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too. through our organizations to put pressure on our Governments to release more experts for tech- nical assistance work and where possible to spur qualified persons on to volunteer for this work. We can raise money to supplement the grants from Governments for the work of UN agencies and we can send our carefully considered suggestions â€" if we have any as to things we would like to see included in their programme. Through Understanding Each Other’s Cultures It was recommended that each Women‘s In- stitute or other constituent society should devote one meeting each year to the study of a book on another country; that records of the music of all countries should be on loan at libraries â€"â€" these records, or records owned by members, to be used at institute meetings; that international fes- tivals or “folk festivals" be promoted â€"â€" and if possible an A,C.W.W. Choir Festival. It was suggested that consideration be given to publish- ing an A.C.W.W. song book containing songs of all countries represented in A.C.W.W. Reference was made to Canada's Tweedsmuir Competitions as an idea that might be used internationally; and to Ireland‘s “long playing“ record of Irish songs, the idea being that other countries might produce such records to be loaned to A.C.W.W. groups. It was reported that an Institute in England pro- duced a TV play with the result that they were asked to tour Germany where they were enterâ€" tained in German homes. In Ceylon an educa- tional institute has been set up to foster national arts, music. drama and crafts; Institute members are trained at this centre and the movement has spread over the country â€" there was no sugges- tion as to how this could be used internationally. This group had an interesting discussion on the significance of various countries” national dress. (It would seem that this might be put into print and pictures which could easily be circulated among A.C.W.W. groups and that it might create special “understanding” among women.) The same might apply to the handicrafts of different coun- tries. Understanding each other through Homemaking and housewifcry seemed to offer a special avenue of understanding for women of an organization whose first objective is better homes. Members told of how they are attacking this problem in their own countries and the group stressed the imâ€" ponunce of working with the low income groups. teaching them to make the best possible use of their available resources. Through Understanding Youth Our own F.W.I.C. President, Mrs. Keith Rand in an address to this group gave the following summary of what we must try to understand in young people: 1. Their boundless energy and need for activity â€" this applies to all youth but we must consider the especially bright who may acquire lazy minds. 2. The deep need for affection and understand- ing and security â€" all young people need this â€" here is the problem of broken or unsuitable homes and the fact that the retarded need this, too. 3. Related to the last is the need to be accepted by a group â€" the ill-effects from nonacceptance. l0 4. The desire to excel or at least achievE in some sort of activity. I 5. Their inquisitiveness or destre to learn, 6. The lack of prejudice in a child. 7. Inherent differences in individual lDlEl’Ekfg and abilities. 8. Differences caused by environment. 9. The need to try their ideas. 10. The complexity of problems facing the yor'ii of today. Some of the recommendations for creating 1 better understanding of youth and a better unit. v. standing among the young people of different cot - , tries were: An interchange of students; an exchan a of visits of young people from one country . another; international youth clubs such as . common in Great Britain, Europe and U. S. home hospitality to foreign students in the hor of the country where they are studying. There was a good deal of discussion on r. cational systems, extension courses and educai in family living, which we have not space to port here; but we believe our Ontario Instil members would be interested in these notes fit the section on what is being done for the hair capped child: The British Columbia legislation requires a U tor to register the child born with a physical mental deformity. Any such child receives tri merit and training for as long as it is necess. In Ireland, teachers are Provided to train part and guardians or friends of the handicapped. abling them to understand the problems confr» ing their alfiicted children. In Canada and U. S there are itinerant teachers who visit children .1 their own homes, also auxiliary classes in pu: schools for slow learners. In Sweden, chilu l help children. Girl Guides and Boy Scouts 51" l much of their time with children who have N ' disability, teaching them to take part in gar camps and other childhood activities. In Rhodl . funds for schools and homes for the Blind l Physically Defective, Spastics, Mental Defici and the ineducable chitJ were raised by volun effort. Many physiotherapists and other wor are on a voluntary basis. The Housewives‘ Cu in the Netherlands are interested in teaching |' l women in their own homes. In Denmark one x known school cares for all types of malud ment in one and the same building fi each i ~ the other. The child is taught to face life z» must live it. Denmark assists in the prever n of problem children. Copenhagen has a chill ~I‘ children of working mothers, where the tenet . old and over may go to play, read or work. 4. c voluntarily. In the summer the underprivil ,«I children are taken to large holiday houses. sl J by voluntary helpers. A final comment A A.C.W.W. members are taking a practical intv N in work for these children, but perhaps that in make further efforts to educate parents, as i IE is an obvious need to encourage true family Iii {0 that the exceptional child does not become a I "1“ in the community. The child, normal or E“ 3P‘ tional, needs love and security. Where better :an he find it than in a good home? In Norwal 1|“! Sweden, “Family Relations“ is a subject will“ in the schools. HOME AND COUNTRY