) , . . . Herald ■ lantern - dispatch 19 February '86- , 39.

Joyride III dk By Libby Demp Forrest y Zkf" J

It's called career choices. One minute No. 2 thinks he'd like to become a brain surgeon. The next day he figures he'll become a professional surfer. Sometimes he feels his future is in entertainment. Add to this an aptitude test or two, and you can see why No. 2 can't make up his mind what course of study to take next year.— " WHEN I WAS No. 2's age, I remember I had to take aptitude tests too. I had already decided I wanted to be either a world famous author, a nurse or an artist. But an aptitude test showed I would make a good egg candler. When the guidance counsellor called me to her office, she held up the test and said it was time to discuss my future. I flung one pigtail behind a shoulder and waited for the verdict. SHE ASKED ME some questions, then pointed to the results of the aptitude test. "The test showed you would make a good egg candler," she said. City kid that I was, I didn't know what an egg candler did, but I was sure I didn't Want to be one. But the guidance counsellor said I shouldn't make any rash decisions. that my entire future could depend on what I decided here and now. I flung my other pigtail over my other shoulder, and took a deep breath and said I was pretty sure I didn't want to be an egg candler. "DO YOU KNOW what an egg candler does?" the guidance counsellor asked. "I guess they do something with eggs." I said. "That's right," said the guidance counsellor. "They hold eggs up to a light and determine quality control." I was mystified. What 1 knew about eggs was that they came out of the egg shelf in the refrigerator But the guidance counsellor must have felt if she didn't at least try, the egg industry might be losing a good candler. I'm pretty sure I made the right decision, but it still worries me when people say I'm a good egg. I wonder what they mean by that.

<3<:> From The Principal By Stanley Kolzen ■ Principal, timer Cape May Regional High School

Innuendo is an insidious practice. It is the tactic of back-alley gossips and the last refuge of cowards. You know the behavior because it is always characterized by the terms like "they say" and "some people" and it got its greatest publicity with Joe McCarthy's allegation that there were 205 communists in the State Department on February 9. 1950. Without ever identifying one there were aspersions cast on the integrity and loyalty of every member of the U.S. State Department. It took this country a while to recover from the stigma of "tailgunner Joe", but his tactics still infuriatingly survive and will continue to thrive if we are foolish enough to put up with them. IN TERMS of school, there are often calls that the principal gets with some enraged voice on the other end of the line demanding that we discipline our youngsters who are misbehaving. Naturally, we want to respond favorably and assure the caller that proper measures will be taken to see that students act in a manner that reflects positively on the school, and we want to identify those who are misbehaving. This is where the plot thickens. Too often the caller will not identify either those youngsters or themselves, and we have a big nothing. WITHOUT identifying specific students, all students are suspect, and it gets worse when charges are made that "some teachers are unfair" or "some parents are irre-

sponsible." Who are we talking about? What are they charged with? In a democratic society, why are we afraid to name names and allow the accused to face their accuser? Invariably, the answer I get to my need for specificity is "I don't want to get that involved." If there are boys and girls in this school who are breaking the law need that information so that we can investigate and provide due process' before judging anyone's actions. WITHOUT NAMES, those vague charges indict everyone and there is no way to make the person registering a complaint produce the evidence or face the accused. The sad comment in our society is that too many good people do not "want to get involved" because they have been intimidated by a system or systems where decent people are victimized and ignored. THAT IS NOT the case here and we need public support in order to keep our schools safe and our students well behaved. School administrators welcome and encourage community in-put, but we need accurate information. Vague charges and general complaints are the manifestations of frustration. Give us details and we can act out our public trust. If you are not willing to help us identify problems then keep your frustrations to yourself. The innocent, the wellbehaved, the hard-working students and teachers in any school have earned the right to be free of innuendo.

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