In the study of international relations we have thus far restricted ourselves largely to the study of relations between governments. Students of international affairs have traditionally been "officially" minded, that is, largely concerned with the relations between states or governments, their struggle for power, and their conflicts. The expression "the international mind" has, in fact, meant the "official international mind". The development of the "nongovernmental international mind", which leads one to think of the relations among groups of people of different nationalities and how they may promote their common interests, has been neglected.
We need to develop both the official and the non-official international mind. In this connection an interesting parallel can be drawn between the study of government and the study of international affairs.
Some decades ago, the political scientists were concerned with the legislative, executive, and judicial branches of the government and their powers and duties. They "thought" that they were studying government. As time went on, it became evident to them that careful consideration of political parties is necessary for the understanding of government. Later still, they realized the great influence exerted by what the political scientists call "pressure groups", i.e. chambers of commerce, trade unions, churches, farmers' organizations, and other like bodies which exercise a tremendous influence on the course of legislation.
We all understand now that no government, no political party, nor indeed the life of any country where such groups operate, can be understood without careful study of their activities and influence.
In the study of international relations, however, we have so far restricted ourselves largely to the study of relations between governments. Surely the time has come for the students and teachers of international affairs to realize that international nongovernmental organization is a great unexplored continent in the world of international affairs and that expeditions should be sent in search of the great riches to be found there.
For it is there that one finds the most positive and constructive elements working for world unity. Most of the areas in the world of international relations may be called dark continents. At least exploration of them does not encourage great optimism about the future of mankind. The continent to which I draw your attention is, however, a bright and cheerful one where men and women of all races and with every kind of interest have somehow come together to work in common for things which they believe in. I should like to make the following concrete suggestions:
1. Teachers can help their students to become conscious of the fact that when they join any organization not of a strictly local character, either as students or later in life, they probably belong to a world organization which groups together people of many countries; and that they can, by working through these organization, contribute greatly to better international relations and the progress of humanity.
In almost every community such organizations as the Red Cross, the Lions Club, the Rotary Club, the Boy and Girl Scouts, the YMCA, the YWCA, the Chamber of Commerce, trade unions, the local co-operative society, and churches may be found. These organizations are the channels through which every citizen can enter and affect the main stream of international life.
2. Students should be informed that no matter what lifework they may choose, there is an international nongovernmental organization already working in that field which they can help and from which they can gain a great deal.
3. Young people who are interested in a career within the field of international relations should be aware that the nongovernmental organizations, as well as the intergovernmental organizations, offer great opportunities for the highly qualified.
4. A great deal of effort is being given to the promotion of the teaching of the principles and activities of the United Nations in our schools. This teaching, I am afraid, usually fails to inform the students of the relations between the United Nations and nongovernmental organizations and how through these organizations the individual can contribute to the success of the United Nations.
5. International relations clubs, study conferences, and model General Assemblies or, better yet, model Economic and Social Councils should not neglect the role of the nongovernmental organizations.
6. Many students visit Europe during the summer months. Could they not be put in touch with subjects of interest to them, in order either to attend their conferences or to visit their headquarters?
7. Graduate students writing masters' theses or doctors' dissertations on any subject in the field of international relations should be expected to take into consideration the influence of international nongovernmental organizations whenever that is appropriate. Graduate students should also become aware of the fact that there are many suitable subjects for theses or dissertations within the field of international nongovernmental organizations.
8. The writers of textbooks on international relations should endeavor to cover adequately the activities and achievements of the international nongovernmental organizations.
9. Some consideration is already being given, to international nongovernmental organizations by a few universities in their courses for graduate students. These examples should be more widely followed, and increasing attention should be given this subject. Perhaps some of the leading universities might pioneer by offering special courses in this field.
10. If these things were done, I think we might gradually build up appreciation of, and greater support for, the international nongovernmental organizations and thus help them in their efforts for human progress and the achievement of peace.
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