importance is what they want. You have to make them important because of the fact that they are too smart, too intelligent, too groovy, too "in," to use narcotics.

And by the same token, there is one thing that no youngster can stand, and that is ridicule. And ridicule is the one thing that is extremely effective and that the kids are using-and is used by these kids. Because the kids that are using narcotics are very agrressive and they're always kidding these kids, "Well, what's wrong? Are you yellow? Are you chicken? Are you this or are you that? Are you a mama's boy or something like that?"

And they say, "No, I just don't want it."

But now, they say, "No, I'm not chicken and I'm not yellow, I'm not anything of the kind. I'm just not that stupid. You've got to be stupid to put something in your arm or sniff it up your nose or swallow it that is going to make you stupid. I don't care what your IQ is, I'm not that stupid, and if you want to do it, you go ahead and do it."

It doesn't take long, because in selling, again, you have to have a continuing program. It isn't enough to make a speech to somebody and then drop it for 3 months and then make another speech. You have to have something that is a daily thing. You have to involve your customers, you have to involve the kids in this program.

I will say this: As far as we are concerned, that we can knock out the use of narcotics in almost any school where this thing is properly applied. We can knock it out in almost any school in 6 months, and at the maximum, in 1 year. Because it becomes the "out" thing, the thing that isn't acceptable, "because only stupid people use dope."

And they keep pushing and pushing and pushing at this. They are ridiculing them, you see.

"Bennies, the breakfast of chumpions. Chumps are never champs." Again, ridicule.

This poster was given to us by a 14-year-old boy. "Drugs, the latest fashion for swingers." That's one of the best ones that we have, incidentally.

We have 32 posters like this, and we don't put any poster out that the kids don't approve of, and as we go through the year the posters that don't sell we eliminate it, and we substitute new posters. We hope to have a great many more of them.

Actually, the fact is that the "Smart Set" program is confirmed. It is a tremendously successful program, and I think that it will pay for itself as it goes along. But at the present time we need "seed money. I have been subsidizing this program on an average of $5,000 to $7,000 a month just to prove something-to prove that you can sell something that has merit. And believe me, this thing has merit. It is one of the easiest things I have ever seen to sell.

And this program is programed in such a way that it can be taken and put in any school, anywhere in the country. In New Hampshire, we have an attorney there who is pushing the program there in the six Northeastern States, and we are honored to have the Governor of the State of New Hampshire on the board of directors.

As I say, we are not talking about a projected program, we are not talking about something that should be done, we are talking about something that is being done, that is working and that is extremely practical. And for the dollar spent-because on an average now-to

us now, it costs 17 cents per year per student to innoculate them with a Saik vaccine that prevents them from catching this disease. It pushes it out.

Mr. MEEDS. Thank you very, very much. Thank you for being able to state your program in the time allotted.

Thank you for being here and being so patient today.
Mr. SQUIRE. Thank you.

(Mr. Squire's statement follows:)

STATEMENT OF ROBERT K. SQUIRE, PRESIDENT, SMART SET INTERNATIONAL, INC., HOLLYWOOD, Calif.

No disease in history has ever been cured. In all cases, the disease was never arrested until some way was found of preventing that disease. For instance, with smallpox we have a vaccine that has practically eliminated smallpox in the civilized world. We also found that with yellow fever if you killed the mosquito you ordinarily eliminated the yellow fever. The same thing was true of polio. Not too many years ago there weren't enough doctors, nurses or hospitals to take care of the polio victims. And today polio is practically nonexistent. The use of harmful drugs in this country today is a disease just as surely as smallpox or yellow fever or polio were diseases, and we can pass all the laws in the world, continue to build our jails and hospitals larger, and we can lecture all we want, but some method has to be found of preventing the use of narcotics.

In the case of these other diseases, though, they were something that came through the air. They were something that came to us physically and the cure was a physical one. But in the case of drugs, it is something that people buy voluntarily, that they consciously go out and procure. Therefore the answer to this particular problem must be a difference in thinking about drugs, a change in the attitude toward drugs, and some method must be found to inoculate our young people with a built-in resistance to the taking of drugs.

Two years ago John Stevens, who was then with the California Youth Authority, stated flatly that the use of narcotics and drugs was increasing by two and three times each year in the schools and that nothing could be done about it. That the police and the doctors and the schools were doing everything possible, and yet it was an unsolvable problem.

