of ratifying the Covenant and found to be in conformity with it. It points out that not only is religious freedom guaranteed by the Constitution of Finland, but the Religious Freedom Act (which is referred to in the School System Act, paragraph 6) stipulates in paragraph 8 that: occurred. As to the working group established by the National Board of Education (referred to in paragraph 7.2 above), the author claims that there was only one distinctly atheist member of this working group and since he had been left in a minority he could not have any influence on the work of the group. Further letters were received from the author dated 25 September, 28 October and 7 November 1980. If religious instruction according to any specific denomination is given at a government-subsidized primary or elementary school or other institute of learning, a student who adheres to another denomination, or no denomination, shall upon the demand of the guardian be exempted from such religious instruction. 9.1 The State party submitted additional comments under article 4 (2) of the Optional Protocol in a note dated 2 December 1980. A copy of the State party's submission was transmitted to the author of the com­ munication with the request that any comments which he might wish to submit thereon should reach the Human Rights Committee not later than 16 January 1981. 9.2 In its submission, the State party observed that the letter of Mr. Erkki Juhani Hartikainen, dated 13 April 1980, to which reference is made in paragraph 8 above, included elements that went beyond the scope of the original communication to the Human Rights Com­ mittee. It explained that, owing to the lack of precise in­ formation about the concrete cases referred to in the author's letter of 13 April 1980, it was unable to verify the facts of these claims. However, it pointed out that the Finnish legal system provides an extensive network of domestic remedies for concrete violation of rights. 9.3 In order to illustrate the efforts made in Finland to improve the teaching of the history of religions and ethics, the State party annexed to its submission a report of the working group established by the National Board of Education, which was handed to the Board on 16 Oc­ tober 1980. The report classifies the contents of the teaching of the subject according to the fohowing objec­ tives: 7.2 Having regard to the relevant legislation, the State party submits that it can be stated that religious education is not compulsory in Finland. It adds that there is, however, the possibility that students, who by virtue of the Religious Freedom Act have been ex­ empted from religious instruction, may receive instruc­ tion in the study of the history of religions and ethics; such instruction is designed to give the students knowledge of a general nature deemed to be useful as part of their basic education in a society in which the overwhelming majority of the population belongs to a rehgious denomination. The State party claims that the directives issued by the National Board of Education concerning the principal aims of the instruction to be given show that the instruction is not rehgious in character. However, the State party explains that there have in some cases been difficulties in the practical ap­ plication of the teaching plan relating to this study and that in January 1979 the National Board of Education established a working group consisting of members representing both religious and non-religious views to look into these problems and to review the curriculum. 8.1 On 13 April 1980, the author submitted addi­ tional information and observations in response to the State party's submission under article 4 (2) of the Op­ tional Protocol. A copy of the author's submission was forwarded to the State party for information. 1. 2. 8.2 In his submission the author claims that an ap­ plication which he had made for the privilege of not at­ tending religious events in the school where he was a teacher had not by then been accepted. He reiterates the Free Thinkers' behef that the Finnish constitutional laws do not guarantee freedom of religion and belief to a sufficient extent and contends that the result of the School System Act, paragraph 6, and the Comprehen­ sive School Statute, paragraph 16, is that there is com­ pulsory instruction for atheists on the history of religions and ethics. In support of this contention he quotes a part of the teaching plan for this course of in­ struction' and refers to certain cases which had allegedly 3. Education for human relationships which function on ethical principles; Education promoting fuh development of an in­ dividual's personality; Education for understanding the cultural heritage of our own nation as well as our present culture, with special reference to different beliefs; "What was Jesus like? Jesus' attitude to people thrown away out­ side the community, to the disliked and the despised (the ill, blind, invalid, poor, starving, illiterate, women and children). "Stories about what Jesus did. Jesus heals the son of the official. Jesus heals the daughter of Jairaus ... The feeding of 5,000 people. The meaning of the stories about the activities of Jesus: the value of them does not depend on the verity of details. "Jesus as ideal. Jesus was good and helped those in need of sup­ port. The ideal of Jesus in modern world: the use of knowledge and skills for the benefit of people in need of help. Jesus disliked no one. Jesus saw in every human also good. ' "Second class "The church building and service. Lutheran, Orthodox and Roman Catholic church building and service. "Spring term "Stories of the childhood of Jesus. Jesus is brought to the temple. The Magi. The flight to Egypt. The return from Egypt to Nazareth. What was the home area of Jesus like? A Jewish home and manners. The education of a Jewish boy. "Development aid. Help in different emergency situations. The per­ manent aid of the developing countries. The early form of develop­ ment aid, missionary work. "Francis of Assisi and his solar song. Francis: man, who experi­ enced God so strongly that even others realized that. Legends about Francis ... The solar s o n g . " "What Jesus taught. The good Samaritan. Applications of the story for children's life in modern time. 75