Every generation is perplexed by its youth problems. America has over 20 million young people to worry about today: 10 million of them are in high schools and 4 million in colleges. The remainder are in the armed services, and in gainful employment, and God knows where. The home, the church, the school, and the state continue to wrestle with the problem with varying success.
From age 15 to the early 20s the genus homo finds itself in unfolding stages of maturity—a period of independent and determinative thinking. Man instinctively breaks away from home ties, social and religious traditions, and other protecting influences, at least until he has thought through their implications and satisfied himself as to their value. He will accept guidance, but he is no longer satisfied to have others think for him. His social instincts are strong, romance and sentiment are at their height. Religious sensitivity is strong. He prays intuitively, readily expresses his convictions in word and action, and desires to do something big and shockingly different in the world for God, for himself, and for humanity. Unfortunately in his immaturity he is easily misled by false philosophies and experiences which he is as yet incapable of evaluating.
In past generations youth were subject to far more restrictions than they are today, whether this is good or bad. Parental discipline of those past 15 is now almost unknown. Schools spurn indoctrination and therefore begin the educational process by seeking to discover the interests of youth, suggesting constructive activities, and helping them integrate their experiences into a philosophy of life which will meet his peculiar needs. An immense amount of knowledge is made available in every sphere except ...1
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