This statement still constitutes a challenge to teachers and schools because the public schools have major responsibility for helping Americans be "truthfully and clearly informed of the essential facts," and because that job is yet to be done. There are other persons in American education who must recognize the same challenge-the authors and producers of the learning materials which are necessary for effective classroom work. Among the various types of learning materials, textbooks reach more pupils than do any of the others. Perhaps that fact imposes a peculiar responsibility on the persons who produce textbooksin this case, a responsibility to provide an adequate treatment of atomic-energy developments. The study of atomic energy will probably be concentrated in two fields of the typical high-school curriculum. The scientific aspects will be treated in physical-science classes while the social issues will be considered, if at all, in the social studies. Ideally, a school would probably focus resources from both departments on an integrated study of atomic-energy developments. Practically, there will be many schools in which the social-studies teacher