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poople-—of themselves, besically ao different from American youth of like aga-—many of them sc- easly began to act Lhe animals. Yer, all during ‘ben owe Lae es taking care of themselves, were taking care of everybody ele! ... Such wa che paccern then laid out for today's gabversives. Chatting with che young Sen Francisco seu- dent, there thoughts-and many others—~—rushed through my mind. Aware that the youthful fece before me reflected 2 pronounced lack of any put autside of himself, yet conmious, too, TS oe paderiying goodness and intelligence there, 1 said: “Jr's easy to see you have a lot of good ideas. Too bad you aren't aiming for a job where you ean put them to work for the benefit of all, in- esd of suppressing them. A few more pean of training and you become an instructor st ane of the universities, California or Stanford, for example, Over che years you could pass along your sound idess wo thousands of orber young peo- pl. There woulde’:. be much glamour to i, l kaow, and it’s certain you woo't make your for. tune,’ but you would do far more than merely earn a living. You'd have the deep sstinfaction, for ame and for etereity, of knowing Che world. has been made & bit better off because you've been in ic.” I paused long enough to give what I'd just aid time to dink in. Then 1 put it oo him: “How sbous 32? What do you chiak?” winal He didn’t answer for s moment Gr E78. = 188 fy, his face lighted up a fictle and 2 gria broke che eorvers of bis mouth. “2 chink you've got Kae thing there . . « i¢ sounds like « good ides. Bur you're the Giret one who ever suggested it to Te I ssean, it eo mee jose this wey.” ; young and old—tike this boy, rendy and willing © dedicate themecives wa 0 carver of wssching—once P| 3 they realize the power for good esch of them can ie ¢ reminder, a-word of direccion and encourage- ment, Without meaning sny harm those closet plain: when they find perverts of cubversives in the educational field—do nothing to supply berter eeachers, Actually many throw “cold water” oo anyone, especially one of their own, whe has the courage and generosity to offer himself to the ail- important task of training the 50,000,000 young Americans now in owe schools, Serangely enough, the overwhelming majoriry of Americans do not seem to ask themselves the obvious question: “If we who believe in God, Prosestents, Jews, Catholics, and those affiliated with wo faith, weg- lect or refuse to teach these 30,000,000, who are our very own, who will feech them?" But the problem is fast eatending itelf into all sections of the educational! field. By our aeglect, we are inviting disaster. In his book, Owr Chel. aves Ave Ciesien (publics in May, 8747}, Doctor Benjamin Fine, educstion editor of The New York Times, gives 2 frightening pictare of Gindings are well semmarized in the following: “In many respects what I found wes shocking. Many school cystem: dave broken down; éduce- tien face a sevions crisit, Handreds of com- munities cawsot get adequate teachers. ¥ spoke to men and women who beve wo wore Hebi be im the classroom then I beve fo pilot a seper- penenger plear. .. . We will wffer the comsu- quences of quer prewat meglect of sdacetion a gevrvelion Geace.” Rofserine to the face that aver $10,000 of the 850,000 teachers have forssken the nation’s adue cational apsem in the last few yeahe, and that “deserting the classroom by the tems of thonsends;” ’ 5.