Education and Race Relations; Human Rights In World Affairs: Implications For The Schools; 28

I. Mean. At the last formal lecture series. DR JOHN GIBSON reviewed the question of education and race relations against the broad background of world affairs II. Our panel members will take up the same topic but at the action level our guest panelists include Mrs. Ellis the team in from the Lexington Public Schools Mrs. ataman. You teach what subjects and what grades. I teach history at the ninth grade level and we have from the world of the press Mr. Jeffrey Godso of the Christian Science Monitor. Mr. Godsell besides being a reviewer of books and a writer of columns what else is included in your journalistic job description. What I'm paid to do everyday is write editorials for the paper and we have Dean Edmond A Gullion from from the Fletcher School of Law and Diplomacy at Tufts University. Didn't

go to you when you come to us recently from the diplomatic world. What part. What parts of this diplomatic world. Well I served in Europe Asia and Africa. But in time I believe I've done more work in Asia and Africa and elsewhere. More time in the developing countries than in the established state. We're going to have to use your services here this evening. And of course we have them returning with us wearing two hats. On this occasion the Dr. John Gibson who serves both as the resource person in view of his last presentation presentation and also as my co moderator we have with us and our panel. Dr. Gibson. Three Worlds the world of the press or the mass media. We have the world of the classroom and the world of the diplomat. I think we ought to start with the classroom where I would like to start. Mrs. ataman How does one fit all the emphasis that Mr. Gibson placed at the last session

within the curriculum How do you fold it in. I think it ought to be folded in so that it becomes an integral part of a course of study. I don't think it should be tacked on all that for a rainy day. And I can give some examples for instance of how Lexington's has attempted to develop human rights and in its curriculum the social studies curriculum I'm most familiar with. At the ninth grade but the course of study is what we call world civilization 1. Actually it is mostly ancient history ancient and medieval history but the introductory unit concerns itself with physical and cultural anthropology. And anthropological concepts on race and racial differences. But on the 95 percent similarity and 5 percent differences that make up the human family. These concepts are emphasized and brought about. And I think most important I give as a scientific basis for human rights as well

as the moral one that is inherent in it. In the 12th grade world problems course there is an entire unit that is devoted to cultural anthropology taking contemporary societies. This is an introductory unit to say that they when they when they approach the problems they have some background. In the U.S. history courses. Well it's quite easy there because you can take the Negro in American history or you can take the Civil Rights Act the legislative acts or the constitutional development but in every case it is made a a part of the course and taken as I think very safe. This is borne out by a lot of the work we've done in this series it seems to me that educators have said when you're talking about race relations or human relations are the negro or American history and so forth that should be incorporated within the framework of of course an instructional materials rather than just being passed on a Friday afternoon to say Nakumatt kids this is race relations day you know and that's let's get with it. I like your way of

waving it and very much misses a payment. Well can we take advantage of the deal you're going to hear based on your observations abroad particularly in Africa. What can you say about ways in which American attitudes on human rights seem to affect the attitudes of foreign countries toward us. Well it would be to take a large chapter to recount all the ways. I think that Dr. Gibson summarized these very forcefully and admirably in the last session. I believe that most observers realize that probably the single largest irritating factor in our relations with African this. Is the. Reflex of the American race problem in this country. I don't believe that there are many Africans who would judge us by. Whether or not we are executing or implementing the Declaration of Human Rights. They don't think of it so much in juridical terms with the exception that mention presently

as they do in just the projection of themselves into the American situation. Strange as it seems we in this country can be used to what we see on the television screens and some of the Southern states and schools. And we see certain ritual gestures in them but they have lost their capacity to shock us. Although. I know that most of us can be shocked. But each of these things come as a new blow I think to people who happen to be of the same color as those that they think are being oppressed here. And the cumulative effect of this is enormous. And a long hot summer in the United States one incident perhaps could be forgotten in African country. But one after another builds up accumulated and. Really almost hysterical kind of an effect. It accumulates a feeling about America which is a constant one which I distrust doubt.

