[00:00:32.320] [music] [00:00:33.900] - [Narrator] Every day thousands of children coming and going from home to school. [00:00:34.080] All around them, the world is changing with startling speed and suddenness. [00:00:39.560] How well do the schools prepare these children for the life ahead of them? [00:00:45.080] Back in the 1930s and middle-forties, up through the middle-forties, [00:00:50.440] we had [00:00:52.080] an operation here that we used twenty-two or three mules and [00:00:56.880] it took eleven families of people to operate the farms [00:01:01.720] and cultivate the crops that we were planting at that time. [00:01:05.720] However, now [00:01:07.600] with the mechanization of farming we're doing our work now with six tractors [00:01:12.960] and four families of people. [00:01:16.960] And they're doing the work equally as well, perhaps better. [00:01:22.085] Therefore our school has lost the children. [00:01:22.280] It's drying up because of the shortage of families. [00:01:26.000] You have to have children to operate a school. [00:01:29.040] I think last year our first grade enrollment was fourteen [00:01:33.480] and the coming school enrollment, if I'm correctly informed, [00:01:37.366] they tell me there are seven [00:01:39.000] new students to be enrolled in the first grade. [00:01:42.320] So we're just drying up. [00:01:44.320] There are no children here. [00:01:45.680] Consolidation is the only thing that could [00:01:48.200] afford our children any education, whatever. [00:01:51.800] - [Narrator] The cities are growing— new offices, factories, houses. [00:01:57.400] People are leaving the countryside looking for city jobs. [00:02:02.960] - [Worker] In the construction business we need skilled labor, plumbers, [00:02:08.760] carpenters, sheet metal workers, electricians, and we also need laborers. [00:02:15.600] We have plenty of work [00:02:18.240] if we had more skilled labor. [00:02:21.880] - [Narrator] The jobs are there [00:02:23.914] but jobs are more demanding than they used to be. [00:02:26.800] Techniques are changing. [00:02:28.400] Work is more and more specialized. [00:02:31.080] Increasingly, the jobs need skilled workers. [00:02:34.680] It takes more training, more schooling to equip men and women for jobs today. [00:02:39.840] It's a technical age, a specialized society that we and our children live in. [00:02:46.480] [music] [00:03:15.360] Mass production we've had for a long time [00:03:18.243] in North Carolina's textile and tobacco industries [00:03:21.800] but now work itself is changing. [00:03:24.720] Automation shadows all industries. [00:03:27.720] Automation on the land, in factories, puts an end to many jobs. [00:03:33.360] It creates new jobs, whole new industries. [00:03:39.760] To live in this time of change [00:03:40.760] people have to be adaptable, to have new skills, to have good schooling. [00:03:46.560] They need to be prepared. [00:03:49.440] The schools hold the key. [00:03:51.720] How much can they do? [00:03:53.560] How well can they do it? [00:03:55.440] Often in the poorer counties of the state, not well enough. [00:04:00.040] There's need of a better system, of greater school resources. [00:04:04.960] As you know, the two Boards of Education in our county and the County Commissioners [00:04:09.560] asked the School Study Commission to go over the educational system, [00:04:14.920] take a look at the educational system in our county [00:04:17.760] and present a plan to them by which each child in the county would have an equal [00:04:21.640] educational opportunity and a better educational opportunity. [00:04:25.680] And this is a plan that we have presented [00:04:27.280] to the two boards of education that they have approved. [00:04:30.800] Dr. Daniel, one of the reasons that I'm [00:04:32.760] opposed to the consolidation is that it will take our elementary school [00:04:39.400] out of our community here and we'll have lost part of our community. [00:04:43.640] And another one is it raises our taxes [00:04:46.800] and also our kids have to ride a greater distance to school. [00:04:52.080] Well, I'm just like Bob about that. [00:04:54.520] I've always argued all my life when you took a school out of community [00:04:58.360] you hurt the community. [00:04:59.700] The valuation of your land goes down if you go sell it [00:05:03.360] and it'll probably go up for you to pay taxes on it [00:05:06.640] when it goes the other way. [00:05:09.920] If you ain't got no school in the community, [00:05:12.360] no school house, it all just seems to me like you didn't have nothing [00:05:15.096] [?] you're as bad as the church. [00:05:18.120] I feel deeply sympathetic [00:05:19.200] for the people in this community and other communities [00:05:22.880] that have a big change brought