I
. to define what is right and wrong,
nd the "hippie gener youths feel free to do as they
shrre txie
11 shrre the
zero lives that
g living
nliere cdiilt society a
ation" have gone ■'.Trong
responsibility for th
some of today’s youth
i'l
bed uiun vouti.y -^ ; -i-heir vcxii --
2re totally fi’ustra t-eo anything better
^ T 00. S 6 #
" Today's ultra-liberal clergymen are
some or toaays and disgus-
I'lany hippies feel iioroover, they
bed with today's soci ^ v » vain at-
beiapt to replace spend
I-m suro thoy don't_pl;‘' w
the
but.now they
of their lives lay-a,bout
are living a p-nimal shouldn't e:--
in hippie®^^
! intentionally contributing to lawlessness,
I Some march in the front ranks of protes-
' tors and by their presence seem to encour-
’ age civil disobedience,
-est’ When they begin to preach and practice
■ obedience to the Ten Commandments and the
laws of the State, then general respect
f«r law will be easier for youth t« ac-
eristence-
2 n 2 niiU'
, j -Thst reason.
perianoe !
ceptt
As young adults we must also share th'
responsibility for our own actions. We
are all aware of what produces good and'
what produces bad results. We can't put
v.lhst
cult? -'-hot drug addiction is
It is well The use of drugs
"^*^^h-noies''is-s- e - - Everyone is a free moral agent and has the
ilg±s among J.J^o^e^stimcte the ,, power_^of free choicej we_ can and must de-
^'o ^ * — * *
est-' blame on the adult generation.
ing IS amuiis I' overest-imc’oe uui:-
“h don't y* f adfflction. Tha =1^ ^ °
norriblo effooySnljunno, heroin end i viU load.
cide for ourselves what kind of lives we
- -TQ-n n'^riiuanc'5 ntiJLUj.ii
effects of LoJJ, mind of! Parents, teachers, and clergymen must
.. .^-ovicfs is tncu 0 .j _a.„ : set the norms and help the youth pattern
their lives. The decision lies also in
bsd
other dx-ugs^
their '^sguided users
Hjaessed their minds
Some addicts have
so badly that they
!bnorra;
1, Some people}the hands of the individual youth. You can
L_ J ^ ^ 1 • i
^ 1 soiiuxin^^— A-- -.1. I LI., *' ' — —
re dooraed^lo^i«'^^^^^ takeand must decide to channel your life into
I useful and productive channels. Only by
j doing so can you expect to be happy,
} HAROLD WALSH
on strong 2 rational being
their^own observe the effects of
sS should want-to avoid becoming
Another crippled drug addict in our
society.
•e can blame
for the outcome of the generanionj
JoSes/schoolP, rnd chrrohes. They rlX
phy hpor-tent roles on sheping,-o soyety.
^ Parents are failing to teach childi-en
I
*
three foimative institu—
Jr 5
oroperly in the homes. They often set poor
for their cliildren to follow. Re-
children learn by example
excessive drinlcing, drug taking,
marital problems and dis-
examples for theix’ children
member,
: 'hen
foul language, -
respect for the let: are the daily non,is
for children, ho^ can t:e expect anyone
to grow up and build a happy life? Until
oarents learn to correct their ot:n lives,
t/e cannot expect their children to be
come obedient and productive citizens/
ORDERS OF THINGS
Thoughts concerning the order of thlng.s
come to mind frequently now. Opinions are
born of experience, adequate or n±. In or
der to attack or maintain our present sit
uation of order, we must be well-oriente 1
to the possibilities of experience. All
its histories must become discovered and
jtheir results must be examined from the
standpoint of relevance to personal con—
^science. It is the responsibility of mar,
jhere, to examine his particular order(s)
in terms of their adequacy. If and when a
shortcoming does exist, the same law of
original examination and discovery again
jholds importance. To become an efficient
combatant, one must accurately anticipate
LC? ^ w L.*. 1.4.x Ci WO J-Jf dli,
Sometliing is criminsll?/ wrong './ith much uH outcomes of effort by the opposition,
of modern education. Schools and colleges ;before they can become successful. The
seldom teach sound principles oi life. bext step is obvious: initiate the »ffen-
imeh of what is taught is irrelevant. jsive!
Instead, teachers fun'ael into the i.iinds- But to return again to the importance
of the students agnosticism and atheixon— of the issue, the eneiEf must be defined
in the form of evolution. God is thro'rn
out of most all tJie classrooms of schools
and colleges. 'Jhen there is no God, there
is no God, there are no absolutes and no
• efore he can be sought out and dealt with
ffhe all-important controversy of today's
phought arises out of the actual existence
!of a physical eneny as such. You can