This will be normal circumstances overbalanced by good factors or good thoughts toward us. But should there be something such as a Vietnam incident the Vietnam crisis which they may not agree with this subject together with the other. But is there adds up to something very very bad. I said something about the juridical aspect. It is very interesting that some of the countries who are going through their period of motion making a constitution choosing. Are very conscious of the constitutional issues involved with the United States. They're dealing with the problems of state sovereignty versus centralized power federal government and its relations to states one for example the federal government nationalizes the guard or sends troops somewhere. I've had one African leader say that's the way to handle our problem with that recalcitrant province. They see this very much what we're doing. But I know we'll be coming back to this I don't want to talk to you on this one.

Well Mr. Godsell you session. What's your reaction to this conference. Well it's an open ended situation. A lot of people don't know it already. When I speak there I recognize that I'm a Briton and I would say that perhaps Dr. Gibson as I see it didn't emphasize enough the difference between the way in which you guarantee rights here. And the way in which some of the older countries would have a completely different history from yours moving toward it. You as a country you as a nation started with your Declaration of Independence and your constitution as the blueprint and everything is being poured into the United States since. Has been fitted into that blueprint. You had a blueprint based upon very noble principles and ideals. And since finding. Your aim has been. To fashion a society. Based upon those principles and ideas. That

other countries the older countries in Europe in Africa and Asia have started as tribes or as racial groups and have gradually and organically developed towards the recognition of certain ideals in their organization of society. And so I don't think you will find people outside the United States. Coming to it with the same kind of constitutional approach that you have. Because of your history. Now I have something of a mess of messianic concept if you like of the mission of the United States in the development of human progress and you are the only. Great and successful country that started on principles. And not on a tribal group. This gives you I think a tremendous advantage in many ways and is in some ways the guarantor of your. Continuing. Success of coming ever closer to the achievement of what you set out to achieve. But at the same

time it's a tremendous liability because you have you have announced your standard before you started. And when you fall short. People point the finger and particularly on this question of race relations. I know when I was in Africa and the Middle East you would find almost everybody knew who all three Lucy was you Emmett Till was you who Malcolm X was you who James Meredith was but you if you ask them to name any Cabinet member in the United States they wouldn't have the slightest idea. Well you know what Mr. Gazal I think it's made a very good point except that. The preamble to the constitution and so much of what we see in the Declaration of Independence we've talked about as ideals certainly came right across the ocean from your nation and we borrowed very heavily after we had been here and I say we after the colonies had been established for almost 200 years we borrowed very heavily obviously from England even before that in the 1770s 1780s the rights that are in the

Constitution come right out of the writings of John Locke the English man and so forth. Yes but I would say recognize that. But do you take any any group of Britons think we have no written constitution. We have nothing in writing at all. This has evolved. Yes. Now so long as you or a group of people living here where people have British stock who inherited these ideals from the British Isles it was all right. But the people of British Donkin the United States are of a small minority now. You used to built the mood. We're a minority group and you poured into it people from all over Europe and from all over the world you can say that the people who came here from Asia the the Japanese and Chinese are now poured into the mold have become Americans and I think there's very little prejudice or difficulty with them. You have your last big problem. The black problem which I think you will eventually so and this is the great testing thing for you. Well of course England itself you have the angles the Saxons the Danes the Jutes and then heavens.

Yes some people living in Wales I can't even understand you have a little bit of you have you have a little bit of cultural diversity there. I think one of the things that has helped to make us what we are is the fact that we probably are the biggest bunch of Mongols there are in Europe out there as well. What about them. Yes I agree with the essence of what you are saying. But I think that the mere existence or the. Rescript of a constitution is not enough in itself. All of the new countries in Africa for example not all but most to start with a beautifully Toula fine vintage Constitution usually written for them by the former colonial master. But very soon these constitutions these written constitution become meaningless. They will be replete with all of the guarantees and stipulations about human rights but a great deal more of experience is needed if I can say so this. Human rights is a new way the. Product the concern for human rights is a product.

