00:00:08.940 - 00:00:34.250

my privilege to welcome you and to bring greetings and also to introduce who needs no introduction, our chancellor to bring him to the podium so that he can introduce our speaker chancellor Readers uniquely qualified for the job of introducing our speaker because he served as chief of staff for the senator when he was governor of Florida.

00:00:35.040 - 00:01:08.450

So join me in welcoming to the podium Chancellor read Charlie. Yeah, thank you, Leon, for that introduction and also thank you for coming from California and being a part of our team in Florida is the eminent scholar in education in our state. Our speaker This evening, Bob Graham has emphasized education throughout his career in Florida.

00:01:08.450 - 00:01:38.760

From 1979 until 1987 he was known as the education governor. He boosted the professionalism of teaching into double sessions in the elementary and secondary schools of Florida, tightened academic standards and expanded endowment support for higher education through Florida's eminent scholar program. Today we have $141 million eminent scholar chairs filled in our university system.

00:01:39.640 - 00:02:04.460

During his first term as governor, Gram launched the ambitious goal of moving Florida's schools to the top quartile of the nation and Florida made dramatic strides towards excellence. 1983 The chief state school officers of the United States recognized Governor Graeme for making the most outstanding contribution to education in America.

00:02:05.440 - 00:02:28.950

Bob Graham practices what he preaches regarding the importance of education. As a United States senator, Graham keeps on learning, taking immersion courses in Spanish in Central America, studying the complex changes in Russia. And now, at long last, we finally got him to work with a computer keyboard.

00:02:31.240 - 00:03:00.150

He attended public schools in Dade County, graduated from the University of Florida in 1959. Earned a law degree from Harvard in 1962. Bob Graham's Workday programs was born in the classrooms of Florida in 1974. As a state senator, Graham wanted to find out more about our high schools and our textbooks, so he taught classes at Carol City High School for an entire year.

00:03:01.240 - 00:03:20.760

Many times, he said, that's probably been the toughest job he's ever had. Grain was so impressed with the benefits of first hand experience that he began taking various jobs throughout the state. Since then, Graham has done more than 260 work days, but he always returns to the classroom.

00:03:21.440 - 00:03:42.670

You'll find him working in childcare centers in Broward County, teaching high school classes in Orange County, working in the financial aid office at the University of Florida or answering students questions at the University of North Florida. It is my pleasure to introduce as the 1992 Schultz lecture the best boss I ever had.

00:03:43.010 - 00:04:28.060

Senator Bob Graham. Yeah. Mhm. Yeah, yeah, yeah, yeah. Mr Chancellor. Mr. President, Governor Schultz. Nancy Friends. It is a great pleasure to be here today. The comments that Charlie just made reminded me again of one of the great responsibilities and joys of life and particularly of life in the public arena.

00:04:28.440 - 00:04:49.660

And that is the opportunity to be associated with such quality people. Uhh! I have had that good fortune throughout my career and one of those who had the greatest influence on my own values. Uh, and my sense of what it meant to be a public official was Fred Schultz.

00:04:50.040 - 00:05:23.060

Fred was speaker of the House of Representatives. In my second term in the Legislature, I developed enormous admiration for his parliamentary ability, uh, and for the vision that he brought. There's a lot of loose talk today about what America needs is leadership. I think leadership is a combination of a person of high principles, a person who has the willingness and the courage to think about the future, Uh, and the ability to help us move closer to that future.

00:05:23.440 - 00:05:55.060

Those were all qualities that Fred Schultz has shared so generously throughout his distinguished career. And having said that, I would also like to go on to comment that I apologize for the airline somewhat late arrival. And then I missed the biography of Fred that you all saw, Uh, one lady who saw it came up to me and said, I'm so disappointed that you couldn't see the film about Fred when he was young.

00:05:55.740 - 00:06:35.970

He was so cute. Yeah. Mhm. Yeah, yeah. Uh, Nancy, don't you think he's still cute today? Mhm. I've also had an opportunity to work, uh, with President Adam Herbert. I knew President Herbert when he was at Florida International University and, uh was extremely helpful on a number of important issues of public policy in his position there, Uh, this university and the Jacksonville Northeast Florida community is very fortunate to have his leadership.

00:06:35.980 - 00:07:12.390

Uh, Bucky Clarkson was saying that he feels that, uh, Adam Herbert is one of the real treasures of this community. And I, uh, wish to I agree with that assessment. Bucky is always a wise person. Yeah, And if I could, there's so many good friends who have been so generous to me and my family over the years, if I could just mention one is illustrative of all Hank Drain.

