-DATE- 19640202 -YEAR- 1964 -DOCUMENT_TYPE- SPEECH -AUTHOR- F. CASTRO -HEADLINE- INAUGURATION OF JUSE ANTONIO EXCHEVARRIA UNIV. -PLACE- CUBA -SOURCE- HAVANA DOMESTIC RADIO -REPORT_NBR- FBIS -REPORT_DATE- 19641203 -TEXT- CASTRO SPEECH AT ECHEVARRIA UNIVERSITY CITY Havana Domestic Radio and Television Services in Spanish 1537 GMT 2 December 1964--F/E (Live speech at inauguration of Jose Antonio Eschevarria University City) (Text) Comrades: In reality it cannot be said that this is a university city. Today we are inaugurating the first school of this university city. There are still some projects to be finished. Many--or rather several--other buildings are under construction. But why are we forced to advance this inauguration? Is this perhaps a demagogic act? No. In general, the Revolution can be said to make much less propaganda about its works than has ever been done before. There are innumerable projects being built all over, many of which are even ignored. In the final analysis, the propaganda made about the work of the Revolution is not rpt not the most important thing. In truth, the basic reason why this inauguration is being carried out now is that the need arose to make use of the buildings already finished. We saw ourselves forced to begin to use these buildings. Actually, the School of Technology has already begun operations with several hundred students, among them the colonizers, as they call themselves (shouting), of architecture. This need arose from the headlong development of education in general in our country, which is already beginning to be manifested in an equally headlong manner at the University of Havana. Since it was necessary to begin to work here already, and since there were a number of finished buildings--buildings which were in adequate condition for us to use--that is, if the institution, if the school, has already begun to function, it was proper that in one way or another we hold this ceremony of inauguration. However, more than the inaugurate a university city, we come to confirm the intention to complete this university city. We have come to confirm that commitment, that will to continue with this magnificent project, as we have been up to now, dedicating to it the resources that it has been possible to dedicate to it amid innumerable needs of all types in the nation. The concept of a university city is changing. Concepts changes with realities. In the past, the idea of a university city would have been, essentially, of an area where all the buildings corresponding to a university would be assembled. At the present and in the future it will be really impossible to limit the concept of a university city or a university in that manner. This means that in the future there will be no city capable of encompassing a university. In the future, the concept of a university will be too great to be contained in a number of buildings. The idea of la university will be too dynamic and too real--to practical--to be situated in a complex of buildings. In the first place, the country no longer has only one university. The country already has two more universities, and this is neither the result of a policy, nor the result of local pressures, nor the result of political demagogy. It is the result of a need which has caused the rise of two universities with seriousness, good organization, satisfactory and rising academic levels, and scientific approach. They are growing and developing and their importance and worth is seen more every day. They are the universities of Las Villas and Oriente. There, also, in the universities of Las Villas and Oriente, we must build dormitories, we must construct buildings. That means that they are working on buildings in three universities. But the very concept of the function of a university is growing, and all the time we understand better that a university must be something more than a center where some go to teach and others go to learn from books or in laboratories. That former concept of a university has to be expanded, and it has to be something more than a place where some go there to teach and others to learn. What is necessary is for the concept of la university to involve research-- but on research carried out the width and length of the island. There is research to be carried out in the street. There is, besides, practice--work--as part of the complex, for in the future we aspire not for what we have today--we live in an era of transition; in the future we aspire not to have the student who divides study and work as a professional activity. This is simply the result of years lived in the past and is the result of the character of the transition which certain determined periods have, and it is (considered?) necessary to have this period to carry over one from one system to another, from one method to another, from one stage to another. This has resulted in the first place from paralyzation of the university for many years, which forced many students to find a job; and resulted at the same time from the stage of the socioeconomic situation in the country, which changed the matter of finding employment into a vital matter for a youth and which was an influence in the early part of the Revolution. It was also a consequence of the participation by the students in the revolutionary process, which in turn made them find tasks outside the university--the result, in turn, of the reincorporation into university activity of many students who practically had forgotten the idea of study. It has been necessary simply to find many forms and to have to face many problems stemming from the contradiction between the time which the students dedicate to work and the time which they should dedicate to study. From this, a series of initiative arose--conflicts of interest between the interests of production, the interests of the enterprises where the students worked, and the interests of the teachers, of the university. It was therefore necessary to constantly discuss formulas of one type or another type in which it was even discussed whether this place or that was more or less important, whether the