Of a great deal of experience of living as a nation and the modern of the development process and the modernization process. We're inclined to think that these things de-humanize and in certain certain circumstances they do. The Declaration of Human Rights of the United Nations is deals with sophisticated peoples and their concerns as well as with the more more or less developed countries that are things like industrial rights and labor rights and Cravell rights and educational rights that reflect the concerns of people living in a highly developed society. I don't think that the people in the new countries or anybody who's living in a Rousseau's state of existence is automatically living in a condition in which human rights are going to flourish. This is a contradiction in terms. In fact the ingredient as the funding for Africa and the UN Declaration of Human Rights been observed in practice. I suppose the answer to that is that it has and it hasn't it's certainly far from ideal

and continuation of what I was saying. And I think it applies here. You need. A Judicature and the experience of law. And a reverence for law. To ensure human rights. Many of the constitutions in Africa exist but they develop jurisprudence that develop Judicature doesn't exist. You need I think. A multi-party system or a two party system. I think it's very difficult to ensure human rights to the right concerned with them and a single party system. You need education. I say human rights is just not a natural human thing it's something it has to be defined and litigated and then enshrined in law. You need education. And in so many of these countries literacy is very high and most of the people of a school age are not in school at all and in the absence of some of these things it's rather religion which is a better transmitter of the ideal of human

rights than some of the institutions we're thinking about and the Constitutional or governmental way tribal law. Is won but tribal laws do always provide for human rights as we would like to see them provide. So you've had some experience abroad. I would like to take it up on a couple of points. First of all his remarks about the need for a two party system in the kind of society to which we are accustomed I would say yes. But I am wondering whether it is. Essentially in Africa. There's been the example of Tanzania. Oh yes. That was a fall of 65 and most know it is a tank well in their most recent elections they have a one party system but in their most recent elections there were two candidates in each district. They had to be party members but the choice between them is completely free. Once the candidates have been

nominated the party the party leadership did not favor one over the other. They were guaranteed equal time for meetings equal time on radio. Things like that. And in that election two of President my areas senior cabinet members were defeated seven junior ministers were defeated which would give some indication that that the government allowed a considerable measure of freedom and freedom of choice. And one other remarkable thing in election that I think it's very much to the credit of the people of Tanzania the black people of Tanzania was that in two constituencies in two districts there was a choice between two candidates of the European and the Asian. And Mr. Mayor his cabinet were elected over black African opponents by totally black African constituents. So you have a white man an Asian defeating African candidate when running in a constituency in a district where all the electors are black Africans. That seems to me to indicate something very decent about

him. It's very helpful to me as a teacher. Too often. The. Students. Will measure every action of another culture and they will compare it directly to their own experience and if it doesn't relate. You know if you don't have a one to one ratio and they can't understand it and they reject it no longer becomes democracy or it no longer becomes civil rights or are these people don't understand what freedom is and so forth. But I think if they can understand that human rights will be meaningful for a culture in the ethnic development of this culture in the example you gave it probably wouldn't make sense to our system but it does share what you say to a decency or social morality you know an awareness of another person's rights and ability to win out you know to have a victor and I guess if I may I would like to turn the discussion and the focus a bit on the youth if I may for the moment.

I stole a phrase from David Gergen as he knows the phrase on public diplomacy. One aspect of public public diplomacy might involve all youth who play a role on the international scene one way or another. We have many young tourists who visit other countries. We have many youngsters who are students working who are studying in other countries we have youngsters who engage in overseas experiments in living who take part in international enterprises. And of course we have many youngsters living youngsters or parents who are with the military or the business world the diplomatic world and then we have of course many youth in the military. And this represents a whole army of young diplomats diplomats may I say. Ugly boys and girls. No I believe that you give an excellent illustration of what we mean by public diplomacy at the moral center. We've tried to seek a definition for it.

