Article September 26, 1970 Issue

The Teacher and Spiritual Touch

[For young adults]

SALLY ANN DEGNAN

Each morning I begin my day at school with thirty little ones clustered around me in a kindergarten room. Within the course of the day these small ones have many "urgent" needs they feel they must make known to their teacher. Their communicating begins first with a thought, then a look, then a few words, and then—all else failing—insistent tugs on my arm.

These same ways of communicating form a common pattern occurring daily not only between individuals but also between groups of people. Magnified, it becomes the impatient situation that exists in many disturbed cities and campuses. First, people realize the need for help or change; then they make this thought vocal. And when their mental and vocal attempts to communicate do not seem to arouse others, they may resort to more physical methods— even to violence—to force others to respond. As each phase of the communicative process becomes less mental or vocal, it finally tends to reach the stage of sheer physical force.

Those responsible for the government of a country, a city, or a university are becoming aware of the importance of learning to respond to demands before this stage is reached. In some cases more channels are being opened to provide an opportunity for intelligent, orderly verbal communication.

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