00:07:12.400 - 00:07:30.300

Uh, Hank was, uh, the leader of the Florida political press corps. When, uh, Fred and I were coming into politics, uh, every Sunday we looked forward to his report card as to how well we had done. I even had an opportunity, Charlie to take one of those workdays.

00:07:30.310 - 00:07:55.650

Uh, with Hank. He gave me the job of a cub reporter covering the Jacksonville mayor's election in 1979. I submitted my story, which ran more or less as written in the newspaper. Uh, but I want to announced that at the conclusion of that day, Hanks assessment was Bob.

00:07:56.140 - 00:08:23.760

I wouldn't give up your daytime job. Uh, friends, this is a great honor to be able to participate in this distinguished lecture series. Uh, I accept it with humility, of knowing that I am not the first person who was asked to speak here this evening to be the sixth annual lecturer at the Fred Schultz Distinguished Series on education and economic development.

00:08:24.240 - 00:08:45.550

First, Fred asked his old friend, who had given the first lecture, Paul Volcker, to speak tonight. But Paul said he does not accept invitations on Friday nights because he has to watch Wall Street week on public television so that he can stay current with the Louis Rukeyser Economic School.

00:08:46.340 - 00:09:19.150

Uh, then, uh, he next turned to Paul's successor as chairman of the Federal Reserve Board. Alan Greenspan and Allen was about to come, Uh, but, uh, when this, uh, merger acquisition takeover of Barnett, uh, and what's left of the independent Financial Community of Florida was announced this week, uh, Fred withdrew the offer with instructions that Greenspan should spend tonight working on completing the feds approval of that merger.

00:09:20.240 - 00:10:02.150

And finally, Fred had hoped that the vice president would be here tonight. Uhh! Yeah, but he is under instruction to stay home, uh, and to watch Johnny Carson's last show and see what he can pick up from them. Uh huh. This series draws attention to what many believe is the key issue of our decades, and that is the transition from a military to an economic standard of what constitutes a national supremacy.

00:10:03.240 - 00:10:17.760

Tonight, I'd like to think together with you about some of the changes that are underway in the world, their impact on the economy and what we must do if we are to achieve the position of strength in the world which will carry us into the 21st century.

00:10:19.340 - 00:10:46.660

For the last 45 years, during the Cold War, the strength of a nation was measured in terms of an escalating arms race, the ability to protect its weaker allies to expand its sphere of military influence to intimidate perceived enemies. These were indicators of national power. I took my first visit to the Soviet Union in the spring of 1988.

00:10:48.140 - 00:11:21.980

It was immediately apparent to use an old North Florida expression that there was something bad wrong there. Here was a country with this enormous military capability, which was so third world in almost every other aspect of its life. Lack of food in the stores, the lack of of basic transportation services, the very minimal quality of life available to its citizens.

00:11:22.840 - 00:11:47.240

I think we have now seen that that reality of what the Soviet Union was essentially represented the tide that was gradually eroding its ability to be a military power in the aftermath of the Cold War. We are re evaluating the measures that will be used to assess each country's dominance in the world.

00:11:47.290 - 00:12:11.960

We must ask ourselves the question. What makes a nation strong? I think one thing is increasingly clear. Economic strength has eclipsed military might as the primary indicator of national power and security. Economic strength will increasingly determine the capacity of a nation to extend its cultural and values influence.

00:12:13.240 - 00:12:32.960

If those the new ground rules, what factors will produce national success? One instructive approach to this question is to look at two countries almost 50 years ago, the steps they have taken in the past half century and where each country is today. I'm now going to give a little examination.

00:12:34.240 - 00:13:02.450

The year is 1945. Having avoided significant participation in World War Two country A can commence the post war era in a very strong position This nation has fertile soil rich agriculture. It has an abundance of land. And underneath the rich soil, I bountiful supplies of gold, natural gas and other raw resources just waiting to be mined or drill.

00:13:04.240 - 00:13:30.530

Country be, on the other hand, is already crowded and would face a tremendous challenge of forced to feed its people. With food grown domestically decimated by the war, this country is struggling to rebuild itself. Be country has few natural resources, no significant oil or gas. Today, almost 50 years later, one of these countries has become an economic powerhouse.