Would you explain the moral center just a little bit because I think in terms of graduate education international affairs and what it means for it for the whole educational process this is a very exciting development and it would sharpen up also. Mr. Gonzalez role. Yes. Yes. Very briefly this is the Edward R. Murrow center named after a man who was a great public educator a great exemplar of what we mean by public diplomacy was distinguished in their fields of education broadcasting in the mass media and in the field of public information and propaganda. We consider that public diplomacy comprises the ways in which individuals as well as governments and groups as well as governments influence foreign peoples. With resulting impact on the foreign policy choices and decisions which that foreign government and people will make. So obviously that doesn't clear the actions of labor movement organized labor of youth movements of youthful travellers or people in the armed services of

tourists. It has to do with the spillover of all our communications activity. You might say that it's an amorphous subject. It's something it does need and is capable of being defined as certainly the activity of use is is one of the most important parts of the study of public diplomacy and also the question of human rights. The study of the development of jurisprudence is most important. I think that in these new countries that we're talking about where. Human rights. Whether we don't know whether the curve is going to go up or down a great deal depends upon the leadership and the source of that leadership that it is of course predominantly young. Most of the 40 or 45 in Africa is a superannuated international meeting they're young and up on their feet with a spring. And you know it's. There is also combined with the nationalism there is a sense of belonging to another

particularism and that is that is that sector of youth I don't mean an organized youth movement but most of these nationalist leaders are conscious also being a member of the youthful part of the human race. And this of course is one of the great appeals that President Kennedy had for them. Our own attitude and I believe we have discussed this tactic of heresy is the United States attitude or official attitude toward youth movements abroad is I think tends to conceive that there is no place for an organized U.S. policy toward organized youth movements. These are issues of America and somewhat defense. Yes. Well yes it is defensive. One thing it often leads to a difficulty in international conferences especially those that are perverted communist adman's where these so-called middle age youth leaders are a great deal of experience. These conferences know how to get control of the rules committee and the membership committee and the drafting committee and they have all run through the drills several times. All right boys are really genuine and authentic. Use your summer vacation at

the major conference with the various groups and there was a caucus there their friendship patterns established. Now we could I suppose we could caucus our boys that we could form a government youth movement and we could have a caucus of the leaders and we could train them and how to win all the tricks at these international conferences. Or we could just let things free will. I think we do now but there must be a middle ground. This whole problem of youth conference is one of the subjects I suppose of that has to do with. Public Diplomacy. Now one of the things that these conferences are very much concerned with as well as all. Youthful concerned youth is concerned more than older people with its place in the world isn't it. I mean because it has its place to make. You think of the UN Declaration on you. Well you said at the last session that you'd like to see a declaration of use. And that was a telling observation but I've been thinking about it since and I'm not so sure that I like the idea of a manifesto of you.

So that's a loaded words a manifesto. Well what's wrong with a manifesto. Who would you would you get to do this. Who high school youth college youth What do you look at all these youth movements. I think teachers might look up the American field service the Association of International Relations Club the collegiate Council for the United States the experiment in international living alumni the American Red Cross membership crossroads Africa in the United States National Students Association the United States youth council as a matter of fact we have many groups in addition to the Peace Corps crowd with interlocking directorates to I'm sure the YMCA is a good example of an organization which would get down more in the school I suppose if what I am maybe I'm reflecting the bad tendency or the negative is to governmental philosophy. Mrs. ataman said that she thought that concern for human rights shouldn't be tacked on as a Friday night exercise in the schools where the idea of a specialized

compartmentalize youth sentiment is something that seems to be tacked on or apart from American life. I don't see then why we don't have a declaration for everybody between 50 and 55 and I've got some things to say. But we do we do that. But I think that I think that youth should. Be committed to be committed and should participate in things like the sort of great leadership. But I think that you're sterilizing their participation if you say well now you're a very special group of human beings because you happen to be between the ages of 17 and 25. I don't think they deserve or ought to be saddled with that much self-consciousness. Well let me say they're special because they're in a dangerous occupation it's dangerous to be a youth today. How do you do it. Well it's our time of mine a decision that has major consequences you are disenfranchised. Until you're 21 you're the victim of a false god. You don't have any good hero models to follow. I'm trying to write a song. Ain't you glad you're not a youth.