time was sufficient or insufficient. And we who very frequently talk with the students and listen to their problems in this type of thing realize and think that the day must arrive when it will not be like this--when these problems will really not exist. We believe that all this is transitory and necessary, but we must very firmly propose to overcome this era. We must propose very firmly to create future conditions for study and we must concern ourselves firmly with the development of the concept that at a determined time, a determined stage of the life of the youth, work should not be a professional activity--work should not be a way of life--it should form part of the training, that is, the education of the youth. There are a series of centers which are organized on this basis. We have, for example, the Pedagogical Institute, which really operates on this principle, in which the student, during the last two years, divides work with study in an important social function. Already there are more than a 1,000 students--and this year possibly it will close to 2,000--students of pedagogical institutes who will be teaching in primary classrooms, thus making it possible for many of other present primary teachers to improve themselves and in turn become professors of secondary or preuniversity education (applause). The Camilo Cienfuegos school city was organized or formed with the same concept. A series of technical institutes such as the Institute of Soil and Fertilizers and other institutes which will start in operation in January and other worker-technical institutes are organized along these lines. In other cases, they are going to fulfill a third social function, for some of the institutes, besides being centers of education, will be centers of work and military units to defend the Revolution (applause). And it could be said this is a new dimension of activity for youth which the Revolution has introduced, and it can be said that with it, the role, the function of a youth in our society, is rounded off, completed, perfected, while at the same time he is trained, he produces and works as part of his training, and he lends his collaboration and his effort to other needs which the country must fundamentally fulfill. This means that with this newest contingent, education is already being organized according to that concept, and logically the time will come when, at the ratio at which this new contingent advances toward the universities, that concept will also be applied to the universities--that the students works not only as a means of making a living, but works as part of his training at tasks related to that very same training. Such paradoxes as a student of agronomy working in a (three words indistinct) or a student of economy working in a veterinary laboratory or a veterinary student working in foreign trade will not occur. This means that all such incongruities must be overcome and in the future, the activity, the work of a student will be not as a profession but as a means of training, because work is, in addition, the great teacher--work must be the great teacher of youth an simply what can, right from the beginning, qualify a man to understand his duties, his obligations, the duties of life, and this we must try to apply to him even from his earliest age, as we are already doing in certain institutions--the children's state farms. Of course, this is not an easy task. In this same problem of the children's state farms, we were faced with the fact that one of the most difficult things was to find a director for a children's state farm--one who understood this, one who was capable of orienting the children without committing 25 stupidities. For that reason we tried--and I say "we tried" because unfortunately that idea was left somewhat up in the air, that idea did not receive all the attention land all the enthusiasm it should have received, and in a school for directors of children's farms, work was not done as it should have been. It is necessary to have in mind that many of these ideas require the men to carry them out, they need the cadres to carry them forward, and of course these early times are characterized by an absence--but a poverty, a veritable poverty--of cadres at all levels and of all types. However, in a type of school such as those children's schools, there was created also this idea that the children should perform certain tasks, task within the limits of their intelligence and their physical development. That is the way we should view education--practically, from the first grade to the last year in the university. That must by an aspiration of pedagogy in the Revolution, in socialism, in communism. However, today we are in the transition period when troubles of all types have presented themselves, and there is no doubt that these things affect training. There is no doubt that the youth who has to devote six, seven, eight, or five hours several days a week to an activity that on many occasions is not related to his studies--in order to perform this activity, he has to neglect his studies. We see this--this anguish--which many times is reflected by the student--this contradiction, this preoccupation with professional work. We said recently that in the past the preoccupation which was felt and was shown was that so many thousands of youths arrived at their majority and that so many jobs were needed every year. Today this is not our problem. Today we even orient toward the idea that it is better for a youth to take up studies and not a job. Our problem today is not jobs. Today the problem of unemployment is not the most pressing thing, and if there is still the pressure of a certain type of unemployment, it because of lack of qualifications in those sectors where the pressure is. There can be a certain demand for work, on the one hand, which does not coincide with the demand for technicians, with the demand for technicians, with the demand for a certain number of trained personnel. This means that lack of qualifications is still a factor which can prevent the problem of unemployment form being 100-percent resolved. We