Youth Builders 52-03-19 Children's Round Table 3.3 - Voting Rights and Responsibilities

Summary

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Podcast Summary: Youth Builders 52-03-19 Children's Round Table 3.3 - Voting Rights and Responsibilities

Podcast: Harold's Old Time Radio
Episode Date: October 27, 2025
Topic: Young people's perspectives on voting rights, responsibilities, and the proper voting age
Duration (content): Approximately 12 minutes

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Episode Overview

This episode from the classic Youth Builders series presents a lively round table of young people discussing the right to vote, the responsibilities that come with it, and debates about the appropriate voting age. Guided by a moderator and joined by a guest, Mrs. Sawyer, the group explores how citizenship, education, and personal experience inform voting rights, offering keen insight into how youth understand their evolving role in democracy.

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Key Discussion Points & Insights

1. Voter Engagement and Responsibility

• Low Voter Turnout in Non-Presidential Years:
  • A political analyst notes that "the average citizen is vote conscious only when he feels that a question of momentous import to himself is involved." (00:30)
  • The analyst attributes government shortcomings to "indifference and carelessness on the part of the voters." (00:30-01:40)
• Moderator's Hope:
  • Encourages young people to translate these insights into their own lives and sense of civic duty. (01:40)

2. Should Voting Be Compulsory?

• Consensus Against Compulsion:
  • Patricia: "No, because they wouldn't pick the person they thought was right. They'd just say something I have to do, so I'll just go on and do it." (02:07)
  • Gaynell: "They should have enough sense to know that voting is very important and to choose which one they think is right." (02:25)
  • Vivian: "I don't feel that you should compel them to vote, but get them interested in voting and maybe they will feel up to them to vote." (02:48)
  • Gaynell: "You should not compel anyone to vote because it's not a democracy way." (02:33)
• Moderator's Conclusion:
  • Notes the group prefers encouraging interest over compulsion as the truly democratic approach. (02:58)

3. Debating the Voting Age: 18 vs. 21

• Arguments for Lowering the Age to 18:
  • Patricia: "If they are old enough to fight for their country, they're old enough to take [part in] who's gonna govern them." (03:32)
  • Vivian: Cites army enlistment at 17 with mother's permission but suggests 18 is appropriate for voting. (03:47-04:32)
  • Vivian: "I feel that the parents, when they reach 18, they should know something about the elections, if their parents have told them." (05:52)
• Arguments for Keeping 21:
  • Gaynell: Worries that at 18, youth may not know the rules or "have the brains enough to know who to vote for." (04:39)
  • Joan: Emphasizes greater understanding at 21; supports keeping the voting age as is. (04:59, 06:49)
  • Mrs. Sawyer: "At 18, a child has had very little training for elections, and...by the time they're 21, they have had a little more training...and they are then, I think, more prepared to vote." (07:06)
• Counterpoints from Youth:
  • Patricia: Insists education and surrounding influences prepare most 18-year-olds: "He ought to have brains enough to know things what's going around in the world." (05:15, 08:04)
  • Vivian: Sees parental guidance as vital preparation. (08:20)
  • Gaynell: Notes training for soldiers but questions equivalency for voters. (08:37-08:53)
• Consensus:
  • The group is divided, with strong opinions on both sides, but shows a willingness to listen and engage with opposing viewpoints.

4. How Are Youth Prepared for Voting?

• Sources of Education:
  • Gaynell: Suggests that books provide some "training," but acknowledges the challenges. (08:58)
  • Moderator/Vivian: Emphasize the role of schools in teaching current events and the mechanics of elections. (09:08, 09:21, 09:24)
• Civic Engagement at School:
  • Joan: Describes a school "citizen campaign," in which students identified and elected the "best citizen." (09:48-10:20)
  • Vivian: Details how a forum and citizenship questionnaires fostered discussion and involvement. (10:20-10:56)
  • Gaynell: Notes student elections for class positions as practical training in evaluating candidates. (11:04)

