 And so, my fellow Americans, what your country can do for you is ask what you can do for your country. Some of the students in your class actually get to teach history toward the end of the quarter. How do you select the students for this and what guidance do you provide for them as they prepare to be history teachers for a day? Well, I don't select them. They select themselves. I give them, all of my students in the classroom, I give them the opportunity to either write a paper or in lieu of that they can volunteer to be group members with fellow students, five, six, or seven of them together. And each Thursday is given aside for them to take over the class. About the second or third day of the quarter, all of the people that are writing the term paper, I ask them not to come to class. And I meet with just the students that are going to be discussion group leaders and I give them like a full page instructions. But the funny thing about the instructions is there is no instructions. Just hints, or what they should emphasize and accent, but as far as what they can and can't do, there's no limit. Both in content and teaching methodology. They can do whatever they want as long as they're not offensive. And they end up being very creative to use all the technology much more than I could ever use it. They grew up with it. So I don't give them instructions. The only thing I tell them is that they have to be experts in the field, which means they have to be prepared. They have to live in the library, rummage through the books, the primary documents, become experts in their field, and put together a lesson plan how they're going to convey that to the students and then get the students engaged. So as you can see what we're looking at is a constant revolution that is changing, never static, always building on itself and sometimes conflicting with itself. And given that, not always do we have a consensus. Some people in the movement felt like we should separate. The black people should move outside of the system. Some people felt we should stay inside the system. But always there's been a majority of people that kind of feel that they wanted to work within the system, become integrated, become part of it. And with that spirit in hand they went into battle. And lastly it's the Cold War. We're just getting done talking about this. So here's the paradox where the Cold War is we're trying to put the smoke screen around the world about how perfect America is. But we know that America, there is extreme and savage inequalities at home. And so we're sitting here, we're trying to fight communism, it's not only to pervade democracy around the globe so we can galvanize our security abroad. But we also want to expand our markets. It's not just the thing of we love the third world and we want you to be democratic because it's good for your well-being. But we're capitalist too. We want to expand our markets, we want to make sure that we shore up our economic security as well. So we're trying to make all these appeal to all these newly independent nations which by and large are from the third world or from Asia and Africa. Now if they look at us as being the prime example of democracy, we're setting a poor example. It makes them less patriotic. Also, how are you any different? How am I any different? How are you any different? Because I'm patriotic, I'm trying, I'm thinking in my head, I'm supporting going over there and trying to protect our country. Didn't you guys all want to be in America like the land of opportunity, the land of the free? If we just let them go over there and it becomes communist, then we're not going to be the land of the free over here anymore. But this is all that our generation has had to compare it to. It's, you know, we have thankfully, we haven't really lived through, we haven't lived through a war yet. But it could turn, this is turning into one. And like the fact was that 19 was the age of the people who went to Vietnam. That is about probably 90% of this class is 19.