have even been driven to adopt certain measures to keep the enterprises from contracting students. The enterprises naturally worry about their work. The enterprises worry about their specific obligations. Since the Revolution cannot be specific but must worry about everybody, it has to worry above all about the future; it must defend the youth, must defend the programs of youth training from those pressures of a specific type which take the students from the schools at best, and sometimes pay them too high a salary and sometimes a salary which is not necessary for boys who, in the face of the opportunity to earn 150 pesos, leave the preuniversity school, leave their studies, and in reality do not contribute to their fatherland, to themselves, or to anyone else what they could if they continued their studies. From this, much measures necessary to protect the student centers from work contracts that have been made--in a certain sense it is against the pirating of youth or a certain form of piracy. This is a matter which has not yet been overcome completely, because there are still organizations hunting students, and if they have a demand for economists of this type or for technicians of that, they are even capable of offering him a job as a porter in another organization in order to hold him. Since these practices still exist, it is necessary to struggle against such evil practices, these practice of vice. Well, what do we think? That a previous commitment to the educational center should exist whenever they try to contract a young student. Also, this case can only arise because of necessity, a real necessity, because of his family. But he should be given the alternative of choosing between authorization to work under the given circumstances or receipt of a subsidy, which in such cases is really justified because of a real need, so that this student may continue studying. We believe that if a real, a true need arises in the family--not just any need, but a vital need--which could affect a youth because of his spirit, his desire for study, because of his ability, something more can be promised, and if it would be in the interest of the society for him to continue studying society should take care of his problem in order to permit him to continue studying. Naturally, this youth could work later at certain activities, not as a means of earning a living, but as a part of his development. And we must move toward this aspiration. Also, the need arose to reconcile study to military service, and from this came the military preuniversity and technological instruction schools, so that the years of military service would not mean a suspension of a youth's training. Thus the two things could march forward together--study and military service. The day must come when the cream of our youth will have to be students. The day must come when secondary education and preuniversity education is obligatory, if that concept is not. The day must come when no one will have the right to remain uneducated within society because the uneducated within society are a burden to all society. Moreover, society has the right to demand that no one be a burden on it. Therefore, we have the idea of the duty of all children and even all youth to study up at least in intermediate education. We could--perhaps the day will come and without a doubt life in the university will present the importance of our obligation to study--that every youth should study up to and including the preuniversity schools. Also, the day will have to come--naturally when the mass of students will be gigantic--when the higher studies will be carried by the virtue of selection, although I sincerely do not see this day anywhere, because that which we see more and more every day is that needs grow to unsuspected limits in matters of technology and trained personnel. It can be said that the development today is not limited by our economic resources. The fundamental limitation of our development today is the human factor. It is in the grade of technical training, because there are already factories which have been built but are not operating anywhere near capacity--they are not operating to the limit of their capacity--because they lack technical personnel. We acquire merchant ships, for example, and we have a tremendous problem obtaining mechanical engineers for these ships, and also officers, captains, trained personnel. A new factory is built and the same thing occurs. From this one can say that the fundamental limitation to our development is not economic resources but human resources, and it could be said that with a higher level of training than we have today, our production would be much higher. Moreover, everyone can see how many resources are underused, how many resources are poorly used in the countryside, in the factories, in any place because of a lack of sufficiently trained personnel. But for training in all fields, it is necessary to have specialists in an endless number of things ranging from those who set up work norms to specialists in the organization of an administrative department--in planning, in economic questions--in brief, specialists in all of the things which have to do with the needs of society. And if they do not exist, we will have--as we have--an infinite number of problems, or, as many people say: "And such a problem, and such a problem, and such a problem." It can be said that many people daily indulge in subjectivism, and I note this when I speak in the streets with them and in speaking with the students. They indulge in a certain idealism, and many persons believe that such a thing can be done better, or some other thing, and that it does not progress better because of the results, perhaps, of some person's bad faith. In the majority of cases this is not so. We fall into th subjectivism of believing that an unprepared people can confront the complex tasks and problems of a modern society. We fall into the subjectivism of forgetting that to confront all these tasks and activities efficiently, it is necessary to have a level of qualification we do not have. It has not been