I feel this way. I feel like it's good to be a useful member of the family as well. Yes I think they can. Have commitments but I think they can have them right here at home. You know I don't see why they have to join very large organizations nationwide. There is a place for it I suppose for some of them there is a real place but there are students for instance in Lexington who are involved with civil rights and they are making decisions. Each one has to make a decision. Shall I demonstrate shall I not why should I. You know what does this mean to my family to my south. Shall I try to raise money and raise interest in the town to help the people in certain cities in the south. This is coming to grips with the reality. This is making democracy safe for the world. This is givings too isolationist. The international system tonight is the reality. Look you have many youngsters in

Lexington Massachusetts who are already been abroad. Oh yeah. Look let's let's not to close them off from other you know the I don't the world. I don't think I. I didn't mean to give the impression that they should stay in their own backyards. I think you should start you know with what you can understand immediately and then grow up and work out from that point. And I don't think they're all capable of making this real element yet in cultural anthropology. There are some experiments in which we start with the Bushmen or we start with Eskimos from fire and come home. I'm not so sure that. I suppose Mr. Godsell Dr. Klein as I have sat through every day of for United Nations General Assembly. I don't know how much money is spent in long long speeches in tremendous amount of paperwork. I not a supporter of the

United Nations. I wonder if instead of spending time on the drafting of a. Declaration of Rights or youth or a manifesto whether there wouldn't be more practical to try within that framework. To get. Governments. To help. A much bigger movement of youth between countries school exchanges University exchanges. No one comes across students from all parts of the world in the United States. But there are there are countries there are some countries where they do not receive money from abroad. And when they themselves have very limited opportunities to go abroad. I know in my own education experience probably the most important thing that happened to me that was the result of a sacrifice at home to send me at the age of 13 to a school in France. We exchange with it with the French boy. But I came from a very modest home. It didn't cost a penny because the exchanges were tight. Looking back. I feel that that was probably the single most important thing during the whole of my

youth. Mr. got so I mentioned the American field service which is open to boys and girls from 16 to 18 years. And according to a recent statistic. Eleven hundred U.S. and twenty eight hundred foreign participants exchanged all honor. It's good what see. I would like to see this kind of thing happen out of countries and into countries that don't have the same facilities as the same resource I might say with the declarations of the operation cross from across North Africa and through the Peace Corps which formerly young I'm entirely for what you're talking about. The real problem is this phenomena of the world getting poorer most of it getting poorer wealthy richer gets richer. If this thing is going to be cope with there has to be a tremendous transfer of knowledge from the established states to the new. And one of the best ways of doing it is by transferring young people from one place to another. I am all for this and I think that we had the figures before us we would be astonished

despite the tremendous amount of cross-cultural contacts and migrations. How little relatively is being done as well. I'm for this but what I do have some reservations about is how much this ought to take the form of a conscious separatist youth politics which is international. I just don't know about that. I think they should all get together and there should be all the exchange in the world. So we are so reluctant to do this in the United States within a school system in the United States especially one near a university. The opportunity for having the school itself. Foreign students for instance to come and share their experiences with the high school students is one practical way were they in the Boston area or New York or Chicago or San Francisco. Good heavens there are foreign students there who who can and must be my fourth or fifth of foreign students which enormously enriches the school. We do it. But you know a classroom teacher sort of feels that way in theory or at

least somewhat timid and you know the professors are very busy. So you want them to come in some professors. Well but you just do not the university people get compile a list of let's say graduate students are undergraduate students who would be interested in leading American youth. And then circulate. Let's say there are 20 communities around greater Boston. There are four or five universities that well why don't they do this. And then if we get this type of. Invitation it says don't be afraid. Come and see us we'll take advantage of it. I know we will. I know teachers who are going to get. There is a foreign student official on our on almost every campus and there is already a list available and to satisfy the student that comes in is a rush the first year. The first part of the year and then somewhat forgotten. And there have been some exchanges some communities have invited them at the seasons at Thanksgiving time and

