The people's voice., 1959-01-16

also stressed the fact that farm prob
lens cannot be solved by farmers
alone or labor problems by labor
alone and that it is good that special
groups can not solve their problems
alone because they learn the worth
of each other. progress does not
come from strife and conflict, but
mans ability to work together, the
school master said.
He also said the institute empha-
sized that people of the world must
not be considered as anonymous and
inhuman faces Jumped into such terms
as "teeming Millions, so we can
avoio having to look into their faces
and we do not have to look into their
eyes.
eve learned" he said, "that taxes
should be based on ability to pay,
that we must broaden our tax base,
that one kilowatt hour means one
thousand dollars to the community.
We have been asked to consider what
the million kilowatt hours of power
potential in Montana might produce.
We learned that one billion dollars of
farm income means 1 million jobs
and the lack of that income can be
viewed in a like amount of unem-
ployment'.
The summary of Ben Lundquist
followed a two-day program that in
cluded state and national leaders in
the farm-labor field.
Clay Cochran, Washington, d. O.,
legislative consultant for the ALL
CIO. termed the world "perfumed
boudoir on a dung hill of poverty,
and said there is no peace for a world
where one-half to one-third of the
people are hungry. He said we have
been catapulted into one world by
our own evil genius and it is long |
past time for us to get together in
more places on more things. If we
are going to go forward, he said,
we must spend about trillion dol
lars in public investments, but instead
we continue to open loopholes in the
tax structure and we do not have the
revenue to carry on any public invest
ments. (See Gus Norwood's talk, re-
printed on page two.-Editor.)
Gordon Twedt, Rudyard, member
of the board of directors of the Mon
tana Farmers Union, and chairman
OF the Regional Conference on Edu-
cation said, "We must ask ourselves
what our schools should accomplish
and what we want from our educa-
tional system. Does education meet
the needs of the union workers and
the farmers? Are the shortcomings
of the schools aimed and directed at
the workers and farmers? Have these
segments of our society suffered most
from the shortcomings of education?
There should be some training
given the potential teacher so he has
an understanding of the part the
farmer and the laborer play in the
social structure of the nation.
"The principle Of the foundation
program is most important to the fu-
ture of Montana education. Improve
ments in education will come through |
the principle of the foundation pro-
gram.
Enhances are the biggest problem.
We haven't made the best possible use
of records so we can project the en-
rollment trends in years ahead. When
one school burns down we find all
the classrooms are filled.
Federal aid to education is be-
coming more and more an accepted
position. Opposition is gradually be-
ing broken down by the efforts of
people who understand what it means.
1t is a much more acceptable way of
financing public schools than sales
tax, property tax or local district
Ievies.
"Our schools must have course Of
study that will meet the needs of
he world and the nation, and we are
,oing to have to be prepared not
My to give adequate training to boys
nd girls from the city and the coun-
ry. but also to provide the economic
pportunity when they graduate
ON these schools. In four out of {
We cases if our children get an edu- Il