the masses only who have been guilty of that subjectivism. The revolutionary leaders have indulged in this subjectivism. Practically all of us have been guilty. This subjectivism contains in underestimation of technology, a belief that anybody can direct a certain enterprise, or that anyone can carry out a certain activity. What happens is that many people, directing many things--complex things, untrained people--regardless of how much goodwill and interest they may have, do not resolve the problems. It is clear that in certain circumstances negligence, confusion, and poor personnel selection have a certain effect. We believe that when selection is made on the basis of a need, that when the selection of each man for each position is made on the basis of his qualifications, difficulties will be much smaller, selections will be much better, and because of that the question which we consider as essential--lack of training--will not weigh us down. Nobody, under certain circumstances, would thing of calling on an ignorant person to do anything. For example, nobody would think of calling on someone who has never performed an operation on anybody to perform a surgical operation to save the life of a relative. Anybody understands that it is an absurdity to call a butcher to perform a operation of (word indistinct). It would be just as absurd to call a doctor to work in the slaughterhouse and do a butcher's work. However, to many people it is--or was--the most natural thing in the world for an individual who had never even seen a cow to manage a dairy or a state farm, or that an individual should manage a sugar central or an enterprise which requires true technical knowledge, and know nothing about the production process. Many were guilty of such subjectivism during the early times of the Revolution. However, on many occasions this was not even subjectivism, but a need. And of course, in many things, the technical level we still have is embarrassing. For example, I believe that we have present the students from the School of Veterinary Medicine, the animal husbandry school, the ones who are studying veterinary, and we can say that in this sector our technical level is poor. I have very seriously said that the majority of our veterinarians studied to raise dogs and cats, that is, to treat dogs and cats. That is why you used to see many of our so-called veterinary doctors who had a little dog at the door of their home, because veterinary medicine was viewed, not as something of primary importance to production, but as a way of life--to treat the chihauhua, fox terriers, and all those other breeds of little dogs owned by families who could afford dogs. This does not mean that we are enemies of dogs. We do not feel any enmity toward dogs, and we sincerely believe that dogs should also be treated. We do not have any phobias about dogs. But I ask, how much meat and how much milk--this is for those who love dogs very much--what milk and what meat can we feed the dogs if there are not cattle, if there are no veterinarians to tend to the cattle? (applause) The only way would be to apply the policy of the past, when there was milk and meat for the dogs but no milk or meat for children, no milk or meat for the people. All right. That was the kind of society that trained that type of technician. It trained them in the center of Havana. There are, unfortunately, still some classes in the center of Havana which we have to deal with. We even have to--and I say this with all sincerity and with all frankness to the comrades of veterinary medicine--discuss where the veterinary school should be. We have to discuss that: (applause) whether it should or not be in the university city. Where else could it be? There are two practical reasons why it should be here. There are (word indistinct) not (word indistinct) things. The level of our technicians in veterinary medicine calls for it. Truly, the animals here receive inhuman treatment (laughter). However, we must take care of them because they are the ones which feed us. They are the ones who feed the sick. Animals have a very important role in human health. What medicine can there be for the human being who does not take nutrition into account? They are simply therapeutic medicines. We have to cure people, or rather we have to prevent them from becoming ill. We have to prevent them from having to go to hospitals. We do nothing. Of course, we must have magnificent hospitals, but we must try to have medicines of other types to prevent illnesses among the citizens. Without adequate nourishment, this cannot be done. This means that lack of attention to animals has an influence on human health. Our animals are treated in and inhuman manner, inhuman for man and inhuman for the animal. The technical level of our veterinarians is very poor, very poor. I believe that this is a sector which really has to worry, which has to improve and has to put itself to studying; and the Association of Doctors of Veterinary Medicine has to adopt measures to help them: to obtain the material, books; to organize courses, lectures--in short, to make an effort in that respect because our economy needs it, because they have to play an important role in the training of the new veterinary technicians. Otherwise the boys and girls will graduate with a very poor technical level and they will graduate with inadequate technical training. We believe--this does not mean that we do not have good veterinarians--a small number, of course--or good professors also. This does not refer to the the goodwill of many veterinarian technicians who are working with enthusiasm, and many of whom we know. They are working and participating in a number of plans. However, I was just citing an example. Our technical level in matters of economy and planning is very low. Actually, we have no technicians in that field, and it is a tremendous need which is noted in plans, in revolutionary work, in everything. Technicians experienced in problems of foreign trade and so forth--I want to tell you that our needs cover all fields. Of course, there are some branches of science which