The following text may have been generated by Optical Character Recognition, with varying degrees of accuracy. Reader beware!

'1 ‘0 Department of Education. first gave es- _‘ â€" of an authoritarian social systemâ€"Fas- Naziam and Communism in contrast to De y, He explained: "Fmism is based on the 1' that the state is supreme and that the of the state is organized best in various of syndicates representing interest groups occupational groups. Persons in groups have web rights as are granted to them by the . In a Nazi philosophy the race and state are . me and the state is a machine for advancing interests of the race . . . The individunl is . the race and its state are everything. u maintains that there is a certain in- ‘ le sequence in social development for every y . . . In practice. however. Communist ' have used their power to ensure the arrival e inevitable." ‘3- speaker then gave these points to delineate basic difference between democratic and unth- * 'k * FROM "AURORA LEIGH" By Elizabeth Barrett Browning Women know e way to tear up children. (to be fume ey know a sim le. merry. tender knar Of tying sashes, "ting baby shoes ‘ Dd stnngin pretty words that make no sense, Dd kissing full sense into empty words; Which things are corals to cut lilt- upon, Alrhou h such trifles: children lettrn by such, Love's holy earnest in a pretty play. And get not over-early solemnired. But seeing, as in a rose-bush. Love's Divine. Which burns and hurts notrâ€"vnttt at single bloomâ€" Becorne aware and unafraid of Love. Such good do mothers. 0, a poem written or" 100 yeart ago my; tibirlfigd the child pryrbot'agirlt are tlrrumg * i it rian forms of rule: The basic assumptions in a democracy are the importance of the 'vidual who has pewer of reason. of choice of selfâ€"direction; the sanctity of the indivi- is derived from a higher source lhitn the rity; the limit to personal freedom is mutnly 7 freedom and security of others; those excr- 'o- authority are subject to recall and itL‘Ct'tllnl‘ for stewardship; all leadership is subservient the ledâ€"the power and authority of leaders f- rulers is delegated to them by the people. I: perpetuation of democracy is not pri- y in the interest of those who ctcrcoc er," said Mr. Davidovitch: its continuance is to the majority and the individual. Thom: Whom it. is most important mint then :tcccpt r responsibility of ensuring that it survives and v ea. 50 democracy depends on you and me ,1 ntanding what sort of behavior and knowl- -- are required for democratic citizenship and the light of that understanding taking appro- action. We are born with a potential to ' . to choose wisely. to live effectively in so- . , but What happens to this potential depean the various institutions â€" the family. the y l. the churchâ€"which socialize us and later on our own choices and efforts. The kind of in- dividuals we are ourselves determined the kind of other individuals we will help to mould. This in turn will determine the kind of muiorities that emerge around vurious social problems and their solutions. In the end. these will determine the kind of groups und individuuls who will ultuin power and authority." The speaker suid thut passivity. uputhy. in- dulencc or slnvish obedience no: not the virtues of it dcmocrtttic system: nor ignorance of how u \uciul system works. how government is financed and “hat public money is spent for. And he concluded: "If we truly subscribe to n democratic process. then we cannot consistently practise dictatorship in our voluntary ussociutions. ottr homes and excn in our business establishments. If we believe thttt u democratic relntionship between lenders and followers H a good thing. then we mmt put it mto prttcticc wherever we hnve people work- ing together." .-\ lively tllwtlulttn followed this uddress. Some- one .‘I\Lt‘tl If H I\ right for ltttliuns coming to this country to iwlule themselves in ghettos. Mr. lltmdovttch mid that ll t.\ not efficient. but the ltnlntns lime u strong fumin feeling and then: or: so many I‘L'ltlll"l.‘\ that the l'tmttiv soon become“ d clun. lttlfl) stillictcnt unto melt, 'l‘ltc lldlltt'll wunh In l‘nlltwt‘ l‘tl\ own customs \vltcn lnr hts oun intcrcst he should he Running the \hlll‘t in line with life in ('nnudat. From our point of vtcu there is no danger in letting them follow their own ways unless they become unli-uwiul. If we do not interfere they tire liltcly to solve the problem ll'll'l'l'htll‘c‘t. Muny ltulmnt now one eager to learn l‘nylhlt. (in the qunltttn of ritual segrcgnttnn it \vus suggested thttl tourist upermnn nrc :tirtlltl to tulmit Negroes in cost: they muy line the lltthlnc“ of other Inllfl‘l‘ Mr, Duvttlunlt‘h lelt lltttt the“: tourlst upernton might be tttnculculutitru the Hill- “MIC of tourists In general ‘lltc t|tlcsttun l'l out "Are people Neuron?" l‘tll "Arr: they tlcct‘nl tttttl wellheltuvcd'.’ Will they dmlruy ptupcrty'."' If thrnt’s .trc kept wort-pitted Il‘l slums they'll never learn the metal \lttlln nl living with smother lilL'L' '3 “lit-n \utttcnnc .nkcd If lltc \t‘ptttdlt.‘ schools \L‘l up hy the ltuttlt Reformed (lllllL'lI me n Ihrcnt to (.tnntltun unity. llll‘ speaker ttruucd that they me not it thtcnl. llL‘ etplutncd how these people feel illlnlll cspmtnfl their children to more rd our tll‘lltlllh \llL‘ll tn tlunctnu. using lip- stick. .tntl other th\lt|ttt\ not tulcrutcd in it Dutch home of tho rt‘lltzttln. thew rostrum- Would he l‘tllur undcnlnntl in time and pctlmp'. tolerutctl. tn the meantime the Dutch clctncntnry 'tt'llttul h.“ to give Its children it course of study that wrll cnultlc them to fit mttt our high school course because they have no \Crlilttllc high «ghouls (‘omrrturtk‘ltlort Problem: It would be difficult to give u report of Prof. ll. W. Dcnt's provocative utldrcu on "Communi- cation Problems," involved us it was with visual texts and the probing of our own minds. But no 13