THE DIVIDING LINE between nonschool educational agencies and the school as it interacts with the whole community in its integrated program is not definite, and the selection of areas for this review is, therefore, arbitrary. Reports and studies dealing with student needs are included; so are studies dealing with certain educative agencies, namely, newspapers, magazines, and books; radio; motion pictures; and clubs.Several listings of educational agencies outside of school are available. Rugg (53) reviewed "Non-School Educational Agencies" and gave an extensive list together with a statement of the types of education judged to result from their activities. Gruenberg (19) listed agencies more specifically related to science. Thirty-four agencies are revealed in Mathewson's study of the means of meeting professional needs. These include books, magazines, government agencies, libraries, newspapers, and the radio. His study indicated considerable dissatisfaction with present functioning of these agencies.The need for greater utilization of extraschool opportunities has been apparent for some time. In 1924, Harap (22) mentioned the wide discrepancy between knowledge and practices of citizens and approved standards for commodities. Misconceptions still exist among citizens (21, 31). Aldrich (1) summarized research in the area and indicated a need for more consumer health education, for the removal of misleading advertising, and for increased participation by pupils in community life. That pupils are participating widely in out-of-school activities, such as helping to choose household supplies and selecting camp sites, was reported by Relyea (50) who used a loose technic in her study. Bye (8) offered an extensive list of objectives for community study. Rubin (52) suggested that the medical examinations of children and home visits by the visiting nurse should educate parents. Extraschool agencies and experiences have been used for motivational purposes more than for instructional purposes, according to a statement by Breslich (6). Heaton and Koopman (25) established, as a category important for college students, one that involves such science materials as soils, minerals, plants, animals, and ecological relationships. Understandings in such a category would clearly be dependent upon community study.