5. Impact of Youth Voting Experiences

• Positive School Changes:
  • Vivian: Reports "a great improvement in our school, in the school lunchrooms and in the classrooms too" after school elections. (11:54)
  • Patricia: Observes heightened motivation as more students hope to be named "best citizen." (12:14)
• Moderator's Takeaway:
  • Emphasizes that these activities illustrate young people learning to "think and act on their voting rights and responsibilities as citizens in our democracy." (12:25)

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Notable Quotes & Memorable Moments

• On Compulsory Voting:
  • "You should not compel anyone to vote because it's not a democracy way." - Gaynell (02:33)
• On Age and Readiness:
  • "If they are old enough to fight for their country, they're old enough to take [part in] who's gonna govern them." - Patricia (03:32)
  • "At 18, a child has had very little training for elections...by the time they're 21, they are then, I think, more prepared to vote." - Mrs. Sawyer (07:06)
  • "When a person hits 18, he ought to have brains enough to know what's going around in the world." - Patricia (05:15)
• On the Importance of Education:
  • "You get a lot of training in school because they have current events..." - Patricia (09:21)
  • "While Joan didn't exactly begin from the beginning, of course, it all started in the youth building when we chose the topics of that term..." - Vivian (10:20)
• On Positive Effects of Civics Engagement:
  • "There's beginning to be a great improvement in our school, in the school lunchrooms and in the classrooms too." - Vivian (11:54)

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Timestamps for Key Segments

• 00:30 - Political analyst on voter responsibility and turnout
• 01:40 - Discussion opens: compulsory voting
• 02:07 - Panelists on the dangers of compulsory voting
• 02:58 - Voting age debate begins
• 03:32 - Patricia: 18-year-olds deserve the vote
• 04:39–05:41 - Arguments on teenagers’ readiness to vote
• 06:32–07:42 - Mrs. Sawyer: Schools and experience at 21
• 09:48–11:28 - School-based civics activities and elections
• 11:54–12:25 - Reported improvements and increased motivation

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Conclusion

This episode provides a fascinating window into mid-20th-century youth views on voting, blending earnest debate, generational wisdom, and concrete examples of early civic participation. The panel demonstrates lively disagreement but shares a collective sense that education, family, and school experience are essential in shaping responsible voters. Throughout, the tone is respectful, thoughtful, and optimistic about the contributions of young people to democracy.

Transcript

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[Political Analyst]

Well, the only comment that I can make on that is that unfortunately the average citizen is vote conscious only when he feels that a question of momentous import to himself is involved. Our records show that there is a fall off between a presidential election and an off year, such as the election of 1951 will be when we will have few offices running for any elective office. The fourth is with the people. And the fault in government can be charged directly to the indifference and carelessness on the part of the voters they get from their public servants what their indifference to their duty really encourages.

[Moderator]

Well, I hope the young people will translate the thought you just expressed into their own experience in the tools and apply what you've just said. Suppose we move ahead to another consideration. Since you all seem to feel that every citizen should vote, I was wondering whether you would compel those who, for whatever reason, do not vote to vote. Would you use compulsion? Patricia?

[Patricia]

No, because they wouldn't pick the person they thought was right. They'd just say something I have to do, so I'll just go on and do it.

[Moderator]

Howard, would you like to comment? Would you compel anyone to vote whether they didn't want to or not?

[Patricia]

No, it wouldn't be right.

[Gaynell]

I mean, they should have enough sense.

[Patricia]

To know that voting is very important and to choose which one they think is right.

[Moderator]

Danel?

[Gaynell]

No, you should not compel anyone to vote because it's not a democracy way. If you compel one to do something that they don't want to do.

[Moderator]

Well, that's an interesting point, Vivian.

[Vivian]

Well, I agree with something. As I said before, I don't feel that you should compel them to vote, but get them interested in voting and maybe they will feel up to them to vote.

