Junior Achievement

Fallout is, of course, always disastrous— one way or another
ILLUSTRATED BY SCHOENHERR
What would you think, I asked Marjorie over supper, if I should undertake to lead a junior achievement group this summer?
She pondered it while she went to the kitchen to bring in the dessert. It was dried apricot pie, and very tasty, I might add.
Why, Donald, she said, it could be quite interesting, if I understand what a junior achievement group is. What gave you the idea?
It wasn't my idea, really, I admitted. Mr. McCormack called me to the office today, and told me that some of the children in the lower grades wanted to start one. They need adult guidance of course, and one of the group suggested my name.
I should explain, perhaps, that I teach a course in general science in our Ridgeville Junior High School, and another in general physics in the Senior High School. It's a privilege which I'm sure many educators must envy, teaching in Ridgeville, for our new school is a fine one, and our academic standards are high. On the other hand, the fathers of most of my students work for the Commission and a constant awareness of the Commission and its work pervades the town. It is an uneasy privilege then, at least sometimes, to teach my old-fashioned brand of science to these children of a new age.
That's very nice, said Marjorie. What does a junior achievement group do?
It has the purpose, I told her, of teaching the members something about commerce and industry. They manufacture simple compositions like polishing waxes and sell them from door-to-door. Some groups have built up tidy little bank accounts which are available for later educational expenses.
Gracious, you wouldn't have to sell from door-to-door, would you?
Of course not. I'd just tell the kids how to do it.
Marjorie put back her head and laughed, and I was forced to join her, for we both recognize that my understanding and feel for commercial matters—if I may use that expression—is almost nonexistent.