00:13:31.120 - 00:14:02.050

The other has surrendered its economic promise. One has more than 10 times the per capita GNP. Of the other question, which country is A and which country is B, India and Japan? B Is Japan A. Is not India, South Africa? No, no, no, the United States notes.

00:14:03.240 - 00:14:32.160

It's not. It's not Russia, the Soviet Union. It's not China. It's not Germany. A country is Argentina. You said that. Would you please, would you please stand up? Friday. That's my daughter. What is your minority? Bye. I guess it must be your mother's environment, not your father's do.

00:14:39.840 - 00:15:09.950

What were the policies that led Argentina and Japan over the 50 years from where they could have been to where they are. We all know that economic policies instituted by Japan at the end of World War two propelled that country to its current dominant global position, while those chosen by Argentina let it largely to languish until the recent research in Latin America has resulted in some modest gains in the big picture.

00:15:10.340 - 00:15:39.450

Here is a country's current status is no longer a guarantee of its future. Nations, not history, have control of destiny. Our decision will determine the position of the United States of America into the 21st century. So what did Argentina and Japan do? Sitting amid the rubble at the end of the war, Japan looked to the future.

00:15:40.240 - 00:16:03.650

It made difficult, painful decisions about where it wanted to be. At the end of the 20th century, the government determined that the lion's share of Japanese resources would be invested in the Japanese people. Prior to World War two, Japanese education was far from universally available. The economy was insular, isolated, impoverished.

00:16:04.340 - 00:16:36.580

Our modern day impressions of the rigidly structured Japanese system result mainly from changes implemented after World War two, 1947 Japan passed the laws putting in place the fundamental principles which underlie the Japanese education system today. Interestingly, those laws were developed under pressure from the United States Education Mission working to help Japan rebuild itself in Argentina, Relatively good times allowed for substantial educational investment.

00:16:36.660 - 00:17:07.510

Until the 19 sixties, the wealth of natural resources finance an extensive public education system, resulting in a 94% literacy rate. But as the Argentine state became absorbed with other financial conditions, class divisions, military dictatorship and corruption, attention to education fell. Education spending dropped from $3.5 billion at the beginning of the 19 eighties to less than half of that figure by the end of the 19 eighties.

00:17:08.140 - 00:17:35.350

What happened to the economies of Argentina and Japan during the critical two decades of the 19 seventies and 19 eighties? In 1970 Argentina's economy in terms of its per capita GNP, was approximately 55 to 60% of Japan's. By 1990 20 years later, it was less than 10% of Japan.

00:17:36.740 - 00:18:11.050

We can see the consequences of declining public investment in Argentina and the results of Japan's heavy investment in human capital. What does this mean for us? We are now well into the information age. The country that will lead the world through the 21st century will be that country which gets the best patterns, puts in place the most sophisticated communications infrastructure and, most importantly, implements the best system for training people to compete in the evolving international economy.

00:18:12.340 - 00:18:40.340

In light of the changing demands on the global workforce, we must re examine the role of our schools in preparing our American population to meet these demands. Specifically, I would like to 0.23 realities which necessitate changes in our schools. One. The changing role of the American family to the increasing global nature of our economy.

00:18:40.360 - 00:19:06.260

And three, the need for lifelong learning. The relationship between the school and the family is fundamental in American education. Did America always have universal education and we always have schools? No. Schools are essentially a phenomenon of the last 150 years, and they were primarily a product of families asking this question.

00:19:07.140 - 00:19:51.300

What are the needs of our family, and particularly its Children, that we the family, cannot meet? What are the requirements that necessitate our turning our Children over to a third party, a teacher for specialized education. It was that role of the school filling a void of the American family, which shaped our system of universal education and which in many ways continues almost a century later to continue to dominate as an example.

00:19:52.140 - 00:20:13.940

Why is it that the school day ends for most Children? At approximately three PM, the answer. When American education was being founded, there was almost always a mother at home to care for the Children when they returned from school. And, even more importantly, parents needed their Children to help them in the fields in the shop around the house.

00:20:14.810 - 00:20:49.060

And why do schools have vacation from June to August? It's not just so that the parents can send their Children off to camp run amok. Children were essential elements of the harvest team. They were needed full time during the summer harvest month, Interestingly enough, in Florida in Plant City, uh, a community in eastern Hillsborough County, it has been fairly recently that that community school system was based not on summer vacation but on vacations from December through February.