in their schools. [00:05:27.040] You have an emotional attachment to your school. [00:05:30.080] Now, my good friend Bob here went to school here. [00:05:33.720] His mother went to school here. [00:05:36.600] He regrets to see that his children do not go to school here. [00:05:42.120] And that is a change that stirs people and I feel sympathetic, [00:05:47.160] but at the same time [00:05:49.080] we must have an education that is suited to the time in which we live. [00:05:54.240] - [Will] There's not many people that's talking about these commissioner [00:05:58.120] and all those who lives back on the [?] of these creeks [00:06:02.380] five miles from the main highway [00:06:02.560] with three or four little bitty kids six years old on up, [00:06:06.200] seven or eight, [00:06:08.160] crawl out of a cold morning, [00:06:09.560] hit zero in the snow and ice about four inches deep, [00:06:12.200] and ride these buses off the tops of these mountains [00:06:15.860] down the main highway and then [00:06:16.120] ten more miles to Canton, heading back that [?] and then five miles up the creek. [00:06:21.560] I can't see good sense in it myself. [00:06:25.560] In consolidation, [00:06:27.040] the expense of transportation isn't going to be appreciably more. [00:06:30.920] We can route our buses going to two major high schools [00:06:34.960] almost as economically as we can going to the present six. [00:06:39.880] The other thing—excepting for the rare exception. [00:06:43.720] These children aren't going to be on the bus over an hour. [00:06:47.640] - [Bob] Dr. McDaniel, [00:06:49.080] you're saying that it would be cheaper [00:06:51.320] to consolidate and build a new building rather than [?] these teachers where you [00:06:55.840] don't have the language and put them in their schools? [00:06:59.000] Yes. If you are going to take [00:07:02.720] the overall picture of the children in the county as a whole [00:07:06.120] and drive over each one, an equal educational opportunity very definitely, [00:07:09.640] the professionals tell us that you simply have to consolidate, that's all. [00:07:13.320] And you get into vocational education and it's even worse [00:07:16.680] because those are specialized teachers and the specialized equipment. [00:07:19.480] And they cost additional amount of money. [00:07:23.040] We aren't saying [00:07:23.520] that consolidation is going to cost less money, [00:07:26.440] but we do feel that the people of the county are going to get more [00:07:29.440] in return for the dollar that they are spending. [00:07:32.200] We have never said it will cost less, because it will cost. [00:07:34.600] We are after industry in this area [00:07:38.240] and we're not going to stop until we get it. [00:07:40.320] - [Dr. Daniel] That's right. [00:07:40.760] We've got to have schools to get the industry [00:07:43.200] then we've got to have schools to provide skilled workers for the industry [00:07:49.600] when it comes. [00:07:48.929] We lost industry in our county [00:07:50.000] for the simple reason of our school system. [00:07:53.480] They came in, leased property, checked over the situation, [00:07:56.000] the churches they liked, [00:07:57.280] the people they liked, the labor pool was adequate [00:08:00.240] and they checked into the educational system and he said, "No, thank you." [00:08:03.880] And they moved out and went to another county. [00:08:05.600] We are not opposed to better education for our children. [00:08:11.160] - [Dr. Daniel] I realize that, Bob. [00:08:13.240] - [Will] [?] [00:08:13.640] - [Russell] I think in this community that [00:08:15.880] generally the people realize that this thing will have to be paid for. [00:08:20.160] And certainly [00:08:21.360] we realize the need for better schools, but a larger building doesn't necessarily [00:08:26.680] make a better school. [00:08:28.038] Let's talk about the high school a minute [00:08:29.360] instead of an elementary school such as we're discussing [00:08:32.180] in your community. [00:08:34.640] You go into a high school, has fourteen students [00:08:40.065] in their graduating class. [00:08:41.040] We ask him how much math Principal, how much math do you teach? [00:08:44.280] He said, we teach through algebra two [00:08:46.480] and hope most of them take it. [00:08:48.273] How much foreign language do you teach? [00:08:50.086] We don't teach any foreign language. [00:08:52.120] Chemistry and physics? [00:08:52.960] We will alternate them on different years [00:08:55.880] if we can get enough students to take it. [00:08:57.960] And these are the kids that are going to have to go out in life [00:09:00.440] and compete either [00:09:01.943] in college with other students that are more adequately prepared than they are [00:09:06.200] or they're