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149 <br /> Ive The public school system must not be less magnificent in <br /> Id, scope and design than the society wl-Ach it must sustain. <br /> ily Our Young People <br />'ge American youth have the basic qualities which will re- <br /> ny <br /> spond to the present urgency for increase in both excellence <br /> to and quantity of learning. If the future requires greater <br /> he competence of the adult, today's children have the capacity <br />,ce and willingness to achieve this added skill and knowledge. <br /> Teachers and parents must give them the vision, encourage- <br /> ur ment, and inspiration for their task. A climate for learning, <br /> an a vision for personal growth, a personal responsibility for our <br /> country, and a respect for education can and must be <br /> at engendered. <br /> Young people when given a reasonable chance, will take <br />,d responsibilities for study and learning; and, when given op- <br /> portunity, will reveal what they know and what they don't <br /> al know. This is basic to good instruction. <br />,h Difficult tasks, when they are at the same time mean- <br /> ingful, are seldom shunned by children. <br /> ce The discipline of free men is difficult of attainment but <br /> ill <br /> the schools of America are designed to achieve this end. <br /> American children and youth can and will rise to this <br /> is <br /> challenge. <br /> Because of greatly broadened experience horizons, Young <br /> e <br /> people have capacities to learn beyond past generations. <br /> it Travel, visual materials, TV, and wider social interchange of <br /> 1e <br /> thoughts give school learning a broader base on which to <br />;t build. Standards of academic achievement, therefore, can <br /> be extended. <br /> C Young people, like adults, need some time for them- <br /> selves and a chance to do what is not always adult-dom- <br /> e <br /> inated. To the pursuit of individual interests, as history SO <br /> clearly shows, may be attributed to many of man's greatest <br /> t achievements. Sometimes the guidance from within the <br /> young person is more valid than that which comes from <br /> guidance specialists and adult "wisdom" from without. Cre- <br /> ativity, imagination, and the urge to deviate must not be <br /> e frozen by too rigid bonds. <br /> S Young people will fail only if the adults first fail them <br /> Respectfully submitted, <br /> CLAYTON E. CAMPBELL, <br /> Superintendent of Schools <br /> Aoki <br />