00:20:49.640 - 00:21:11.060

Why, Because Plant City is the strawberry capital of the world, and those Children were needed in order to harvest the strawberries from December to February. The American school system thus developed and answer to a very important question. What is it that families cannot do that would justify taking the Children out of the home?

00:21:12.040 - 00:21:42.320

If we were to ask that question today, we think the answer would be the current American public school system. The realities are substantially different in 1992. In most families, neither parent is home when the child returns at 3 p.m. In fact, by 1995 it's estimated that three out of four school aged Children will have both parents or their single parent in the workforce.

00:21:42.740 - 00:22:15.660

The number of families who need their Children in the fields is minuscule. Furthermore, our schools, our structure on the assumption that the thing that Children are not getting at home is academic education. But we know that only a small part of Children's extra family needs today are academic Children, get little attention at home, and unfortunately, a large number of cases they have inadequate healthcare or under fed, and in too many cases, do not even have a home to go home to after the school day ends.

00:22:16.140 - 00:22:44.360

One out of eight American Children comes from a hungry household. In the time since I have been speaking with you, 30 American Children have run away from their homes. One out of four homeless people in America, our Children and I want to point out that this speech was written before Vice President Quayle offered to adopt Murphy Brown's child.

00:22:47.940 - 00:23:15.960

We have implemented a fragmented myriad of programs aimed at child care, nutrition, disadvantaged Children and other social needs. I believe it is time that our schools took a central role in becoming the principal center for these services. I do not believe that schools, as we have known them, uh, should assume all of those responsibilities, but rather that we should divide the place from the activity.

00:23:16.640 - 00:23:55.120

Schools should be seen as societies. Residual social institution. Schools do not have the choice of avoiding that responsibility. In many ways, schools are the score car of society, other systems nutrition, health, employment. The family can all fail and do so anonymously. But when the child arrives at the school, then that those failures become numbers numbers of Children who drop out numbers of Children who engage in antisocial activities.

00:23:55.130 - 00:24:17.360

And those problems, which had their origin elsewhere, become defined as a school problem and a school failure. I believe the schoolhouse should be seen as a hospitable place where many activities that families cannot perform in 1992 or where there is additional assistance required for many families can be performed.

00:24:18.140 - 00:24:40.460

In my mind, we need to move even more decision making as close to that school as possible, so that the people in the communities that are most affected by those decisions can play a central role in seeing that the schoolhouse becomes that hospitable place to meet the needs of American families in the 19 nineties.

00:24:41.340 - 00:25:05.860

The federal government's role is not to intrude in this most intimate of local decisions. Rather, the federal government's role is to assist in seeing that those services, which occur before and around the classrooms such as the Women's Infants and Children Program Head start juvenile health economic programs to reduce dropouts are provided.

00:25:07.740 - 00:25:31.000

The second emerging reality, which are schools must adapt themselves, is the increasingly global nature of our economy. The Iron Curtain is old news. Our focus now is on developing markets in Eastern Europe, competing with the unified European economic community, fending off the Japanese economic threat, building our own North American free trade zone.

00:25:31.010 - 00:25:58.170

Capitalizing on the unique opportunities created by our particularly Florida's proximity to Latin America and the Caribbean, our schools, in my judgment, are not adequately preparing students to meet the demands of this dynamic international economy. Second, languages are too often taught like art history, so students will graduate with a basic exposure to but no real expertise or command in the subject.

00:25:58.940 - 00:26:22.050

We need a comprehensive approach to cross cultural education, incorporating new perspectives, languages and cultures into everything students learn in the classroom. In the search for cross cultural programs, I would suggest to criteria first, that international issues have to permeate the curriculum, not be segregated into separate course offering.

00:26:22.940 - 00:26:44.770

For instance, in the study of history, understanding history requires a knowledge of the context within which events have taken place to fully appreciate what is happening in Bosnia herzogovina, and it pains me to see what is happening. But isn't that a wonderful name of a place Bosnia Herzogovina?

00:26:45.340 - 00:27:08.270

One needs to be aware of Woodrow Wilson's role in creating Yugoslavia at Versailles and to comprehend the impact of refugees landing on Florida shores. Ones need. One needs to have a basic understanding of the history and culture of the Caribbean. In addition, multicultural education must be performance based.