going to have to compete in society [00:09:06.760] with people that are more adequately trained. [00:09:11.391] In one county [00:09:12.520] we spend $6 or 8 per pupil from local funds. [00:09:16.240] In another county, $120 to $130 per pupil from local funds. [00:09:21.760] Think what the difference is [00:09:24.080] in the quality of services [00:09:26.814] and of materials available for these young people. [00:09:30.800] And then where we have counties [00:09:32.760] in the mountains or counties down on the coast that are economically poor, [00:09:38.000] it's our responsibility as the people of the state to put educational finance [00:09:43.960] at a high level in those particular counties. [00:09:47.520] Once we organize our schools as [00:09:49.480] efficiently as possible, let's finance them. [00:09:53.040] Put the total wealth of every county behind the education of every boy and girl [00:09:57.413] in that county. [00:09:58.480] Put the total wealth of our state behind [00:10:01.120] the education of every boy and girl in North Carolina. [00:10:04.629] [background chatter] [00:10:06.280] - [Narrator] An equal opportunity to develop their talents. [00:10:09.840] One way to provide this has been to merge [00:10:12.400] the city school system with that of the neighboring county. [00:10:16.200] Winston-Salem and Forsyth County have done this as the mayor of the city explains. [00:10:22.640] When the proposal was first made to consolidate our school systems [00:10:27.000] we decided this should be done only if it was to the benefit of all of our students. [00:10:33.120] If the educational level through consolidation [00:10:36.160] could be raised because most all of the students, even in the county, [00:10:41.120] eventually find their way into the business and industry within the city. [00:10:45.800] Winston-Salem and Forsyth County represents a rapidly growing area. [00:10:50.760] We have some 45,000 high school students [00:10:54.360] or school students within the combined county and city system. [00:10:58.520] We took the program to all the people in the city and county through the PTAs, [00:11:05.640] the community organizations, the civic clubs. [00:11:08.960] The sale was made and the people voted for consolidation primarily, I believe, [00:11:17.560] on the basis that it would improve [00:11:19.720] and provide equal educational opportunities for all the students. [00:11:23.840] The county and the city have become interdependent more so than ever before [00:11:29.160] and the students are so interrelated that their needs are similar. [00:11:34.240] Therefore, their educational needs are [00:11:36.440] similar and it isn't fair to have two unequal systems. [00:11:40.520] We can't differentiate just because [00:11:42.520] students live on opposite sides of the city/county line. [00:11:47.240] In the case of the Forsyth students, [00:11:49.000] their general level of education had a chance to be increased. [00:11:52.840] We could have accomplished some of this [00:11:54.400] without taking in all of the Forsyth County area [00:11:58.960] and limited the consolidation to the peripheral. [00:12:01.480] However, it was much better for the people in the far reaches of the county [00:12:05.960] to go into this plan because they got [00:12:08.200] the full advantages, the same as the rest of the students did. [00:12:12.414] [music] [00:12:54.129] [tuning fork noise] [00:12:56.987] What's the [?]? [00:12:58.560] [?] ten. [00:13:00.280] I've got my green all the way up on vertical. [00:13:03.120] Horizontal sitting about four point five and the alternators about one. [00:13:07.677] [saw blades whirring] [00:13:17.040] - [Student 1] The kidneys there. - [Student 2] I've got you. [00:13:19.080] [?] [00:13:22.600] - [Student 1] Well hold around on the side. [00:13:22.086] - [Student 2] Don't cut that thing. [00:13:26.160] - [Student 1] Well hold it so I can—there. - [Student 2] Ok. [00:13:27.814] [background chatter] [00:13:32.360] - [Student 3] Here we go. [00:13:33.760] - [Student 4] OK, take the pancreas. [00:13:34.957] [music] [00:13:50.960] - [Narrator] The rich curriculum shuts out that sense [00:13:53.400] of boredom and frustration that often leads young people to drop out of school. [00:13:58.520] Here is an interest, a challenge, [00:14:01.120] a stimulus to hold the student and quicken his sense of future possibilities. [00:14:07.480] These are the advantages of the city-county merger in school systems. [00:14:12.520] The resources, the equipment, the skill teachers, all are here. [00:14:18.600] Students from rural districts explore [00:14:20.960] and test the same avenues of training and study as their cousins in city schools. [00:14:27.160] The rural student is just as well prepared for college as anyone