are fortunately more developed. It can be said that medicine, for example, is amply developed in our country (applause), although I would say that of therapeutic medicine, therapeutic medicine only, not of preventive medicine. Our medical research is poor, as in general are practically all branches of research. In other activities--architecture, for example--we must say that it is advanced in our country (cheers). I am not qualified to say what levels other branches of technology have acquired, because they are not so easy to see or appreciate. I cannot say what level civil engineering has reached. I thing that we are poor in that field. The best proof of that is that when we drafted the hydraulic plan for Oriente we did not have--we had very few technicians who knew anything about the matter, and to carry out the Oriente plan we had to go to the senior class in the university and win over a number of youths who are going to graduate and persuade them to take up engineering, to take up specialization in hydroelectric construction. I believe that we have a few civil engineers, that the level in some cadres may be very advanced; but in general it is poor. Industrial engineering and chemical engineering--in this entire field it can be said that we are really very backward. I say this sincerely: we are very backward. We must understand this. If we do not begin by understanding it, we are cooked. If we do not begin to understand our weaknesses, our shortcomings, and our failures, we will be fooling ourselves, deceiving ourselves. I believe that one of the things that we must overcome--we have been through several little years of revolution already--and that is to get of all self-deceits, subjectivisms, idealism, and the lack of understanding of realities. We have to learn because, if the Revolution does not teach us anything, then we are truly incompetent. Life would have us baffled. However, I believe that it teaches and that we learn much; but in many things we have very low levels, and I return once more--and do not be afraid that I am going to talk too long--to the idea of the concept of a university and onto another subject: research. In the university, it is not a matter of some going there to teach and others going there to learn. All must go to the university to learn. One does not go to the university as to a kindergarten. One must not go as to the first and second grade, where the ABC's, grammar, and the most elementary rules of arithmetic must still be taught to the children. In the universities, we must learn many things which are not in books, which relate to the realities of life. In the university, we must research the realities of life and the reality of the concrete life of each country, because there is knowledge that may be called universal there is knowledge that cannot be universal. There is knowledge which must consist of the application of that knowledge which is universal to certain concrete realities, and in many cases these things can be seen clearly. The technology of agricultural-livestock production in a cold country cannot be the best technology for agricultural-livestock production in a country with our climate. And though that field embraces certain universal principles, diseases here are different; there are different parasites; veterinary treatment is different; feeding is different. The types of animals, the conditions of our climate that allow us to carry out procedures very superior to those of the could countries, indicate very clearly that to apply such technology to our country would be an error. What does this mean if, in addition, we are a country located in a tropical zone where practically the greatest part of the underdeveloped countries are located--where we cannot take advantage of many things to the utmost, say the sugarcane for example? Many procedures can be applied, but even then there are the specific conditions of our climate, our degree of moisture, our maximum and minimum temperatures, a number of factors which pose the need for research in sugarcane even though it is a type of crop planted in climates similar to ours. In many other aspects of agriculture veterinary medicine, and I think even human medicine, and in an infinity of problems, we cannot apply the lessons learned in other climates, in other conditions. The need to investigate naturally follows, and because of this we have to investigate everything. We gave schools of the humanities, students of political science, students of economic science. I have seen the students of economic science very concerned with matters of texts, books, education, and other matters of this type and who believe that there are great planning experts in our country, that there are great economists in our country; they believe that in this or that organization they are going to teach them to plan and they are going to teach them economy. This is really in error because all the organizations need economists and planners to help them, and if we hope that we can learn there we are wrong. I understand that in this field it is necessary to analyze much, to study, and also to do research on the concrete problems we have. Then we must begin to change some purely academic and purely theoretical concepts, to study methods and textbooks for more practical methods. We must organize and form study teams so that each of the branches will research the problems we have because, in short, they are things we have to develop, sciences that are about to develop in our country. As a matter of fact, if we had sufficient economists we would not be faced with the tremendous necessity of having a school of economy, a school that must function properly. So the university must plan to face the problems; the university must carry out its task in the street, investigating everything. So what the university does is to become an institution whose concepts grow in statute and embrace the entire national territory. At the beginning, we call it university city, but now, as the concept of university develops, we cannot, for example, plan to have the medical students come here because