00:27:09.240 - 00:27:33.770

Knowing the importance of Latin America to the cultural and economic future of Florida, I have spent years trying to learn Spanish. As the chancellor will attest. All of the documentation of courses I've taken hours I've invested are meaningless. However, if I am unable to communicate meaningfully with Spanish speaking people, this question you chose a news story.

00:27:33.770 - 00:28:01.170

Ondo in Espanol. The Espanoles movie Poverty. Okay, last. While the verdict may still be out, the point is important. It is often said that every day in New York City, there are 10,000 Japanese conducting profitable business in English. Every day in Tokyo, there are 10,000 Americans lost and unable to give simple directions to their taxi cab garden.

00:28:03.740 - 00:28:28.670

As part of the orientation towards performance, schools should see the role of being credentialing agencies willing to acknowledge the legitimacy of learning acquired elsewhere, prepared to test the performance base of that learning and give it a credential. The third facet of education we must address is the need to foster lifelong learning.

00:28:29.440 - 00:28:47.670

All the people in the workforce today, and most of those who will make up the workforce for years to come are not a product of the school system that we might see for the future. Does this mean that we have to give up on them, wait for a new generation of presumably more enlightened graduates to set the country on a proper course?

00:28:48.440 - 00:29:06.170

What it means is that we need to stop thinking of education as something that occurs within a particular time frame of one's life. We cannot rely on the belief that the knowledge students have when they leave high school or college will be applicable throughout their total life and careers.

00:29:06.640 - 00:29:30.590

Across all professions and occupations, retraining has become increasingly urgent. We're also seeing entire segments of our labor force in need of retraining. One that will be especially important to Florida as a result of the end of the Cold War is the significant shift of America's economy from defense to civilian applications.

00:29:30.630 - 00:29:55.460

We have been for the last 20 years spending upwards of 7% of our gross national product and almost two thirds of our research investment on the military. Both of those numbers are going to become substantially less in the near future. It will be a major test of our nation's ability and flexibility and vision.

00:29:56.140 - 00:30:19.670

How well we can make that transition from the high level of defense economy to a greater civilian economy. We cannot allow this change in national focus to destroy the centers of excellence we have created during the years of arms escalation. We cannot allow individuals of talent in science, technology and management to be dissipated.

00:30:20.440 - 00:30:52.060

If either of these occurs, our nation's future will be diminished. I spent a workday in January at the General Electric plant in Daytona Beach, this plant, facing the challenge of converting its high technology work done for military purposes to civilian needs. Advanced simulators at that plant in Daytona Beach allowed me to experience while staying on the ground in Daytona, a flight at 150 ft in an F 16 aircraft over the Sahara Desert.

00:30:53.040 - 00:31:15.050

As wonderful as these simulators were, their future value will depend largely on the ability of that firm to adapt them to the learning process of the civilian economy. Converting our defense industry to civilian application poses a special challenge because it cuts across all levels from assembly line to top management.

00:31:15.940 - 00:31:43.360

There are several precedents for comprehensive federal action to pursue such critical national goals as defense conversion and commercial development of technology. One model, which has appealed to me, is the model of the agricultural research and extension system. Founded in 18 62 this agricultural program was and continues to be successful largely because its goals were clearly defined.

00:31:43.370 - 00:32:07.850

Why did America, in the midst of the Civil War, stopped to establish an agricultural research and extension system? The answer was because there was a recognition that when the war was over, America would have the need to make a rapid entry into the Industrial Revolution. England was already almost a half a century ahead of the United States.

00:32:08.540 - 00:32:35.860

The principal barrier to America's ability to enter the Industrial Revolution was people because over half of our people, we're working on the farm in order to produce the food for themselves, their families and the other half of the American people who weren't on the farm and so a key to our ability to enter the Industrial Revolution was to make a massive shift of labor from the farm to the factory.

00:32:36.440 - 00:32:56.660

And in order to do so, we needed to learn how to produce food more efficiently so fewer people could maintain or increase our agricultural production level. Under the original Morale Land Grant College Act, each state was given federal land to sell to raise money to establish a college devoted to teaching agriculture.

00:32:57.340 - 00:33:24.360

To complement the teaching role, Congress in 18 87 established a grant program for research and experimentation. This program continues today as the Cooperative State Research Service. Perhaps what we need to do now is to set up a technology extension service. To do this would be a much less demanding task than that which we faced 100 plus years ago with a land grant college.

00:33:24.840 - 00:33:42.350

Because today we already have the world's benchmark of science and technical programs at colleges and universities across the country, which worked closely with private industry to target their research efforts. And there is there are a few examples better than that than the University of North Florida.