else. [00:14:34.000] In a society that's swinging strongly from a rural to an urban basis, [00:14:38.200] it takes this kind of school to satisfy the changing needs. [00:14:44.040] It takes this kind of school to provide [00:14:46.200] a broad training for a modern life, not just for a vocation or to enter college. [00:14:52.800] [music] [00:15:00.360] Students themselves [00:15:01.600] are quick to note the difference between the local schools they knew before [00:15:05.760] and the wider world of the new consolidated school. [00:15:10.040] Because somehow we've been able [00:15:12.040] to concentrate the strong points of each of the individual schools into that one. [00:15:17.560] I don't really see how they did it, but it seems to have happened that way. [00:15:21.760] Everybody has a place in something. [00:15:23.920] Anybody can feel like he's somebody and he's not just [00:15:28.240] stuck in a course where nobody cares about him. [00:15:30.520] - [Student 3] I felt more like a number at the little school than I do at East. [00:15:34.271] Well I think I did too. [00:15:35.480] I had no interest whatsoever in any kind of science. [00:15:39.040] Now I'm the biggest physical science bug you've ever seen. [00:15:44.960] Physics and chemistry, nothing like them. [00:15:48.440] In our junior class we're taking in the literature right now. [00:15:52.640] We haven't even had a bit of grammar and it's really the teacher inspires you. [00:15:57.760] Mr. [?] really inspires us to look deeper into the subject. [00:16:01.280] No, it's just a story. [00:16:02.280] We get the true meaning of a story and a portrait. [00:16:05.840] US history, [00:16:07.200] our teacher last year, he didn't teach you actually dates and specific persons. [00:16:13.920] He taught you the background of these [00:16:15.440] people, how they really lived and reacted to certain things. [00:16:18.992] And that way it made it more interesting I think. [00:16:21.320] - [Student 1] We seem to have something for everyone. [00:16:23.080] For example, we have the dramatics class. [00:16:25.520] I know you're very interested in that. [00:16:27.000] And I know from experience, science and math, [00:16:29.500] we're especially strong in both those. [00:16:32.640] Foreign language, I love foreign language. [00:16:34.720] I don't even think seriously about going into foreign language as a field, [00:16:39.600] but yet I enjoy it and get a lot out of it. [00:16:42.680] The business students we have, the DE. [00:16:45.800] - [multiple students] That's strong. That's very strong. [00:16:48.457] That's very strong mainly because of the teacher. [00:16:50.240] There's companies in Winston-Salem that have got [00:16:53.800] jobs open for East graduates this year because of our reputation. [00:16:57.160] I think our reputation as a school, [00:16:59.680] our social reputation, is good and I think it's going to be a great asset in [00:17:03.600] the competition when we get out. I'm not really afraid of it a whole lot. [00:17:07.160] And we're with students from the other schools in the county [00:17:10.640] and I can compare what I'm getting at East [00:17:13.520] with what someone is getting at the other schools. [00:17:16.560] It makes you want to study, [00:17:18.192] it makes you want to do stuff and you're sort of released. [00:17:19.920] The atmosphere in the classroom you go in and you just feel like working. [00:17:23.000] I mean, unless you don't feel like working. [00:17:25.560] I think that we're [00:17:27.800] also being prepared more than just the [00:17:29.043] intellectual things, the studies. [00:17:31.226] I think that [00:17:33.040] we're given a lot of responsibilities. [00:17:35.640] It's an honor school and we make up our minds [00:17:38.560] whether we want it to be anything or not. [00:17:41.120] If someone were to ask me what I thought [00:17:44.080] was the very main thing that I was getting out of school [00:17:48.520] I think that I would have to say that it teaches me to think for myself. [00:17:53.640] - [Narrator] The roadways flow throughout the state, [00:17:56.229] pumping new growth into the cities. [00:17:59.000] The face of the towns is changing— [00:18:01.680] new buildings, new business, new people. [00:18:05.920] There's a need for new skills and that means new schools. [00:18:11.320] Children need the best possible chance [00:18:13.840] to grow and flourish in these changing times. [00:18:19.160] In the City of Charlotte and in Mecklenburg County [00:18:22.720] school policy provides these opportunities. [00:18:25.386] Through consolidation, [00:18:27.440] the city school system has been merged with the surrounding county. [00:18:34.320] Pressure on buildings, pressure on budget, but the same resources will apply. [00:18:40.560] Equal opportunity