That is why it appears to me as suitable that ISP 
might try to involve an institute or a school, and if 
need be, also the appropriate Departement of the United 
Nations in producing a suitable set of aerial photographs 
for the pedagogic purposes. The ISP could support the re- 
quests to the institutions in the perticular member count- 
ries for giving the necessary photographs. The photographs 
should be completed with & detailed description and arran- 
ged as a specimen, for example in such a way it is made 
in French Manuel de Photointerpretation, so that the stu- 
dent gets clear ideas on the particular phenomena and on 
the style of the work. 
The situation and the possibility of gaining the sat- 
telite imagery appers to be far more easy. It is the EROS 
Data Center, where the requested picture material is wit- 
hin a short time available. Notwithstanding even in that 
case it would be suitable to create a series of characte- 
ristic photographs which could be of great use for the 
education purposes. 
The circumstances mentioned are influencing largely 
the teaching, which is in many cases limited actually to 
basic information only and to encyclopedic presenting of 
the principles of both subjects. But at present it does 
not seem to be passable even for passive interpreters. 
I took the allowance to use that expression which had ap- 
peared in the paper presented by prof.Hothmer at the Sym- 
posium in Krakôw last year. The paper was concerning the 
methods of teaching passive photogrammeters. By that word 
the people are meant, who won't do the profession, but 
thèy must be well informed about the possibllities of the 
subjects given. 
I should like also mention a significant problem and 
that is the proper professional terminology of the discip- 
lines Photointerpretation and Remote Sensing. I suppose 
that it is very closely connected with the education. Both 
of the subjects have been developing very rapidly and if 
it is not worked out appropriate terminólogy in a short 
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