00:33:43.340 - 00:34:03.010

Recognizing the value of such partnerships, I had asked Chancellor Read to identify areas in which the state university system can be of assistance to defense industries in Florida and making that conversion. It has been my feeling, and I am now shifting to my mode of lobbying.

00:34:03.010 - 00:34:46.760

Charlie read, uh, which is an activity that I have spent many hours engaged in with, unfortunately, little to show for it. But my thesis, Mr Chancellor, is that these institutions, the defense industry, which have been operating in a largely, uh insulated economic system with a single purchase ah, have because of that, not been exposed to the range of potential civilian applications for their technology to use the example of Daytona Beach and its General Electric Simulation plant.

00:34:47.140 - 00:35:13.470

Ah, it would seem that there would be many civilian uses in education and training in medicine, environmental engineering areas. What that plant needs are people who are operating at the leading edge of each of those application areas to assist them in thinking through what markets have the greatest potential and how they can transition.

00:35:13.940 - 00:35:39.550

They are very sophisticated technology to new uses. I think the state university system can make a great contribution to accomplishing that and in so doing will make a great contribution to the well being of many thousands of Floridians. Uh, at the seventh annual lecture, we will get a report card as to how well the Chancellor has carried out that assignment.

00:35:40.040 - 00:36:18.340

Can we do that, Fred? Yes, sir. University should be a primary institution in identifying civilian applications and assisting in institutional and individual transition. Our community colleges in Florida will have a very significant role in assisting individuals to retrain in civilian areas. Uh, and I was very pleased to learn that the community college here in North Florida has some 3000 persons who are currently undergoing that retraining so that they can make the transition.

00:36:18.930 - 00:36:40.350

We need a coordinated policy in which the federal government supports research that has commercial either in conjunction with or in lieu of defense application, and then facilitates the transfer of that research to civilian applications. Following the example of the agricultural service, we need to set clear objectives and design our programs to meet them.

00:36:41.330 - 00:37:01.460

In many ways, we are facing a very similar evolution and national needs. To those that we felt in 18 62 today, the challenge is not how to assist in moving people from the farm to the factory, but rather to recognize that America needs to re gear itself to the information age.

00:37:01.930 - 00:37:36.550

Whereas the goal of improving agricultural efficiency was to free up workers in high technology, efficiency is the key to success. Without it, America will not be competitive in developing a technological extension service. We can facilitate the continued learning of people who are already in the workforce and need to have their skills upgrading each of these three areas, responding to the changing needs of families, broadening students, cultural perspectives and extending learning to the entire life cycle.

00:37:37.030 - 00:38:04.240

Federal government has a partnership role, a partnership role with families with the private sector with educational institutions. There are a number of principal issues in addition to education, which America needs to commit itself to during our transition into the 21st century. Much like Argentina and Japan in 1945 America stands at a crossroads.

00:38:04.920 - 00:38:25.250

The choices that we will make in the next few years will determine our fate. For decades to come, individuals and institutions must plan for the long term making decisions based on where they will leave us in 10 or 20 years, not at the end of the next quarter.

00:38:26.220 - 00:38:49.330

The public and private sectors together must recommit themselves to long term investment. In this information age, our future is in ideas, so we should target our investment to areas that stimulate the formulation and the dissemination and application of new ideas. This means investing in education, investing in research and development.

00:38:49.340 - 00:39:15.040

So American ingenuity will create the next generation of technology. It means funding our transportation infrastructure. So, for instance, that we could have the world's most extensive and efficient high speed rail system early in the 21st century. It means developing our communications system to accommodate the video, audio and data linkages which will tie the whole world together.

00:39:16.020 - 00:39:45.330

And as we make these critical investments, we must reform our irresponsible method of payment. No longer can we live off our grandchildren's credit card. This generation must begin to pay for our own cost. Like Postwar Japan, our investments for today will require some sacrifice. I believe we have the knowledge and will to overcome the obstacles we face and to lead the world through the 21st century.

00:39:46.220 - 00:40:31.970

You and I and all Americans must be willing to challenge traditional assumptions and to overturn old habits. Two very significant things have happened to me in the last 18 months. One of them is named Sarah and the other one, Caroline, our first two grandchildren. When you pick up your grandchild and look into that fresh face, he gives you a sense of your responsibility, your responsibility to your own parents and grandparents and your responsibility to that grand job Caroline shares as her other grandfather, an American historian.