Having had some forty-five years of experience in merchandising, or, in other words, in studying motivation and in creative selling, I stated flatly that if he had a good product and the price was right the product could be sold, whether it was tangible or intangible. He challenged me to prove that it could be sold, that we could inoculate these youngsters with an aversion to drugs, and that's how I got into the drug scene.

Now when you start to change someone's attitude or mind about something you must analyze, first of all, the product that you have, make sure that it is right, that it is an attractive product and that it can be successfully sold. Second, you must analyze your prospect and find out what it is that the prospect wants, what is his primary interest, and then you must see if it's possible to present your product to the customer in a way that he will accept it. Well, it doesn't take five minutes, though, to know that the non-use of drugs is a mighty good product. It costs nothing, so the price is right, and it brings better health, more success, better living and fewer failures. So it would seem that our big problem was with the customer. What does he want?

There are only two basic reasons that anyone buys anything. One is selfpreservation and the other is vanity. As we grow older we begin to think more about educating our youngsters, buying a home, buying life insurance and annuities, about getting a job that promises safety and security, and all of these things have to do with self-preservation. We also, occasionally, buy a red car and a green suit. But primarily we are motivated by self-preservation and preservation of our youngsters. But as we go down the line to the nine and ten and eleven year old youngster, this youngster is going to live forever. Selfpreservation means very little to him. And statistics about self-preservation and statistics about the things that we, as adults, are interested in roll off him like water off a duck's back. He could care less. There is only one thing that interests him at this stage and that is how to be important with his peers. He is interested in: "Who am I?" "How can I be important?" Therefore any program that we present to him must make him important with his peers. Every

one in the world, including you and me, want to be considered smart, intelligent and on the ball. This goes in spades for teens or subteens. The worst thing that you can say to a youngster or about a youngster is that he is stupid or that he is not very bright. In fact you can tell a moron that he is stupid and he will often get fighting mad. Therefore we must legitimately tell these youngsters that they are smart, intelligent and on the ball, that they really have too much sense to use narcotics. Also we must convince them of the fact that the elimination of the use of narcotics in their school is their business. That it's up to them. That they have got to get into the act. We do know this, that the kids who are using narcotics just won't listen to us, but they do listen to their peers. We also know that you can reason with a youngster as much as you like, but the thing that really gets to him is the praise or the approbation of others, and the other thing that gets to him is ridicule. He will do anything in the world to avoid appearing ridiculous to his friends.

Eighty to ninety per cent of the kids want nothing to do with narcotics, in the first place. But unfortunately the kids that are using narcotics are very aggressive. They continually needle the squares or the kids who refuse to use narcotics as being square as being yellow, as being scaredy-cats, as being mammas boys, and the like. And because of this great desire to be accepted, many of these youngsters will fall off the wagon and start using narcotics just to be with the "in" group.

The Smart Set program is tailored, then, to make the eighty per cent important because they are too smart to use narcotics. We say, of course, we know that some kids are stupid enough to use it. But of course everyone knows that the use of narcotics is not good. That if you put something in your mouth, sniff it up your nose or stick it in your arm that is going to make you stupid or less able to cope with problems, it has to be a stupid act, regardless of what your IQ is. We have to point out to these boys and girls that just because you have a high IQ doesn't necessarily mean that you have good judgment.

These youngsters have been needled so badly by these kids using narcotics, they are looking for something that they can fight back with, so that when someone says, “you are yellow, you are a mamma's boy," or something like that, the youngster says, “No, I'm not yellow and I'm not a mamma's boy or anything of the kind." "I'm just too Smart to use that kind of stuff." "Anybody who stuffs that junk in his mouth or in his arms or in his nose has to be dumb, and I'm not that dumb." "If you want to do it, then you go ahead and do it, but believe me, you're not being very smart."

Now, as you know, we have developed a series of posters which have been teen oriented and which have been passed by teens, and, believe me, we send no posters that have not been approved by the teens themselves. We carefully watch the posters that the teens select when they buy posters, to find the ones that are effective, and these posters all ridicule, in a subtle way, the idea that it is smart or intelligent or acceptable to use narcotics.

