3 8 2 S H O R T A R T I C L E S - BERICHTE - NOTES

a technique first used in the restricted glossary of educational institutions referred to above, which was published in the 1965 World Survey o[ Education. Just as 'apple' and 'pear' may be classed as 'fruit ' to distinguish them from 'carrot', so Gymnasium and lycde have a sufficient number of characteristics in common for them to be covered by a single 'generic term' which will distinguish them from other types of schools. The generic term used in 195~ was 'general secondary school,' the meaning of which was fixed by two definitions: "Secondary school. A school providing for the second stage of formal education, covering approximately the period of adolescence (12 to 18 years), and catering to a greater degree than the primary school for the diverse interests, capacities and apti- tudes of the pupils with a view to preparing them to take their place in adult society."

"General secondary school. A secondary school where curriculum is basically a combination of academic subjects: languages and literature, mathematics, pure science, history, geography, art and music, taught for the sake of the intellectual and cultural development of the pupils and not as vocational training".

But this is only half the task. One needs to know the difference between 'apple' and 'pear' as well as what they have in common. Gymnasium is therefore defined as a general secondary school with one set of specific attributes, lycde, a general secondary school with a different set of attributes. The work of glossary-making, if this reasoning is accepted, turns out to be a search for generic terms (the compara- tive element) which must be modified in each particular case by a careful delinea- tion of specific characteristics (the differential element).

This methodology is being followed in the preparation of the regional glossary of educational terms in the Germanic-language countries. I t is planned to organize the material in three ways. Firstly, national terms will be listed by country and in alphabetical order, with a classificatory code number. The latter will enable the reader to pick out the terms in the second section of the glossary, where they will again be presented by country, but arranged in the main subject categories and subcategories, e.g. Category, Administration; sub-category, School finance. In this section, too, each national term will be accompanied by the English and French translation of the definition supplied by the national authorities in their own langua- ge (the differential element) and by an appropriate generic term, such as 'central education authority' , 'general secondary school', etc. (the comparative element). Finally, the generic terms will be presented, with their definitions, with a cross- reference to the specific national terms. Part I I I will thus enable the reader to pick out comparable el_ements in the educational systems under survey; by turning to the national definitions he will see the particular differences. By this means it is hoped to please both the 'nominalists ' and the 'realists' ; the glossary will respect the individual character of each national institution, agency or concept, while endeavouring to provide the comparative educationist with a linguistic tool for seizing resemblances and similarities. P . C . R . WELLS, Paris

LE CONSEIL DE L I T T ~ R A T U R E DE JEUNESSE, BRUXELLES

Le "Conseil de Litt6rature de Jeunesse" a ~t6 crY6 ~ Bruxelles, en 1949. Sonpoint de d~part a ~t6 une documentation tr~s importante qui comprenait les livres parus en ces vingt derniSres ann~es et les fiches concernant ces ouvrages, fiches non seule- ment bibliographiques, mals critiques. De nombreuses demandes de renseignements, venues de tous c6t6s, prouvalent la n~cessit6 de documenter les 6ducateurs et de

NOTES ON CONTRIBUTORS - DIE AUTOREN 383

leur Iournir des informations et des crit~res de jugement. Le personnel enseignant, en particulier, avouait son ignorance en ce qui concerne les livres de d@lassement et l 'inconnue que repr@sentait pour lui le probl~me tr~s vaste de la psychologie des lectures du jeune Age. C'est ainsi que le "Conseil de Litt@rature de Jeunesse", r6pon- dant k un besoin urgent, est devenu un centre de formation et d'information, sur le plan international.

I1 a comme organe la revue documentaire Littdrature de Jeunesse (re[. R I P 11/21, 1956).

Visant A am@liorer la production des ouvrages destin@s A la jeunesse, le "Conseil de Litt6rature de Jeunesse" s'est adjoint un "Conseil-Service" qui est appel6 A aider les @diteurs dans le choix des manuscrits, tout en offrant, @ventuellement, aux meilleurs auteurs et illustrateurs un appui dans leurs d6marches aupr@s des 6diteurs.

Le "Conseil de Litt6rature de Jeunesse" organise @galement des conf6rences, dans tous les pays, sur les sujets qui se rapportent de loin ou de pr@s ~ la litt@rature de jeunesse, ainsi que des s6ances d'histoires aux enfants. I1 organise des cours en rue de former des @quipes de conteurs.

Pour attirer l 'a t tention du grand public sur l ' importance des lectures du jeune Age, le "Conseil de Litt6rature de Jeunesse" organise, chaque ann6e, en Belgique, la Semaine Nationale du Livre de Jeunesse, ainsi qu'une Exposition des meilleurs ouvrages pour la jeunesse. I1 donne, par ailleurs, des directives ~ tousles organismes des autres pays qui souhaitent organiser pareille exposition et leur prate, 6ventuelle- ment, de la documentation.

La revue Littdrature de Jeunesse est largement diffus6e dans t o u s l e s pays de langue fran~aise ou qui poss@dent un centre de culture fran~ais. De plus, le "Conseil de Litt6rature de Jeunesse" est en rapport avec diff6rents centres europ@ens, qui ne sont pas de langue fran~aise et fair avec ceux-ci de fructueux 6changes dans le domaine @ducatif de la lecture. JEANNE CAPPE, Bruxelles

NOTES ON CONTRIBUTORS - DIE AUTOREN -

I N D E X DES COLLABORATEURS W. D. WALL, is at present in charge of the Education and ChildDevelopment Unit,

Department of Education, Unesco, Paris. He was formerly Reader in Education, Deputy Head of the Remedial Education Centre, and Senior member of the De- partment of Research, Insti tute of Education, University of Birmingham, England. He is a graduate of London (English) and Birmingham (Psychology) and author of research papers on illiteracy and retardation, adolescent interests, the Cinema, educational method, author of The Adolescent Child (Methuen, London 1948) and Education and Mental Health (Unesco, Paris 1955).

]~MILE LOBET, n6 en 1902. Actuellement Professeur ~ l'Universit@ de LiSge, apr~s avoir appartenu ~ l 'enseignement primaire, secondaire et technique durant quinze ann@es; s'est vu confier en 1936 l'organisation et la direction de l 'orientation profes- sionnelle au Minist@re belge de l ' Instruction Publique. - Pr6sident fondateur (1951) de l'Association Internationale d'Orientation Professionnelle, reconnue par I 'UNESCO. Pr@sident de la Commission de R@adaptation des Invalides de Guerre belges. Charg@ depuis 1955 de l 'organisation de l 'orientation professionnelle au Congo belge, en qualit6 de conseiller-expert pros le Gouvernement G6n6ral de la Co lon ie . - Travaux: Du goat de l'en[ant dans le choix d'une pro[ession (1932); L 'orientation pro[essionnelle et l'dducation manuelle (1937); Le marchd du travail et l' orientation pro[essionnelle (1938) L' orientation pro[essionnelle en Belgique (1948) ; L'aspect psychologique des probl~mes du travail (1949) ; t~tude de la valeur dconomique