Christmas time. A home visit but I think it is true that they represent a tremendous reservoir in the cultural exchange that has not been explored. It may well be that we can start this at the Fletcher School of Diplomacy and other places and not only foreign students but to get back to race relations in our country. Now there are many 70 graduates who are attending our universities. It's hard for Northern children who see the race problem in one way and something to see it in another way like to say to understand this but if they could sit down and talk discuss probably have some kind of formal presentation. This isn't an immediate contact it's me. Well Dr. Gibson himself has done this in your community. That's. True and I think the UN declaration itself irrespective of all the idealism that is obviously explicit or implicit in it does say that you know really this is going to have to come out through education and I think these education exchanges and the kinds of things we're talking about here certainly is one route toward making the realities closer to the ideals and that I think

is what we're shooting for. They would come back to the press on the question of the let's say the race riot. And public diplomacy. As David Gergen has described it and defined it what is the responsibility of the press. The dramatic the why all gets on the front page. Because you're from one newspaper where this may not be so true but the headline screaming headlines I mentioned in Stockholm and in Grenoble on the rights of the United States represent a certain type of report reporting you don't get the other side of the coin in which two youngsters are sitting in the classroom right youngster colored youngster working together. I think we come back to the basic thing about you that just one of the sad things or bad news makes news and good news doesn't that that is how it is in human affairs. It is you have to live with it. In other words as I said I think I think that all the time the press and I hope the

people that I would make a special contribution in this direction. The monitor certainly does try to. Help people to be more appreciative of the good in the world not to ignore what is not good to try to do something about it. But if we want if we want to go forward in a kind of balanced way we may as well be encouraged by our victories and that will give us added strength and incentive to tackle the things where so far we seem to find defeat feed. So I'd like to ask Mrs. in a rather. It's a simple philosophical question do you know you're better. No I think that any of us because of the age groups that you work with. Do you think people that age that there is a real instinct for human rights or do you think this is something that has to be inculcated and taught. Well I can answer the question by sort of posing a question because in my classes yes. When we bring up.

Issues and problems of human rights. When we try to understand. You know what cultural opportunity means to the exercise of intelligence and the development of intelligence the successful response and a successful life. They're very sympathetic. They want to understand. They have a high point of indignation. They want justice and they want it very much they want it in their lifetime. I wonder. If you have other cultures respond in this fashion to because you said before that we had a blueprint. We every day this is part of our life. You know this is the ideal and they are aware that this is the American ideal that it is gone. And we should have it. But I wonder if other youth respond in this fashion. I think they do I think young people up to a certain age are instinctively these tiny. Some people say that young children are destructive I don't believe that at all. Pulling the wings off life but I'm trying to think that it

is more important that they are instinctively decent. And I think that's decent and Devil's turn. Well I don't I don't think that there is a consciousness of racial difference up to a certain age. I think in the countries that I've been in I would say that the reaction is very similar to the reaction here if in the children's home there is bigotry on the part of the parents and they're surrounded by it all the time. They will reflect it at a much earlier age. But I don't know what your experience is but talking to Negroes here. My impression is that generally hit despite the problems this thing doesn't sort of raise its ugly head until they become and so pubic reached puberty and then the sex raises its head then all the problems start. We have discussed some aspects of this problem early with Dr. Drew. We used to got some of the Nichols's But you know I remember some of the films of Danny Kaye when he was making these world tours for UNICEF and the

