THE PROBLEMS AND AREAS OF COMMUNISM THAT SHOULD BE TAUGHT IN THE SCHOOLS WERE PRESENTED. CHAPTER I, "THE SCHOOLS AND THE STUDY OF COMMUNISM," EMPHASIZED THE NEED TO STUDY COMMUNISM IN THE PUBLIC SCHOOLS BECAUSE OF THE INTENSE FEELING COMING OUT OF COMMUNITIES FOR SUCH EDUCATION. THE SECOND AND THIRD CHAPTERS WERE SELF-EXPLANATORY, "STUDY OF RUSSIAN HISTORY." THE FOURTH CHAPTER FOCUSED ATTENTION ON THE STUDY OF COMMUNIST SOCIETIES IN HISTORICAL PERSPECTIVE, AND CHAPTER FIVE FOCUSED ON STUDYING COMMUNISM WITH THE STUDENTS' PERSPECTIVE, WITHOUT THE TEACHER'S DOMINATING AND DIRECTING PARTICULAR REACTIONS AND ATTITUDES TOWARD IT. CHAPTER SIX SHOWED HOW ST. LOUIS EDUCATORS RESPONDED TO PUBLIC REACTION AGAINST TEACHING COMMUNISM IN THE PUBLIC SCHOOLS, BY SETTING UP A LECTURE COURSE FOR TEACHERS THAT PROVIDED INSERVICE AND GRADUATE DEGREE CREDIT ON THE SUBJECT OF THE BILL OF RIGHTS. THE LAST CHAPTER DESCRIBED BRIEFLY OTHER PROGRAMS IN DIFFERENT SCHOOLS THAT OFFERED COURSES IN RUSSIAN HISTORY AND COMMUNISM. THESE SCHOOLS INCLUDED THE JOHN BURROUGHS SCHOOL IN ST. LOUIS, THE LAKESIDE SCHOOLS IN SEATTLE, THE TABOR ACADEMY IN MASSACHUSETTS, AND THE ATLANTA PUBLIC SCHOOLS IN GEORGIA. SUGGESTED ADDITIONAL MATERIAL INCLUDED MATERIAL PREPARED BY THE ANTIDEFAMATION LEAGUE OF THE B'NAI B'RITH, THE AMERICAN POLITICAL SCIENCE ASSOCIATION, AND PETER SCHRAG'S ARTICLE "THE TRUE-BLUE SCHOOLHOUSE," IN COMMONWEAL.