A Lesson in Socialism; T. J. Shelly

First, the highly productive pupils-and they are al ways a minority in school as· well as in life-would soon lose all incentive for producing. Why strive to make a high grade if part of it is taken from you by ~~authority" [ 115] and given to someone else? Why work for something if you know you won't be permitted to keep it? Second, the less productive pupils-a majority in school as elsewhere-would, for a time, be relieved of the neces sity to study or to produce. This socialist-communist sys tem would continue until the high producers had sunk or had been driven down-to the level of the low pro ducers. At that point, in order for anyone to survive, the "authority" would have no alternative but to begin a sys tem of compulsory labor and punishments against even the low producers. They, of course, would then complain bitterly, but without understanding. Finally I return the discussion to the ideas of freedom and enterprise-the market economy-where each person has freedom of choice, and is responsible for his own deci sions and welfare.

Gratifyingly enough, most of my pupils then understand what I mean when I explain that socialism-even in a democracy-will eventually result in a living-death for all except the "authorities" and a few of their favorite lackeys. [ 116] RIGHTS FOR ROBOTS I REGRET that I am unable to come in person from Britain to talk directly to you, but I am not prepared to accept the only terms on which my government will allow me to travel. In the past I have alwaysbeen able to meet you on more or less equal terms. I could, for instance, at my own ex pense offer a handful of roses or a box of candies to a charming hostess. Now I can come to you only as a gov ernment-created pauper, absolutely barred from securing, of my own right, the dollars or dimes to spend as I myself would like to do. I am not prepared to put myself into this curious and uncomfortable position. Thus my address must be read for me by another.