for city and rural children alike. [00:18:45.520] The citizens of this community decided four years ago [00:18:48.817] that there was a tremendous need to improve the [00:18:51.520] educational offerings for the some 70,000 boys and girls who [00:18:55.480] reside in this community. [00:18:57.586] Mainly because of the tremendous mobility [00:19:00.280] that takes place today as youngsters move out of this community in this state [00:19:04.080] into other parts of the nation [00:19:06.014] and as other states are represented by people moving into this area. [00:19:11.040] Consolidation of the two school units made [00:19:13.720] possible tremendous improvement in programming for these boys and girls [00:19:17.960] and gearing the level and quality of education [00:19:21.520] to a closer proximity to the national level rather than at the state level. [00:19:27.040] I commute to this system each day forty-seven miles. [00:19:31.040] The reason I left the small school system [00:19:33.000] in which I was to come to this system was the supplement that this unit pays. [00:19:38.800] I also found that teaching could be [00:19:40.760] special, that I could be a specialist in my field. [00:19:43.120] And I have found that is true. [00:19:44.840] I came to the system from far [?] and a lot of people have asked me why. [00:19:49.040] I find that the attitudes towards education in this area are excellent. [00:19:54.280] I think that more here than anywhere else [00:19:57.560] that the public is in sympathy with teachers. [00:20:01.320] We have a chance to attend the summer institutes in our field to perhaps [00:20:08.600] work with or spend some time in industry and broaden our teaching experience there. [00:20:15.760] Well, I did my student teaching in a small system, [00:20:18.657] but after coming to this large system [00:20:21.320] I found that you have many people helping you with teaching. [00:20:24.640] Not only audiovisual aids [00:20:26.943] but your many supervisors in reading [00:20:29.880] and you have many people you can call upon if you have a problem. [00:20:32.720] - [Teacher 3] Well, don't you think that the basic [00:20:35.840] salary throughout the state should [00:20:39.040] be such that it would not cause a shortage of good teachers to be in some of these [00:20:45.569] smaller units? [00:20:46.720] It should be such and probably be on a twelve month basis [00:20:49.640] so that teachers would not have to worry about the summer months. [00:20:52.360] Maybe the better teachers are going away [00:20:54.040] to the larger system, but something needs to be done to help these [00:20:59.000] smaller systems in the state to have better teachers, have more facilities and [00:21:07.040] some students will be better prepared to go out and face the world. [00:21:16.800] [foreign language] [00:21:30.486] The world of the student is widening, [00:21:32.760] reaching out from his hometown across the nation and the whole globe [00:21:37.120] to other languages, other cultures, other problems beside his own. [00:21:43.200] Modern teaching resources bring powerfully to the student [00:21:47.520] this sense of the wider world beyond the school. [00:21:51.086] [foreign language] [00:21:57.560] We know a time is coming soon when our society will greatly change, [00:22:02.640] when daily work will occupy a much smaller part of life than it does now. [00:22:08.760] In such a time, [00:22:09.960] the talents and capacities of every young person must be given full play [00:22:15.480] if our lives are not to lose all savor and purpose. [00:22:19.300] [music] [00:23:39.160] At school, youngsters begin to make their [00:23:41.680] choices and decisions about the life ahead of them. [00:23:46.120] Students today have sharper ideas of what they value [00:23:49.640] and what they need from their schools. [00:23:53.400] You can't just say, "Are they preparing us to go on to college?" [00:23:58.320] because whether they are or not [00:23:58.520] that doesn't necessarily mean that it's a good high school program [00:24:00.709] because maybe everybody doesn't [00:24:02.640] want to be prepared to go on to college. [00:24:05.240] If you concentrate completely [00:24:07.200] on giving an incentive to go to college [00:24:10.360] then you might lose out on some of the people [00:24:12.696] who really can't go to college [00:24:13.520] and when they realize they can't go to college [00:24:16.480] they don't even see any value in high school. [00:24:18.280] And there should be a value in high school apart from college. [00:24:22.200] If you're going to improve your [00:24:23.240] schools you'll have to consider in what areas you want it improved in. [00:24:27.720] As I see it now, in the past years [00:24:29.314] we've put a special emphasis on mathematics