[Moderator]

Well, it seems that you would prefer to interest people in voting rather than compelling them. I think that's truly democratic. Some people have raised a question about voting age. It has been said that since selective service crafts men of 18 and since they're old enough to serve their country, aren't they old enough to take an active part in voting, you feel that the voting age should remain at 21 or should perhaps begin at 18. Have you thought about that at all, Patricia?

[Patricia]

I think since most of the soldiers and things are 18, when they go into war, if they are old enough to fight for their country, they're old enough to take. Who's gonna govern them, Vivian?

[Vivian]

Well, in a way, I agree with Patricia that some boys have been taken into the army at the age of 17. Seventeen, with their mother's signatures.

[Moderator]

Well, what are you proving, vivian?

[Vivian]

Proving that 18 is all right to begin your stage of voting. But Patricia said when you go in at 18, she feels that if they are old enough to fight for their country, they're old enough to vote. But I don't feel that way about it, because boys have been taken in at the age of 17 and with their mother's submission. And I don't feel that they're old enough to vote.

[Moderator]

At 17, you mean? Yes, but do you agree about 18? You seem to feel that 18 is a good age.

[Vivian]

I agree with the age of 18.

[Moderator]

Gaynell seems to have a question there.

[Gaynell]

I disagree.

[Moderator]

Go ahead.

[Gaynell]

Because they may have the sense to not vote, but they really don't know exactly the rules that they should do. And they have to have a test before they can vote. Even if they're playing the test, they maybe don't have the brains enough to know who to vote for.

[Moderator]

You think at 18 they haven't got enough brains to vote? Joan?

[Joan]

I think we should still stick to 28, 21, because most of them, men and women that are younger, they might not understand, as Ms. Sawyer says, they might not understand as well as people that are 21 and older.

[Moderator]

Patricia?

[Patricia]

I think, quite sure, that when a person's 18, he ought to have brains enough to know things what's going around in the world. So I think he is all right to vote.

[Moderator]

And you think Most people of 18 have that much brains?

[Gaynell]

Yeah.

[Moderator]

You don't think they get any more between 18 and 21, is that your point?

[Patricia]

Yes, they get more, but they ought to have when a person hits 18, if they don't know what's going on in the world around them, I don't know why.

[Moderator]

You don't think I'll ever know, is that it? Well, you may be very discouraging to some and encouraging to others. Vivian, another word on that.

[Vivian]

Well, I agree with Patricia.

[Gaynell]

Because if the boys and girls are.

[Vivian]

Not old enough to know what they thought of what's going on in the world at 18, I don't know where they should be putting at, because when they're coming up, most boys and girls stay in the house and talk with their parents a lot. And I feel that the parents, when they reach 18, they should know something about the elections, if their parents have told them.

[Moderator]

Well, you seem to agree with Patricia, but Gaynell seems to differ. And Joan has another point of view. HOWARD you haven't had your say here. Do you want to I believe that.

[Patricia]

21 is a better age to vote, because maybe at 18, the younger people haven't been around very much to know what's going on. And I mean at 21, I mean, they travel more and they know more about what's going on in the world.

[Moderator]

Well, at least you're thinking about it.

[Joan]

Joan At 18, they should know what's going around in the world, but at 21 they should know a little more. So I still think that 21 would be the right age, make them good.

[Moderator]

And smart, is that it? Mrs. Sawyer, would you like to add to what you said a moment ago about this question?

[Mrs. Sawyer]

I think that at 18, even though boys are taken to the army, we must remember that they have to be trained to be soldiers, they have to be trained to be sailors, and they go through quite a period of training. At 18, a child has had very little training for elections, and I think by the time they're 21, they have had a little more training by reading and understanding a little more about the political setup in the city, and they are then, I think, more prepared to vote than they are at 18.

[Moderator]

I wonder whether the group are pleased with Mrs. Sawyer, who just said that by the time you reach 18, you hadn't had enough experience in voting or in the whole business of elections. Do you agree with that? J MEL yeah.