responses in the area of humor and the mellowness and the quality of young people. You think this is something natural that young people have until in different countries in different societies their cultural patterns and their environments tend to close in on them and I suppose that in areas of foreign aid and what the U.N. and the United States and other countries are trying to do in the world that that environmental context if it were improved and bettered would permit the child to mature within a kind of environment that would carry into adolescence and carry into adulthood. I think this basic human quality of the essence of human rights and respect for others it almost seems to me to be inherent and they really ask this question. So the. Pediatricians don't know about this thing but I have the impression that they have a fundamentally pessimistic view of infant human nature. Well I was going to ask her if you didn't read that the children start with the start of

a savage state they get educated they don't start out thinking well we talk about human rights. Property is one of them as stipulated in the UN declaration. I don't think that this is something that the child has to learn does not learn the difference between mine and yours everything is mine if that's what would want to begin with. And I do think that the distinctions of race are learned and are infectious. This is different. But these other other human rights are evil or or potential for evil. And in the human being I don't think that people are along with born equal and dignified. I don't think that there are the Amish are necessarily good. This is a kind of you've got to educate people. I think we're getting off into some more. But I've got to ask you if I may where the teacher can get some materials that would help her within the framework of the classroom better to teach human relations. And I'm not talking just about the Boston area.

I'm talking about sources that you know might be available. What do you use your national materials like steel. I think the United Nations probably more than any other institution in the last 20 years has conducted studies produced to nation. The World Affairs Council will provide a teacher with all their words the 3000 in many cities in Boston has it I'm sure that every major city has it and they couldn't have any small town library will will make the cometary apartments public information. I believe that the United Nations has catalogs and instructional materials that teachers could use in the classroom as well. Now that's an excellent source and just as an example the April 18th. Nesco Journal happened the Korea in 1960 1965. The entire issue was devoted to race and prejudice but it dealt primarily with the biological aspects of race. And the articles were written by a very well known physical anthropologist creative people. Yes. And there was a document a statement

on the biological aspects of race which was endorsed by over 20 international anthropologists. County court was the American I want to see was the American anthropologist. Now this is excellent material that a classroom teacher can use braces like the monitor. Yes. There is here race in history. It. Put out the race question in Morningside and Esco publication. Yes I believe and take for instance race and culture is one the place of western civilization and race history. And then I think for instance a new newspaper that perhaps I should say an institution such as the Christian Science Monitor has excellent accounts. And will come frequently. You know they don't. There are there is no on the trail in other words to do the job in the classroom. The painting that non-reaction apology and sociology are now all oh everywhere you can get. Well I hope you heard that. We didn't we didn't insert that into the bibliography. It's such an extended one but this

is an excellent suggestion that time is getting short. And I would like to conclude with a few words from President Kennedy's special message to Congress on our nation's youth of February 14 1963. The future problems of any nation he said can be directed directly measured by the present prospects of its youth. This nation facing increasingly complex economic social and international challenges. Is increasingly dependent on the opportunities capabilities and vitality of those of us to bear its chief responsibilities such attributes as energy readiness to question imagination and creativity are all attributes of youth that are also essential to our total national character to the extent that the nation is called upon to promote and protect the interests of our younger citizens. It isn't an investment. It isn't an investment. Certain to bring a high return not only in basic human values but in social and economic terms. Although the resources and the leadership of the federal government are essential to this effort it is

states and local communities that have the primary responsibility of supplementing the family effort in protecting and promoting the interests of children and youth states and local communities and the teacher and that is what we've been talking about in this series the teacher and the role and education the race relations has. This task that he or she must exercise and that's not a feeling. As we would all agree. President Kennedy included all youth. Now supplementing the home and family is the school and you are the teacher. And that's been the main purpose of this series. And we would hope that as teachers. Mull over what we've had to say that this will make some contribution toward a better discussion of education race relations among our younger people thank you for being with us.