In connection with today’s inauguration of Barack Obama as the 44th President of the United States, we offer an excerpt of a talk that the Rebbe, Rabbi Menachem M. Schneerson, of righteous memory, delivered on April 18, 1978. The Rebbe’s address was in response to the designation of the Rebbe’s birthday, the 11th of Nissan, by President Jimmy Carter and the U.S. Congress as “Education Day U.S.A.”
The Rebbe's words to President Carter are as relevant today, and to the incoming administration, as they were three decades ago:
Education, in general, should not be limited to the acquisition of knowledge and preparation for a career, or, in common parlance, "to make a better living." And we must think in terms of a '"better living" not only for the individual, but also for the society as a whole. The educational system must, therefore, pay more attention, indeed the main attention, to the building of character, with emphasis on moral and ethical values. (Need one be reminded of what happened in our lifetime in a country that ranked among the foremost in science, technology, philosophy, etc.?)
Education must put greater emphasis on the promotion of fundamental human rights and obligations of justice and morality, which are the basis of any human society, if it is to be truly human and not turn into a jungle.
The United States of America has a long-standing policy of foreign aid to developing countries, through direct grants and through U.N. agencies. Economic aid to foreign countries includes also cultural aid for the promotion and support of cultural programs, etc.
It is generally recognized, at any rate among the free and democratic nations, that each nation is a member of the family of nations, and all must live together in "the world" which is like one organism. When any part of an organism ails, it affects the whole body; strengthening any part of the body strengthens the whole.
The record of this Nation's foreign aid is unexcelled in the annals of history, which is as it should be for a Nation so generously blessed by the Al-mighty. One would wish, however, for more affirmative action in the area of cultural, particularly educational, programs.
Economic aid given to a developing country is meant to be used most efficiently and productively. While the conditions attached to such aid must necessarily be limited and circumspect, there are certain conditions which are considered prerequisites. To cite a recent example. President Carter has taken a courageous stand on Human Rights, dismissing the notion that it is an "internal matter," and he has made it also a condition of Foreign Aid. It is to the President's credit that he has not only raised this issue, but has succeeded in arousing the world's "interest" in behalf of this cause. "Unofficially," however, there is a great deal more that the U.S. government can do to make foreign aid even more productive.
This Nation, with a healthy intuition, indeed, conviction, recognized that its economic system must not be based on crass materialism. Nothing expresses this idea more eloquently and forcefully than the motto on the American Dollar—"In God We Trust."
In giving out billions of dollars in foreign aid, many discreet ways can be found to have the beneficiaries take a look and ponder on this inscription, with a view to encouraging them to recognize the importance of Trust in G‑d, of appropriate education, with particular emphasis on moral values and genera, humanitarian principles, as mentioned above.
Carrying this train of thought further brings us also to the question of military aid.
Ideally, education should lead to a world state where "Nation shall not lift up sword against Nation, neither shall they train for war" (Isaiah 2:4). Until such an ideal state is reached, there will be a need—in the Nation's own interest—to provide friendly, democratic nations with military aid for self defense, but not to provide military aid to nations that will use it to start war. It would surely be in the best interests of those countries themselves, as well as of the United States and the world at large, if, instead, goodwill and benevolence towards them were expressed in terms of economic and cultural aid, to help them raise a new generation free from hatred and violence and bent on channeling their youthful energies and ambitions towards all that is good, good for them and for their countries, and the common good of humanity both materially and spiritually.
In light of all that has been said above, it is most gratifying indeed that President Carter, Vice-President Mondale, and the eminent members of the United States Congress. G‑d bless each and all of them, have thoughtfully and graciously initiated and associated themselves with the Proclamation of "Education Day, U.S.A." It augurs well for the vital cause of education in the United States. It will, we hope and pray, also have a beneficial impact on education in all countries which look up to the United States of America for leadership and inspiration in all vital matters that transcend national boundaries, and conduce to a better human society and a better world.
