The people's voice. [volume] (Helena, Mont.) 1939-1969, 1942-11-06
PART-TIME CITIZENS

draw them closer together. The mis-
understanding increases, and demo
cratic principles have been brushed
cepts as democratic" only those prin
ciples which give it the advantage
over the other levels. The individual
is all too rare, on any level, who car
view the conflict effectively, without
prejudice, and appreciate the ultimate
gains to be had from temporary com
promises and sacrifices. To use some
trite phrases, the poor want to soak
the rich" and redistribute all their
''ill-gotten gains" The rich state
smugly that any man worth his salt
can make a fortune in this country
of free enterprise and equality Of
opportunity"
The Logic Is Weak
The fallacies in both these view
points are evident. 1t seems to me
that freedom of enterprise is depend
ent upon opportunity. For example,
a person whose economic resources
are very small, perhaps nonresident,
is thereby prevented from entering a
business which requires capital in
vestment. If the opportunity is thus
denied him, he cannot be said to enjoy
freedom of enterprise" regardless of
the numbers of such enterprises which
might be open to him If he had avail
able resources.
Nor can a person of slight educa-
ton be said to have opportunities
equal to those of a person holding
B.A. degree. The idea held by so
many that our public school system
affords equal educational opportun-
tiles TO rail-, is also a misconception
Even the public schools offer less to
the student who is financially handi-
capped since this financial handicap
very often breeds social handicaps
and so warps both personality and
emotional stability And for the stu
dent who is slow to learn, the public
schools have been very slow to pro-
vide special assistance. The premi-
UNI placed on aptness and quickness
iicto LII tilOl Del fOu W dioSOul d6C IAt
progress of the slower student who
must expend greater amount Of men
tai energy for what he learns.
The Handicap of BriIIlance
Most persons fail to recognize the
very real handicap suffered by the
exceptionally brilliant child under the
traditional mass-education of our pub |
lie school system. The ordinary class
'oom experience is inadequate chal-
enge to the exceptional student. His
abilities are only partially exercised,
lis interest lags, and he fails to gain
Is largely from his school experience
Us his unusual intelligence would war
ant.
Should We Wipe Off the Butter?
On the other hand, soaking the
ich'' merely for the purpose of de-
irving them of the fruits of their
Enterprise which exceed their basic
eeds is fundamentally unfair. Inso-
ar as these profits have been gained
S a result of an individuals initia-
i've and resourcefulness, and not at
ne expense of the rightful share of
theirs, these profits are certainly due
, him. This concept is basic in the .
emocratic philosophy.
etter To Make a Positive Attack
The main issue, as l see it, is not :
ew to any of us. 1t is simply the :
roblem of equalizing opportunity as !.
early as possible. This must be ap- :
reached from three directions-eco- :
omic, social and educational. The :
lucational approach l have already :.
entioned. The schools must give :,
ore specific attention to the individ- :.
Il needs of each child, whether these y
seds be mental, emotional or social.
ne growing tendency toward eco
mic and social qualification in the g