[Patricia]

PATRICIA no, I don't agree.

[Moderator]

I thought so. Go right ahead. PATRICIA why not?

[Patricia]

Because when a person hits 18, I still stick to the same thing. He ought to know because coming along, he can learn about the wrong he's in his classes and there's always work concerning that kind of thing. So I think when he hits 18, he's the right to vote.

[Vivian]

VIVIAN well, I still agree with Patricia, because I think the parent plays a part in that, too, and I feel that it is her duty to tell her children these things. What's going on in the world?

[Moderator]

Is that the only place where boys and girls, men and women, learn about what's going on in the world?

[Gaynell]

KAY NELL no, in books also, but I'm thinking why they are saying no is because it says When a boy goes into the army, he's 18, but he has training, and he's not. I don't think he's in army until he's 21. I don't think.

[Moderator]

Well, he can't be drafted earlier and.

[Gaynell]

See, he has training for two years for voting. Now, he didn't have any training.

[Moderator]

So where are you going to get that training? GAYNELL by reading books? That's the only place.

[Patricia]

No, Patricia the people surrounding you, uh.

[Moderator]

VIVIAN the schools, my goodness, you just skipped right by that. Do you think you're getting any training right now at your age, in the whole question of voting and electing?

[Gaynell]

HOWARD Yes, I do.

[Patricia]

You get a lot of training in school because they have current events, and.

[Gaynell]

A lot of that tells you about.

[Patricia]

What'S going on in the world, and you're old enough to read papers and things.

[Moderator]

As a matter of fact, my next question may help to bring that out a little bit. Since you feel that the responsibility of every voting citizen is to elect the best candidate, which has to do with experience, again, in voting, I should like to have you tell us what you did in your school to carry out your responsibility as young citizens.

[Vivian]

JOAN well, we had a citizen campaign.

[Joan]

And we had papers. What qualifications were for the best citizens? And we passed them around to the classes, and we were supposed to pick out, write down the best qualifications for a good citizen and the one who do you think was the best citizen in your class? And they passed them around, and then we got all together, and the ones that had the most votes from each class was the winner.

[Vivian]

VIVIAN While John didn't exactly begin from the beginning, of course, it all started in the youth building when we chose the topics of that term. I think it was in 1947, who would be our next president? And we found it difficult to find out who would be our next president, unless we were guessing at it. But we started a citizenship campaign, and we had a forum in the assembly, and right after the forum in the assembly, in our school, we passed around and the papers with the questionnaire on it.

[Moderator]

You weren't sure about who's gonna be elected, but you felt that you were in a better position to judge who was the best citizen in the school. Is that it?

[Vivian]

Yes.

[Moderator]

Okay.

[Gaynell]

Nell you also have training by voting from your pupils as president, also secretaries and all that, because in school they teach you the qualification that you have to have to be the president of the clan, because you just have to be the person that you like, but you have to know that you know something that would help out the Claire.

[Moderator]

Well, apparently you are getting some training in whom to vote for.

[Gaynell]

JOAN I think if you go to.

[Joan]

School and learn your work by 21 you ought to know how to vote.

[Moderator]

Do you feel the boys and girls are taking the voting in the school series like yes, you do. We have about a minute and I'd like to get a couple of quick answers to that. Lillian yes, of course.

[Vivian]

Shortly after the voting of the citizens in our school, there's beginning to be a great improvement in our school, in the school lunchrooms and in the classrooms too.

[Moderator]

You feel that as a result of your campaign there's greater interest on the part of boys and girls in the welfare of the school. Vivian Is that your point?

[Joan]

Yes.

[Patricia]

Patricia yes, because most of the children wasn't picked as the best citizen of their class before would like to reach pick this time.

[Moderator]

So apparently they're all looking forward to being selected as best citizen. Well, according to our panel of young people and guests, it would seem that our vote counts for much. This is another example of young people of school age who are learning to think and act on their voting rights and responsibilities as citizens in our democracy. Thank you very much.

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