The following is a translation of an article carried in The Yomiuri Shimbun's Education Renaissance series. It focuses on a Newspapers in Education (NIE) promotion council in Tokyo that offers young teachers hints about how to better use newspapers as teaching materials. This is the third in a five-part section of the series, which looks into activities of the NIE movement. By Nobuyuki Sakai　Yomiuri Shimbun Staff Writer Students of Katori Primary School in Kato Ward, Tokyo, scan the newspaper for a subject for study in October. 　In early September, Takuya Hanai, a teacher at Katori Primary School in Koto Ward, Tokyo, was trying to come up with a way to deal with a learning unit designed to encourage students to think about peace. 　The unit was included in a Japanese-language textbook for sixth-year students. It is meant to encourage students to develop their ability to become better informed about society, collect information, express their opinions in writing and give speeches based on these activities. 　Hanai decided to use newspapers to supplement the unit on peace. It was the first time he used newspapers in class. 　Takahiro Tanaka, principal of Dai-Ni Kameido Primary School in the ward, learned of Hanai's plan. Tanaka advised the young teacher to join a meeting of the Tokyo NIE promotion council's primary school section, for which Tanaka served as an adviser. 　 "You may get some ideas from the participants," Tanaka told Hanai. 　Branches of the council, which comprise education authorities, teachers and representatives from the newspaper industry, are set up at the prefectural level to serve as hubs of the NIE campaign. 　The council's primary school section meets once a month in Tokyo at the Nippon Press Center in Chiyoda Ward. Teachers interested in using newspaper articles in their classes gather at the press center to exchange opinions and information. 　At the meeting held in early September, Hanai explained his teaching plan to about 20 teachers who attended the meeting. 　 "After teaching the unit in the text, I'd like to instruct the students to form an opinion after reading newspaper articles," he told the teachers. "Do you think I should instruct them to focus on peace?" 　 "I'm afraid the students may stick to such typical opinions as 'war is not good' or 'weapons are not good,'" one participant said. "How about picking a theme such as peace around you or caring for others?" 　Another said: "I'd like to see what kind of theme the children would pick if they could choose anything. I wonder if it's really necessary to restrict the topic to peace." 　A month after the meeting, Hanai gave his students issues taken up in newspaper from two different days and instructed them to scan the papers for a theme that struck them as interesting. 　The children picked such themes as the ozone hole above the North Pole, a Nobel Prize winner's death before his award was announced and Japanese soccer players working overseas. The students commented on their topics in class. 　 "I thought it would be useful for the children to get an idea of what is going on in the society in general to help them think about the future," Hanai, 28, said.  "From the opinions given by the participants at the council's meeting, I realized that newspaper articles can encourage children to form their own opinions about society," he added. 　Tanaka, after observing Hanai's class, said: "He [Hanai] instructed the children to later write down their opinions, suggesting they could write about 'Thinking about the future: What should we do to realize a peaceful society?' That was good."