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AbstractAdoptin of a contributory insurance plan is necessay to cope with the large and grwoing problem of old‐age security.

Speech given at Chamber of Commerce ; adjusted. After all, the health of the nation is dependant [sic] upon the vigor and wellbeing of the individuals and groups which make it up. To hold otherwise is to adopt the totalitarian view that individuals and groups have no rights or value not derived from and contributory to the State. I have said a good deal in recent years about minorities running the nation and I still condemn the modern practice of skillful lobbies in Washington securing advantages that they are not entitled to, but I am also sure that we would do great violence to the ideals and traditions of America if our passion for the Nation's security and welfare made us insensitive to the rights of minorities and to the supremely important position of the individual in a democracy. We must at all hazards avoid legislating against minorities as such. America was born out of a faith in our capacity for self

The body of thought on location is composed of several contributory JL streams. The best known of these, that associated with the name of Alfred Weber, has concerned itself with the explanation of the choice of production sites by manufacturing industries, and is consequently the stream most closely related to my inquiry.1 However, the Weber school typically pays very little attention to the historical aspects of its subjects; this neglect is apparent both in the nature of the data employed and in the selection of scope, and the placing of emphasis. In the first part of this paper I shall offer an example of a Weber-like analysis or evaluation of the location factors involved in the cotton industry of this country during the past sixty years, as adapted to the purposes of historical inquiry and to the use of historical data; in the second part, I shall apply to some specific historical situations the results of the analysis presented in the first part.

The effects of events in other countries upon the affairs of our own have become obvious enough in recent years to turn the statement of interdependence into a commonplace. There is an uncomfortable suspicion abroad that the Fates are no longer British subjects. Yet it is doubtful whether we are fully aware of the implications in such truisms. They imply the necessity of discovering the facts of an interdependent world and of interpreting them by methods as scientific as may be possible in dealing with functions of the human variable. In our own country the need for research, interpretation, and discussion in world problems has produced the Canadian Institute of International Affairs, a semi-public body somewhat similar in conception to the Royal Institute of International Affairs in Great Britain, the Council on Foreign Relations in the United States, and the Institute of Pacific Relations in the countries especially concerned in the affairs of the Pacific area. The Canadian Institute fills a gap in adult education by providing the means of creating a body of public opinion which at least is acquainted with the language of international affairs. The work of the Institute is invaluable, but it cannot be regarded otherwise than as contributory to educational requirements to be fulfilled in the main under other auspices. Whether the study of international relations, in some form, should be part of the curriculum of every unit in the educational system is a matter of importance, but my concern in this paper is not with the schools but with the universities.