and science. [00:24:33.120] I believe wholeheartedly that the worst programs in the schools [00:24:36.320] in the whole country, is civics and social studies programs. [00:24:42.880] I want to teach history or political science [00:24:48.160] after I go onto college. [00:24:49.920] My foundation [00:24:51.560] in junior high and high school I consider absolutely poor. [00:24:59.440] In high school you aren't here to specialize. [00:24:57.757] You're here to get a general, broad background. [00:25:00.040] That's what high school's for. [00:25:01.600] When you go to college you specialize. [00:25:06.320] Why specialize in high school? [00:25:04.871] Why become one sided and then go to college [00:25:07.040] and find there's something else that you like [00:25:08.480] and yet you can only do this one thing [00:25:10.700] that you specialized in high school for? [00:25:12.400] High school should make students think about [00:25:14.057] what's going to happen and what's [00:25:15.960] going to become of my country in the future. [00:25:18.160] [overlapping voices] [00:25:20.000] We should think of a high school as a separate thing from college. [00:25:22.360] It shouldn't be something that prepares us to look ahead to college. [00:25:25.680] I mean it should, of course, prepare us, [00:25:27.520] but it should be a completely different thing. [00:25:29.320] It should be for the person who doesn't perhaps want to go to college too. [00:25:33.160] - [Student 6] That's what we're learning about the world. [00:25:35.000] That's what we want to do. We want to become better citizens so we [00:25:37.200] can help the world. [00:25:38.486] - [Student 7] That's just book learning. [00:25:39.686] We don't want to live like selfish individuals. [00:25:41.480] - [Student 7] Oh I know, but after we've spent something like [00:25:44.714] eighteen years in education, [00:25:47.520] well, then is the time to really put into practice what we've learned [00:25:52.440] and you can't do that until you really get out into the world. [00:25:55.480] I think that you should go to high school to sort of [00:26:00.640] aim you in a certain direction. [00:26:01.200] Not, maybe, you have to go to college, but where are you going? [00:26:08.600] - [Student 4] I think every high school soon should think about the future. [00:26:11.840] - [Student 2] Now that's something that I don't agree with. [00:26:14.320] I think the person that [00:26:17.200] has general ideas but is not really worried [00:26:19.840] about what's coming up is going to be probably the best off student. [00:26:26.040] Of course we do have to worry about Russia and the [00:26:29.560] communist block and the Cold War challenge. [00:26:31.320] We have to worry about that. [00:26:33.080] But at the same time, we can't just patent our schools after what they have. [00:26:38.920] For some students this is going to be the last time of formal education. [00:26:41.840] They're not challenged in the classroom. [00:26:44.160] A teacher will do just [00:26:46.071] maybe as much as she thinks her best student can do [00:26:49.520] and won't do a little bit better than that for fear of the lagging students. [00:26:54.200] But I just think [00:26:55.640] if there was just more mental challenge [00:26:58.729] or just challenge all the way around [00:27:00.640] for every student because this is going to be their last chance. [00:27:05.000] What are we talking about when we talk about merging administrative units? [00:27:08.640] We're talking about putting two, [00:27:10.160] three, or a half a dozen [00:27:12.100] separate school systems in a county [00:27:14.800] under one administrative head, [00:27:16.114] under one board of education, [00:27:17.814] under one staff, [00:27:19.080] for the benefit of all the boys and girls in that particular county [00:27:23.280] so that we can offer them a broad, comprehensive school program. [00:27:26.680] It doesn't make any difference whether they're going to college, [00:27:29.520] whether they're going to work, or whether all of them are going to be citizens. [00:27:34.240] We have come to realize that this pursuit of, [00:27:40.120] or search for, excellence is a never ending process. [00:27:46.600] And we believe that the State of North Carolina, [00:27:52.360] which began one great new approach to the education [00:27:57.457] of the youth of its state, [00:28:00.000] may be returning by way of a Renaissance [00:28:09.368] in the basics of education. [00:28:10.520] All over the state new schools are building. [00:28:14.640] What will they offer to the coming generation? [00:28:18.640] A leading educator of the state has said, "We'll pay one way or the other— [00:28:24.400] either for the education of the boy or the ignorance of the man." [00:28:29.571] [music]