Indianapolis Times, Indianapolis, Marion County, 30 June 1938 — Page 11

THURSDAY, JUNE 30

Text of Roosevelt Speech to Education Convention

, 1938

THE INDIANAPOLIS TIMES PAGE 11

HOSPITAL IS 50 YEARS OLD | of the Logansport State Hospital LOGANSPORT, June 30. — The | for the Mentally Ill will be cele« 50th anniversary of the construction 'brated tomorrow.

NEW YORK, June 30 (U. P.) —The text of President Roosevelt's address before the National Educational Association follows: If you have followed the arguments of financial experts over the last few years, you have guessed that they have as many theories of keeping books as there are ends to serve. They do not always agree on the definition of capital, and they even disagree on what is an asset and what is a liability. That is true both private business and in Government. But whatever differences bookkeepers and financiers may have over the rules of their professions, no man or woman of common sense can forget, or allow government to forget, what are the true and ultimate assets and liabilities of a nation The only rea is its natural resources and its human beings, So long as we take care of and make the most of both of them, we shall survive as a strong nation, a successful progressive nation—whether or not the bookkeepers say other kinds of budgets are from time to time out of balance. This capital structure—natural resources and human beings—has to be maintained at all times. The plant has to be kept up and new capital put in year by year to meet increasing needs. If we skimp on that capital, if we exhaust our natural resources and weaken the capacity of our human beings. then

01 ( we shall go the way of all weak nations.

in in

1 capital of a nation

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‘BUDGET IN BLACK’

Before we can think straight as a nation we have to consider —in addition to the old kind—a new kind of Government balance sheet—a longrange sheet which shows survival values for our population and for ur democratic way of living, balanced against what we have paid for them. Judged by that test—history's test—I venture to say that the longrange budget of the present Administration of our Government has been in For many years I, like you, have been a pedagogue, striving to inculcate in the youth of America a greater knowledge of and interest in the problems which, with such force, strike the whole world in the face today. In these recent years we have taught the prudent husbandry of our national estate—our rivers, our soil, our forests, our phosphates, our oils, our minerals and our wild life. Along these lines we have made mighty strides—come further than in all the years before in knowledge of how to grapple with the problems of maintaining the estate that our forefathers handed down to us. With dissemination of this knowledge, we have taken action. Few men begrudge what that action has cost, because it has been based on operations physically large and spectacular, dramatic and easy to see. I am thankful that I live in an age of building, for it is far easier to dramatize to one's self the importance of the object if you see it

the

while it is going up, than if you come |

completed stage. We are fortunate today in seeing the New York World's Fair of 1939 in the construc-

tion stage, This glimpse will make it | said that it is the definite policy of | Therefore, this exposition will stand

mean more to us when we see it completed next year. The other half of the preservation

——

nation and a |

the black and not in the red. |

; of our national capital is likewise a problem of husbandry—the conserving of health, energy, skill and morale of our population, and especially of that part of our population | which will be the America of to- | morrow. This also is a problem of the fullest use and development of precious resources of ability which cannot be stored and will be lost if they | remain unused. No nation can | | meet this changing world unless its people, individually and collectively, | grow in ability to understand and handle the new knowledge as applied to increasingly intricate hu- { man relationships. That is why the | teachers of America are the ulti-| mate guardians of the human capi- | tal of America, the assets which must be made to pay social dividends if democracy is to survive. We have believed wholeheartedly in investing the money of all the people on the education of the peo- | ple. That conviction, backed up by | taxes and dollars, is no accident, for | it is the logical application of our faith in democracy. Man's present day control of the | affairs of nature is the direct result | of investment in education.

| the democratization of education not adequately finance either the with this goes the equally important

has made it possible for outstanding ability, which would otherwise be completely lost, to make its outstanding contribution to the common weal. We cannot afford to

| overlook any source of human raw | of education ties in definitely with | material.

Genius flowers in most unexpected places; “it is the impetus of the undistinguished host that hurls forth a Diomed or a Hector.”

