EDUCATION 513 



sources at its disposal than the human race could barely dream 

 of, which can add in one year to its national income the equiva- 

 lent of the entire national income of the African continent, if the 

 people of the United States can't do something about it, then heaven 

 help the others. 



I feel myself, if America did have an urban model, a balanced 

 environment, and the practice of beauty, then, by God, we wouldn't 

 hear so much about the cold war and neo-colonialism and the rest 

 of it. We would be coming here to see how the good life is possible. 



Mr. EISELEY. There are a few things that I would like to say, and 

 reminisce about, because in the end, I think you will find they have 

 some pertinence to the discussion this morning. Secretary Gelebrezze 

 commented upon this problem of vandalism, and as he did so, I know 

 just how hopeless he may have felt. I have seen some of the effects 

 of vandalism in the cities. My mind went back into the thirties, I 

 think about the time that President Johnson was having his first term 

 in Congress, and at a time when a good fourth of the American pop- 

 ulation was circulating as a vast uneasy current on freight trains be- 

 tween the two oceans. I have been part of that vandalism. Let me 

 tell you why, because it has something to do, in a sense, with that sec- 

 tion of our population which is enormously important, enormously 

 large, and which is neglected educationally and otherwise. 



I can remember taking a freight train out of Sacramento in those 

 years. I was going east as part of just this restless driftage of youth 

 hunting jobs and somewhere, as we began that climb up into the high 

 Sierras, we passed through a series of apple orchards, and we were 

 hungry. I can still remember, as that enormous train rolled slowly 

 up this great slope, men, including myself, jumping off that train, 

 hastily knocking down fences, or plunging over them, into orchards, 

 collecting apples in their hats, if they had any, or stuffing them in their 

 shirts. 



This was vandalism, in this Lost Eden. Somehow or other, there, 

 in that environment, was the intrusion which has been commented 

 about in literature, the great locomotive, the intrusion of the indus- 

 trial society into the pastoral dream of America which has been held 

 for many generations. Sure, we were vandals, and some of that 

 vandalism extends beyond the matter of simply getting food by what- 

 ever means. It was vandalism coming from the frustrations that 

 build up in the human heart and turn into aggression and bitterness. 