00:40:31.980 - 00:40:54.640

David McCullough. If I could, Fred a slight bit of commercialism. Uh huh. Caroline's other grandfather has just finished, and next month will be published by Simon and Schuster, a book called Truman, which he has been working on for the better part of the last decade. I hope that you will consider buying this book.

00:40:55.210 - 00:41:21.830

Uhh! I have read two chapters. It's very interesting, Uh, and second, uh, it's commercial success will have a lot to do with Caroline's ability to to attend the University of North Florida, uh, future date. As a historian, David asked the question. Where was America at time of moral challenge?

00:41:22.210 - 00:41:46.880

Where was America in the era of slavery, where we're good people who should have stood up against that institution. Where was America in the 19 thirties and forties, when the Holocaust was occurring in Europe, when good people should have stood up and spoken out? And what will future generations uses their judge of us?

00:41:47.310 - 00:42:37.820

Where were we when we had the opportunity to adapt, to accommodate, to continue to build on all of those values and qualities that have been so distinctively American and that have the potential of leading us into further greatness in the 21st century? Working together, I am confident that we can achieve a nation and that we can be a generation of Americans that will make this transition into the 21st century, and that it will be a century of continued extension of the values that we, as a nation have stood for for over 200 years, and that we will be a generation worthy of the pride of our grandchildren.

00:42:38.500 - 00:43:32.080

Thank you. Mhm. Yeah. Okay. Thank you very much. Senator Graham, for an excellent presentation. I'm sure that you can sense from the reactions of the audience that we very much appreciate your taking the time to be with us. The excellent message that you have given. And I think that those words provide an excellent close to this very exciting day for the University of North Florida for the College of Education and Human Services.

00:43:32.080 - 00:43:57.780

And we hope for the Schultz family. I must say, Senator, that you've painted a very clear picture of the global economic development, the education and the human services challenges which confront not only this nation but also the state of Florida. As I listened to you, I must say also that equally important are the the the clear suggestions that you have articulated as to how we can address these.

00:43:57.780 - 00:44:31.100

And it's my sincere hope that all the citizens of this state and our leaders will listen to your very strong and persuasive case that we must invest in human capital. We must invest in our young people. I think that that is really the kind of message that not only the senator has talked about, but that Fred Schultz has demonstrated throughout his life as he has tried to make a difference for the young people of this state, as he has thought to enhance the quality of education for all of our young people.

00:44:31.690 - 00:44:58.010

Thank you very much for stimulating our thinking tonight, Senator. We really appreciate it. And I must just say that after listening to you tonight, it comes clear once again as to how fortunate we are to have you in the nation's capital representing us. And, uh, we just look forward to your strong continued leadership in responding to these challenges and also to your strong and continuing support of education in Florida and in this nation.

00:45:04.590 - 00:45:32.580

Okay, Yeah, U. N f is very proud of the fact that we are the host institution for the Florida Institute of Education. F I E. Has a very important statewide mandate to develop and participate in efforts which enhance education throughout the state of Florida. Dr. Leon less injure, as he indicated earlier, serves as the interim director of F i E.

00:45:32.580 - 00:45:52.510

And I just want to thank him and his colleagues for the outstanding job that they have done this year. And Leon, you in particular for the leadership that you have provided for the advice that you have given to the governor, to the Commissioner of Education and to so many of us around the state is we've tried to grapple with some of the critical challenges confronting the state.

00:45:53.090 - 00:46:15.450

Some which the senator has articulated so effectively. We especially appreciate the fact that the institute decided to hold the 1992 distinguished lecture, uh, here in Jacksonville on a day to honor Red Schultz again. We appreciate the fact that all of you have taken the time to be with us to celebrate this various special occasion.

00:46:15.860 - 00:46:36.400

It's one that we will continue to value very highly again. Fred, as I indicated today, we are honored to have your name so prominently displayed on our campus. And we recognize that with that goes a very clear responsibility to continue to do our very best to be not only a state leader, but also a national leader.

00:46:36.850 - 00:46:51.710

With regard to the enhancement of K through 12 education, I assure you that we're going to do our very best to surpass all of your expectations to what we do here in that area. And thank you again for being with us on this very special occasion.

00:46:53.680 - 00:47:08.600

Yeah, Yeah, yeah, yeah. Mm, yeah. All right. Remember that. Okay. Had