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- 21 - tutions and of the special leader classes representing them. In order to approach or experience integrity, the individual must know how to be a follower of image bearers in religion and in politics, in the economic order and in technology, in aristocratic living and in the'arts and sciences. Ego integrity, therefore, implies an emotional integration which permits partic- . ipation by followership as well as acceptance of the responsibility of leadership. Webster's Dictionary is kind enough to help us complete this outline in a circular fashion. Trust (the first of our ego values) is here defined as ’the assured reliance on another’s integrity,’ the last of our values. . . .And it seens possible to further paraphrase the relation of adult integrity and infantile trust by saying that healthy children will not fear life if their parents have integrity enough not to fear death." (underlining supplied) Thus far in the book Erickson has been developing his analytical tools. And formu¬ lation of these tools is the book’s most important offering to the reader such as I am, and I suspect, you are. For they serve to help understand how we get this way . We can borrow them, adapt -them if we please, and use them, individually. They alone justify the reading of the book. Erickson goes on further, however, with three more chapters in which he tries out his tools on three contemporary cultures. Chapter 8, "Reflections on the American Identity," explores polarities in our culture with particular reference to "Mommism," John Henry, and the Adolescent, Boss and Machine. Chapter 9 deals with the values in Nazi culture. And Chapter 10 he devotes to the values in the life of the Russians. His final chapter is an over-view of the conceptual and methodological aspects of the book and its thesis, entitled "Conclusion: the Fear of Anxiety." In recommending this as "must" reading, one final word on its readability. The author writes well, by which I mean he writes clearly. He has to use a good many technical terms from the field of psychology, but he explains them adequately for the general reader as he introduces thou. You will, I think, find this a book you’ll want to own, and refer to many times after a first reading. NEWS FROM THE JOINT COMMITTEE ON EDUCATIONAL TELEVISION SUMMARY OF JCET STATEMENT ON TV CHANNEL RESERVATION IN MAJOR EDUCATIONAL CENTERS WHICH ARE NOT IN METROPOLITAN AREAS The JCET recently informed the Federal Communications Commission that, after "con¬ tinuing study," it had come to the conclusion that if an educational station is the sole source of programs for a major educational center, it should be "permitted to broadcast programs which at present are available only from commercial network sources." Problem is That of the Single Station Area Although in its original statement to the Commission the JCET had requested the res¬ ervation of some VHF channels by use by educational institutions in standard metro¬ politan areas to which only a single VHF allocation was to be made, it subsequently withdrew that request and recommended instead that such a single VHF channel be available both for educational and commercial use. In its recent statement the JCET