tinue until the high producers had sunk — or had been driven down — to the level of the low producers. At that point, in order for anyone to survive, the “ authority” would have no alternative but to begin a system of compulsory labor and punishments against even the low producers. They, of course, would then complain bitter ly, but without understanding. Finally I return the discussion to the ideas of freedom and enterprise— the market economy — where each person has freedom of choice, and is responsible for his own decisions and welfare. Gratifying enough, most of my pupils then understand what I mean when I explain that socialism — even in a democracy — will eventually result in a living-death for all except the “ authorities” and a few of their favorite lackeys. A letter from Thomas J. Shelly, teacher of Economics and History, Yonkers High School, Linden and Poplar Sts., Yonkers 2, New York. EDITOR'S NOTE: 'Because it seemed to us the above message said much in a very easily understood way, we thought you m ight be interested to read it and to pass it along.
‘S e c Y a \ ' S W A lesson in socialism
A s a t e a c h e r in the public schools, I find that the socialist-commu nist idea of taking “from each accord ing to his ability,” and giving “ to each according To his need” is now gem erally accepted without question by most of our pupils. In an effort to explain the fallacy in this theory, I sometimes try this approach with my pupils: When one of the brighter or harder- working pupils makes a grade of 95 on a test, I suggest that I take away 20 points and give them to a student who has made only 55 points on his test. Thus each would contribute ac cording to his ability and — since both would have a passing mark — each would receive according to his need. After I have juggled the grades
of all the other pupils in this fashion, the result is usually a “ common ownership” grade of between 75 and 80 — the minimum needed' for pass ing, or for survival. Then I speculate with the pupils as to the probable results if I actually used the socialistic theory for grading papers. First, the highly productive pupils — and they are always a minority in school as well as in life — would soon lose all incentive for producing. Why strive to make a high grade if part of it is taken from you by “ au thority” and given to someone else? Second, the less productive pupils— a majority in school as elsewhere — would, for a time, be relieved of the necessity to study or to produce. This socialist-communist system would con
planes, and the planes of the only commercial air ser vice participating in the evacuation, were also damaged by ground fire. But the two MAF planes came through all the intensive flying over rebel territory unscathed even though both pilots saw terrorists shooting at them. Evacuated missionaries gathered in Leopoldville, compared notes on their experiences. As mission homes burned, terrorists often punctuated their many threats with: “ Aren’t you afraid?” The missionaries were sur prised at how honestly they could answer, “No.” Sev eral spoke of receiving hard blows that produced no pain. All thanked God that the MISSAVIA radio net-
Congo Missionary Airlift (continued) this area of potential cross-fire to get Miss Clark out of the house. The terrorists allowed her to go but said they would shoot all the orphans if any attempt was made to rescue them. They had to be left behind. As Fairley continued on to the Eichers’ station, he had to fly high over some villages where terrorist ac tivity was evident. In other cases he flew lower to drop notes in the local language which read “ If Eicher is dead, lie on the ground. If he is alive, walk in the gen eral direction he went.” In some cases: no response. But the searchers gained hope when no one indicated that they were dead. And some gave directions. On the ground, the Eichers and Miss Bremond saw the MAF plane fly overhead several times and tried to signal with a white cloth on a pole from deep in their forest hide-out. The searchers overhead could not see this through the jungle growth. By the end of the second day, pilot Fairley was at a loss to know where else to look. But nevertheless he set out for a third day of searching. Meanwhile, at 5:00 that morning a Congolese came to the missionaries’ forest hide-out and said that he had written permission from the rebel leader for them to leave the area. They would be protected. They were led out to a village where they were offered three chairs in the shade of tall trees on the edge of a clearing. Suddenly they heard the noise of a plane and ran into the clearing where they could be seen. Circling above in the MAF Cessna, three grown men choked up as they saw their three colleagues alive. Pilot Fairley circled back and made a very low pass right by the missionaries to check visually on their condition — at the same time tossing out a package of sandwiches and a note which read: “ Stay where you are in an open place where the helicopters can land.” Many people risked their lives to accomplish this evacuation. One of the U. N. helicopters sustained some damage from flint-lock rifle shots. The Congo. Air Force
M.A.F. pilot scours for any possible survivors. work had been established, and that Missionary Avia tion Fellowship planes were on hand for the evacuation. “Without that,” one of the missionaries remarked, “ the casualty list might have read quite differently.” But in many cases the real heroes were the Congo lese Christians who risked their lives to save their missionaries and then had to remain behind. Also, there were sympathizers like the chief at Mukedi. An unconfirmed report indicates that he may have paid with his life for his heroic actions.
THE KING'S BUSINESS
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