are likely targets only because
j. eV nave not yet acquired the matur-
y and experience to understand the
5 danger of world government.
Ea i Se wor'('-government propa-
u "da efforts are in direct violation of
.e act of (.'ongress authorizing U. S.
;'r,'w'pation in UNESCO. Congress
,^'fieally prohibited UNESCO in-
terence in America's educational
'Crn iS not s"rI'rising, in view of this
m„ P'ete lack of respect for the sover-
of the United States, that
Ion should state in its publica-
Cu ''"titled "In the Classroom with
\ "?,ren under Thirteen Years of
',,*e that "as long as the child
athes the poisoned air of nationally > education in workl-mindedness
t«., .Produce onlv rather precarious
Ki« Same publication further states
't n Ot"ication for world-mindedness
si(j'r'ii<'"t encounters obstacles out-
^uV i sc'10°'- The principal one
YltV is nationalism.'
ftls is only one
UNESCO's world-government advocacy. Another can be found in
UNESCO's publication, "The United
Nations and World Citizenship." In
discussing world citizenship, this publication states:
"World-wide organization for the
conduct of human affairs is, therefore,
essential. No teacher with a sense of
realism and even elementary knowledge of world affairs will ignore this
basic need or be indifferent to its consequences for education. World machinery is required; and human beings
with the right outlook are required to
utilize it or to insist that it be utilized.
The educator thus has a double task:
to teach about the machinery of world
cooperation and to foster the growth
of the spirit that will make it function.
Education has, in short, the urgent
duty to develop informed and competent world citizens."
There are some who contend that
UNESCO did not publish these documents or that UNESCO no longer is
endeavoring to peddle these ideas.
They have seriously deceived themselves, for here is the record:
The publications, "In the Classroom
vv itil Children under Thirteen Years of
Age" and "The United Nations and
World Citizenship," are listed on page
26 of UNESCO's own catalogue of
available English language publications in the field of education issued
by UNESCO up to September, 1955.
Incidentally, the cover of this catalogue proves rather conclusively that
UNESCO does intend to get its materia] into our school system in violation
of the prohibition by Congress. It
example of "Education of interest to primary
school, secondary school and university teachers, students, teachers' training colleges, education officials, adult
education instructors and fundamental educators."
It is not necessary to examine each
and every one of UNESCO's publications to determine whether this
agency is not only propagandizing for
world government, but seems also to
be the sanctuary for red-tinged
We need only follow that famous
axiom: "Consider the Source."
The list of authors of UNESCO
publications who have been identified
with organizations listed as subversive
by the Attorney General or the House
Un-American Activities Committee is
. . . long . . .[Editor's note: Commander Wagner's partial list has been
omitted, but a fuller list, furnished by
The American Legion's publication.
The Firing Line, follows this article.]
UNESCO is also active in the field
of visual education. And so are some
of its left wing representatives.
Let me cite just one example. For a
number of years the UNESCO Film
Section was headed by John Grierson.
This individual resigned as head of
the National Film Board of Canada at
the time of the Canadian espionage
hearings. Denied a visa to this country, he came in through UNESCO and
headed the film section of that organization.
There are many others, of course,
whose identification with UNESCO
gives The American Legion more than
sufficient cause to oppose this agency.
The most prominent of these were
Alger Hiss and Harry Dexter White.
The American Legion's conclusion
Our National Interests Are Served
(From an address by Walter H. C Laves,
Former Chairman, II. S. National Commission for UNESCO)
AKE no mistake ahum it —
■ r national interests are served
Y our membership in UNESCO.
'"'I I .I....', —. .1. .. .I....... I.
truth in the Idea that
Unit v fl States d o tn Inatei
■O. Wc don't dominate it.
'ther Hoes anv other country
gtfttate. Neither does UNESCO
^inate us or tell us what we
*o do or interfere with us in
* Way. Domination, interfer-
I J' " control, jut*t aren't in
ESCO'a vocabulary or its con-
tL *'on «r its actions. What is
. r*' is free, friendly coopcra-
h and mutual aid.
' course our national inter
est* are served by UNESCO.
When the Indonesian delegation
•ays, "We welcome UNESCO
becaUM il helps us make our
national culture and aspirations
known to the West," they are
■peaking of their national interests. When Mexico says, "Wc are
happy to he in UNESCO because
it lets us benefit from research
on the development of arid
/ones," they arc speaking of
their national interests. Those
are two examples of a score 1
could cite. And we, too, are
happy to belong to UNESCO
because our national interests
are well >erved.
"in m Nl us. .\pril, 1956