Evening star. [volume] (Washington, D.C.) 1854-1972, 1952-06-06
General States Position
On Reciprocal Trade Act

@. (Reston, the New York
Tines: Since you came back,
sir, you have talked a great
deal about the inter-depend-
ence of several nations. In
view of what you have said here
today about supporting the Re-
publican platform. would you
say what your position is about
the Reciprocal Trade Agree
ments Act which will expire
early next year?
A. The question is: What do
I think about the Reciprocal
Trade Agreements Act in view
of my statement that I would
support the Republican plat
form. Now the statement that
I remember made a very fair
statement about our relation
ships with foreign countries in
finding cooperative methods
for developing our position
against the Communist dicta-
torship. When you ask me that
specific question I must con-
fess I am not in position to
answer it. because I didn't know
they were to be fired that early
and. I have assumed that when
we made such trades that the
Yankees have not lost their
ability as traders and that we
don't, in every horse trade we
make, count on being robbed. I
would think that trade is a two
way street and we get some adj
vantage out of it so I would
have to reserve a specific an
swer, but say I do believe that
we must accept the import Of
the things that we are going to
pay for the supports and vice
versa.
@. The New York Times: AS
q recent college president,
would you care to say something
on the subject Of Federal aid to
education? IS
A. The question is Federal aid
to education. And to comment
on it from my position as re-
cent college president. g,
I believe this, ladies and gen.
tlemen: Education is one Of
those local functions that we
should guard jealousy because
I found this: In every. totalita-'
rian state that I know anything
about, one of the earliest eff
forts is to get charge Of the edu-
cational process; indeed. in
Hitler's plan. very shortly after
he came to power. a parent
could no longer take its child
into a school. It took it to a
certain place and turned it over
to a teacher.
Now this is what I do believe,
because I believe so definitely
that each of us must participate
in the political activities of our
Government or we are going
to suffer, I think there is a GER
tain level of education that is
absolutely necessary If the indi-
vidual is to be prepared so to
participate because Of that.
When we can show that any
particular section does not have
the proper adequate means to
educate it's children to that
level, I would certainly be in
favor Of help to that specific
area, and an adequate help so
that those children can be edu-
/. Gated and I mean adequate.
On the other hand, the thing
that has been proposed and the
thing which I fought when I
was at Columbia was this: That
each State would put in some
money in this education fund
and then, even the rich States,
the one who put it in, would
get something back. To my
mind, just a process of support
ing another bureaucrat or
bureaucracy in Washington and
cutting off something before
you sent it back to the various
States that are providing the
money. I think they can do it
better themselves locally with
responsibility than you can by
this centralized help which will
finally, it seems to me, lead
again toward control and di-
rection; but where they can't
support it I believe in it.
@. From the floor: General.
you spoke yesterday about de-
Capitalization Of the Federal
Government. Are there any
specific functions right now that
the Federal Government per-
forms that you think should be
turned over in greater degree to
the States2
A. I would say this: The
whole thing has become so vast
and so complex that it would be
almost idle to try to talk about
the thing in a specific and clear
point manner. but I have had
some of my Kansas friends
talking to me about some Of the
overlapping; for example. be-
tween the advice they get from
Washington and from local
authorities in the business Of
agriculture, and to my mind.
the Kansas farmers, to start