Abstract
Public schools in the United States have always had some instruction about other parts of the world. What that content included differed as the country's allies and concerns shifted. Increasingly throughout the past decades it has become clear to careful observers of the school scene that the two-way impact of global events did not have a cor responding agent in formal education. The response of the public to dilemmas facing the country indicates that the years spent in elementary and secondary education have to enable the student to gain a global frame of mind which will serve him as an adult in an increasingly interdependent world. Now the report of the President's Commission on Foreign Language and International Studies has been made; teachers, schools, professional associations, and others are for the first time put ting aside discrete objectives to find ways to work together to carry out the recommendations and others these triggered.
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