GOVERNMENT AID

No government can create the human touch and self-sacrifice which the individual teacher gives to the process of education. But what government can do is to pro-

| vide financial support and to pro- | | tect from interference the freedom

to learn. No one wants the Federal Government to subsidize education any more than is absolutely necessary. It has been and will be the traditional policy of the United States to leave the actual management of schools and their curricula to state and local control. But we know that in many places

And ' local government unfortunately can- |

Cornerstone Text

NEW YORK, June 30 ( P.).—The text of President | Roosevelt's address after lay- | ing the cornerstone to the | World's Fair Federal Build- | ing, follows: On this occasion we formally commence the construction of the building of the Government of the United States. I gladly express the appreciation of that Government to | the representatives of so many other | ( nations who have graciously decided | to take part in the New York World's Fair of 1939. Already the plans for their participation are drawn and to them I | want to stress my hope that many of their countrymen will visit the fair next year. To them also a hearty welcome will be given. I emphasize this on the ground of reciprocity, because for many years the visiting balance has been somewhat uneven. Far more Americans have been traveling to the shores of other countries, especially Europe, than | visitors from the other nations to | our shores. I encourage all of my compatriots to learn all they can at | first hand about other nations and | to make friends there, but I wish | that more of the citizens of other nations could visit us and make friends here. All of us realize, of course, that the affairs of many parts of the] world are, to put it politely, somewhat distraught. Such a condition necessarily accompanies wars and rumors of wars. We in this hemisphere are happily removed, in large measure, both from fear and from controversies which breed it. ‘In a larger sense, however, we cannot remain unconcerned, especially because it is our | fortune to enjoy friendship and good i relations wither all nations.

| is known as the policy of the good | neighbor. To that policy we have | steadily adhered, and it may well be

all the American republics.

| It is a policy which can never be | without doubt, it is a useful ad- man resources and of the need of ! merely unilateral. In stressing it! vance on the patient road to peace.” ' developing them hand in hand. But

: You who represent the other na- | along later and see it only in its tions here today have heard of what | forward to April, 1939, when

UU. | the American republics appreciate, | | I am confident, that it is bilateral |

and multilateral and that the fair dealing which it implies must be reciprocated.

| ‘POLICY FOR WORLD’

It is a policy which was not in its inception, or subsequently, limited to one hemisphere, it was proven so successful in the Western Hemisphere that the American republics believe that it could suc-

ceed in the rest of the world if the!

spirit which lies behind it were better understood and more actively striven for in the other parts of the world. Furthermore,

the policy of the

| good neighbor is, as we know, not limited to those problems of inter- | | national relations which may result |in war. { have agreed among ourselves quietly | to discuss difficulties in such a way |

We are against war and

that the possibility of war has become remote. volves also matters of trade and

matters affecting the intercourse of |

culture,

In these modern days when so

many new economic and social prob- |

lems call for the revision of many old economic and social tenets, closer personal cdntacts are an es-

| sential to the well-being of nations.

That is why the New York World's Fair and the San Francisco Fair are well-timed for 1939. They will en-

of culture, and of trade which are so vital today. They will give to the opposite ends of cur country an opportunity to see the exhibits and visitors from the rest of the world— they will give to those visitors a splendid chance to see somethng of the length and breadth of the United States. All of us who are here today look this | great exposition will be formally | opened. It has been well said that | you cannot hate a man you know.