For the teachers to take these posters and put them up on the bulletin board, and many teachers want to do this immediately, kills the effectiveness of the bulletin by fifty per cent, so we ask the youngsters to get busy and put these bulletins on the board and that they change these posters once a week, they put one up alongside the clock each week, one in every classroom. At the end of the week the average youngster looks at the clock three times every period, and at the end of the week, with six periods, he has looked at the clock ninety times. Often the pot heads and the kids using dope are furious at these posters, and they will run around tearing them down. But when they do they only call more attention to the poster, and they only get needled that much worse. Another very effective weapon that we have is the SOS sticker and the SOS pin. Stamp Out Stupidity-Stamp Out Stupidity in your school. And every time some youngster using narcotics of any kind sees that pin or sees that SOS sticker, he knows that they mean him.

Mr. Stevens, who is the Vice Mayor of the City of Lynwood, California got sixteen youngsters for us to try this program out on. We went by what they said, and we had meetings week after week for six months. The group grew from fifteen original volunteers to some sixty or seventy. The boys and girls came voluntarily, on their own, in the evening, and were quite enthusiastic about the program.

We then decided that the program should go into the schools because this is where the majority of the youngsters were, and we hoped to get the cooperation of the schools in allowing the youngsters to set up their programs in the schools, use the auditoriums and the classrooms for their program. But we knew we

35-525-70-pt. 2—12

had a delicate proposition because the young people had to select their own teacher, they had to have their own program and they couldn't have too much interference from the school itself. But immediately we ran into a situation where the school said, "Well now, we're happy to have them here, and we have just exactly the teacher that we think would be good for this because he's trained in these lines." We pointed out that the youngsters should be allowed their own teacher, and that it should not be a school program but it should be their program, and they should select their own teacher to act as liaison. But, no, the school insisted that they have this man run the program. It only took the man three weeks to run the program right out of the school, and disband the whole organization.

Meantime we had a letter from another young woman in Granada Hills High School in Van Nuys, and she wanted to start a program. So we helped her to start. In about two weeks time she had some forty-five youngsters lined up and all gungho on this thing. They started and put up their first posters on January 1, 1968. It caused a tremendous furor in the school, and it was quite effective, as was attested by a number of teachers who wrote to us saying that the program was very effective and they were greatly in favor of it. At about the same time, or shortly thereafter, we had another young lady in Hughes Junior High School in Woodland Hills contact us and she asked if she could start a program in Hughes. She came in, in two weeks time, with 185 signed applications from the youngsters in her school, and almost immediately it became the out thing in Hughes to use dope. At the end of the semester they had 325 youngsters in the program, and in the beginning of the following year they had 500 youngsters involved. They put on programs after school that were strictly voluntary and, believe me, they really ran the dope problem out of this particular school. Unfortunately we ran into a snag again with the schools, in that the Los Angeles City School people did not want an outside program in their school, regardless of how effective it was, and they did close it down in Granada Hills and they tried to close it down in Hughes.

In December of 1968 we had an episode on Dragnet about the Smart Set drug program, and this began to bring inquiries in from all over the United States. We followed that in January with an excellent article in TEEN magazine offering eight of the posters for one dollar, and from this particular article we got some 4,000 replies from teens all over the United States who wanted to start a program in their school, and they were willing to pay one dollar for the posters to find out how to start a program. From those 4,000 replies that we had originally we began to get youngsters writing in for more posters, more applications, membership cards, pins, SOS feet and just about everything we had available. and they would write to us and say, "We have fifty youngsters in our school," or, "We have one-hundred fifty in our school." or, "We have twenty in our school," and these replies came in from every single one of the fifty states. We have no idea how many youngsters have joined Smart Set in this five or six month period, but we estimate that it must be well over one-hundred thousand. We got so many of them that we asked them not to send the names of the youngsters in, that they keep the names themselves and buy materials in bulk, because we couldn't possibly ship these things out to the students individually.