|as a symbol of world peace for,

But the policy in- |

courage that interchange of thought, |

There may be times when men freedom or the facilities to learn. | and equally difficult problem of [and women in the turmoil of change ‘+ And there the Federal Government | keeping education intellectually | lose touch with the civilized gains | can properly supplement local re- free. For freedom to learn is the | of centuries of education, but the | sources. first necessity of guaranteeing that | gains of education are never really | Here is where the whole problem man nse Fin be self-reliant | lost. Books may be burned and cities | enough to ree. sacked, but truth, like the yearning natural resources and the economic | | for freedom, lives in the hearts of picture of the individual community | y : . | humble men and women. The ulti- |! | or State. We all know that the bes | AN ADDED BURDEN | mate victory of tomorrow is with | schools are, in most cases, loca | democracy, and through democracy | | in those communities which can af- | | with education. for ig people can ford to spend the most money on| Such things did not need as much |." 5¢ eternally ignorant or eter- | them—the most money for adequate emphasis a generation ago; but nally enslaved. | teachers splaries. bo modern buh. when the clock of civilization can | ings and Of miouem sguipment o be turned back by burning iibraries, Kn ; that the weakest ed | by exiling scientists, artists, musiWe know that the weakest educa- | .ja ng writers and teachers, by dis- |

tional link in the system lies in persing universities, and by censor-

those communities which have the |! : — | 4 ; ing news and literature and art, an lowest taxable values, therefore, the added burden is placed upon those |

smallest per capita tax receipts, and, ‘ : h ol ae | eT June » n. mii therefore, the lowset teachers’ sal. | countries where the torch of free s S negotiating

: : : : | thought and free learning still burns | for the transfer of his residence tice ang most inadeuiate Sulina: | aright from Doorn, the Netherlands, for these latter communities. They | If the fires of freedom and civil reasons of health, reliable quarters want better educational facilities, | liberties burn low in other lands, Said today. but simply have not enough money | they must be made brighter in our | His agents, it was said, are neto pay the cost, has : h Ede 4 | Soliating Jor the pliepase 2 the : ’ : | n other lands the press is ote onte Verita in scona, sere it propa 2 ae dveis- | censored we must redouble our ef- Switzerland, but details have not | cation between the richest commu- | forts here to keep it free. | been conciuded, nities and the poorest communities | If in other lands the eternal truths | It was understood the ex-Kaiser than there was 100 years ago; and | of the past are threatened by intol- [is no longer able to stand the ; . erance we must provide a safe place | Netherlands climate and physicians

'it is, therefore, our immediate task | : : : to seek to close that gap—not in any here for their perpetuation. have advised him to go South.

way by decreasing the facilities of the richer communities, but by ex- | tending aid to those less fortunate. | We all know that if we do not close | this gap it will continue to widen, | for the best brains in the poor com-

munities will either have no chance : 3 : 2X _® i to develop or will migrate to those PS yl ! | places where their ability will stand | w= : : Rs PS i (a better chance. i ; EN =F be XY ! To continue the parallel between i ; : : b oF RA: a natural and human resources, it is § § _ : 7 Hi { well to remember that our poorest i 4 | Ne Yo Fe : , { § | communities exist where the land is 3 fr ¥ iF most gravely eroded, where farm- = a RE a AEN i ai § BR wd Tom : | ing does not pay, where industries J 7 : EE Reread Bt : have moved out, where flood and 4a ¥ a § Si | Li drought have done their work, where | fh ib TT i} transportation facilities are of the 1

poorest and where cheap electricity : is unavailable for the home.

hy N OW All AM k F CA

not to demand that the Federal

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Government provide financial assistance to all communities. Our aid for many reasons, financial and otherwise, must be confined to lifting the level at the bottom rather than to giving assistance at the top. Today we cannot do both, and we | must therefore confine ourselves to | the greater need. |

BY WORK RELIEF |

In line with this policy, the Fed- | | eral Government during the past | | five years has given relatively far | more assistance to the poorer com- | | munities than to the rich. We have done it through direct relief and! through work relief, through the | Resettlement Administration and the Farm Security Administration, the National Youth Administration, |and through the rehabilitation of flooded, stranded or dust-blown areas. We have provided schoolhouses, | colleges, libraries, educational equip- | ment and sanitation in every State | of the Union. I include “sanitation” { because it has always seemed to me | that good health and good educa- | | tion must go hand in hand. We] | have placed many millions of dollars | {in the field of adult education | | through the Works Progress Admin- | | istration, and here again most of | | the money has been expended in the | | poorer communities of the land. | I have spoken of the twin inter- | locking assets of national and hu- |

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