Dr. Russell Deter in El Paso, Texas had been lecturing on narcotics for a number of years. When he heard about the program he immediately wrote us and asked for permission to put it into the El Paso schools. He started in January, 1969 with one school, and by the end of the semester had some fifty-one schools involved in the program. The teachers and the principals in El Paso have said that there is a complete change in the attitude toward narcotics in the schools. Police Chief Chokiski of El Paso has written saying that there is a noticeable difference in the attitude toward dope and narcotics in El Paso, and the number of arrests of youngsters under sixteen years of age on narcotics has dropped by some 40%. The Texas State Medical Association endorsed the program and helped to pay for it, and the program is now scheduled to go into all the major cities in the State of Texas.

Mr. MEEDS. Mr. Acevedo.

Without objection, Mr. Acevedo's statement will be entered in the record prior to his testimony.

Mr. BELL. And misecellaneous material,

(The statement follows:)

STATEMENT OF JUAN ACEVEDO, DIRECTOR, BOYLE HEIGHTS NARCOTIC PREVENTION PROJECT, LOS ANGELES, CALIF.

INTRODUCTION

The material contained in this statement is extracted verbatim from the preliminary comments section contained in the written evaluation of an experimental narcotic education program,' of which Dr. Gilbert Geis was Research Di

rector.

The actual program was conducted by the Boyle Heights Narcotic Prevention Project which, since its beginning in July of 1967, has been operating in the Boyle Heights-East Los Angeles area, with funds made available by the Office of Economic Opportunity, through the Economic and Youth Opportunities Agency of Greater Los Angeles.

The primary thrust of the Project's programming is directed toward intervention in the drug use careers of adult heroin addicts and youthful drug users. This is accomplished through the utilization of modified casework procedures by members of the ex-addict program staff, numbering seven administrators and 28 Field Specialists.

Aside from the educational program conducted in conjunction with the Los Angeles City School System, which is described herein, programming efforts involving young drug users and addits are conducted through first-hand contact with the youngsters in the community. A substantial number of such youngsters (approximately ninety out of a current active caseload of one hundred and twenty) are under the jurisdiction of either the Los Angeles County Probation Department. or the California Youth Authority. Consequently, the Boyle Heights Narcotic Prevention Project maintains close working relationships with supervising probation and parole officers. Much of the Project's success must be attributed to their cooperation, and to the understanding of the Los Angeles Police Department.

The sections and sub-headings which are utilized here are not contained in the original document. They are presented here to provide continuity of selected material deemed to be most relevant to the hearings on the Drug Abuse Education Act of 1969 (H.R. 9312), held in Los Angeles, August 20, 1969.

The program was started in New Hampshire by an attorney, Robert Racine, and incorporated as a branch in that state, and we are now honored to have the Governor of the State of New Hampshire on the Board of Directors of Smart Set.

Governor Ronald Reagan commissioned Jim Crumpacker, of his office, to investigate with the Gray Advertising Agency the many methods of trying to combat the problem of narcotics in the State of California, not only from the problem of cure but from the matter of prevention, and through their efforts and the efforts of Dr. Max Rafferty, the head of the State School Board, the State Board of Education has endorsed the Smart Set program for the coming rear in California. I believe, gentlemen, that in the last two years that we have thoroughly proven that it is possible to have an antidote for the use of narcotics. That it is possible to create a real movement against the use of narcotics by teens. That instead of having a few hundred people lecturing on narcotics in any one state, it is possible to have fifty, one-hundred thousands or two-hundred thousand youngsters actively fighting harmful drugs.

Because of limited funds there are many things that could be done that we have not been able to do. But just as Dr. Salk took several years in proving that his vaccine would work and gaining acceptance and then gaining the manufac turing facilities to manufacture this first vaccine, we are in exactly the same position. We believe this: 1) That we can knock out almost entirely the use of narcotics in any school in one or two semesters. 2) That it can be a nationally Coordinated program that can use radio, newspapers, television and all public media in supporting and encouraging these teens in eliminating the drug problem. 3) We know that 50% of all the teens coming into high school in El Paso, Texas are members of Smart Set. That they have taken a pledge not to use narcotics in any form, and that they will do what they can to stamp it out, and in two to three years these high school youngsters will have cleaned it out in their school, and they will be moving into the colleges. We think that with some

Addicts in the Classroom: The Impact of an Experimental Narcotics Education_Program on Junior High School Pupils, Gilbert Geis, Edward L. Morgan, Mary Schor, Bruce Bullington and John G. Munns. (Mimeographed Document-March, 1969)