all the hospitals are very far from this area. Medicine must not be only theoretical; a good part of it must also be practical. The medical students must do a great deal of their apprenticeship with their teachers in the hospitals. They must help in the hospitals and at the same time get the practical knowledge they need from the best-trained active technical personnel. So it would not be right to put the Medical School faculty here. For this reason, we have developed the Faculty of Basic Sciences or the School of Basic Sciences, which offers the basic courses to be taught, I think, during the first three years of medical work there, where we have erected such magnificent buildings: that is, at the Institute of Basic Sciences at Victoria de Giron (applause). We are now building a center of scientific investigation next to this institute, which will train teachers who must teach the basic science courses. We have a tremendous need for basic science teachers. On some occasions, upperclassmen have had to teach these courses. As a matter of fact, we need highly-trained specialists and men who have spent years in study. So, this center of scientific investigation is going to train teachers of basic science. This investigation center is located next to that institute. The Medical School will be located in the area where the hospitals are to be found. It would be a mistake to place the medical school here. So, just as the Medical School must be near the hospitals and the Technology School must be located near a large city with some industries, like our capital, so the School of Agricultural-Cattle Science must not be located near the industrial centers, but near the agricultural area, where the animals are. That means that the school must be located in the rural area (applause). Moreover, we are going to build--and the plans for it are about finished--a center, an institute of animal nutrition there, where the School of Agronomy today teaches its advanced courses. This will be a high-grade center of investigation. Thus, we shall be erecting the centers of investigation that are going to help the general economy of the country. These centers will also be near the schools which are training various kinds of technicians. (Someone in the audience asks Fidel Castro something indistinct--ed.) Well, I have only quoted certain aspects of this matter. We cannot apply the some general formula for each one of the schools. We must continue studying the nature of each school so that we can continue solving the problems that each one faces. Still, it is very correct to have a school of technology and a school of sciences and this university city of Jose Antonio Echeverria will have the schools of technology and sciences. These two schools will play an important role in our university. They will play a most important role and must increase their enrollment considerably. At the present time, some 4,000 students are taking technological courses and some 2,000 of them science courses. Really, these are figures that do not even come close to our aspiration and need, and moreover no one here today can say how many of them we must have. Today we might estimate how many students we must have, while 10 years from now we might have to revise these estimates. The general tendency in the world is toward an increased need for technicians, in accordance with the development of science. Therefore, no one can say exactly what the size of this university city will be in 1980. Today, its size is governed by what our resources can afford. Of course, it has its athletic events; it has lodgings for 700 students and this capacity will be increased. In this way, we will continue developing this center. We will see to it that it is developed as much as possible. The limit of its development today is governed by the resources we can invest in it. We can only have a general idea of what we may need in the future--say, how many chemists will we need in 1980. What kind of specialized chemists we may need; no one knows, nor can any one say how many of them we need. Generally speaking, the country can estimate its need for doctors, teachers, professors, engineers, and so forth, in general terms. Still, no one can really say how many of them we need, for this will depend on the progress that is made, the experience that is acquired. As our knowledge of economy increases--because it is impossible to say if, in the matter of planning or economy, we do not achieve a level that will permit us to plan for 1970, 1980, or even 2000. It is possible that our planners are now considering how they are going to build the cities of the future and where they will be located. We are definitely evolving from a nation that had no plans and wallowed in anarchy, as our society developed in the past, to a nation with reactional and planned development. Most of the men, the cadres and the technicians who are to work on this plan are just now learning. This is why we are deficient in economic planning and in many other aspects. That is the reason for the shortcomings of effective planning. We are constantly faced with this reality--we see it constantly. this is basically why education is important. That is the main reason why today we can officially inaugurate the effort that has been made in this university city. We have to say that a different concept of student centers can be seen--green areas, trees, better living conditions for youth. One can see facilities for study because presently the student's life should be surrounded with facilities needed for study, for research. This center should have all the laboratories needed for study, for research. This center should have all the laboratories needed for education. Its library should have all the modern books and should be up to date in all the fields studied in this university. You can see clearly that this university is very different from the university I knew. That university--full of history, full of glory--nevertheless was poorly equipped for study. That university of ours, of the past, was famous as a revolutionary center, as a center that stood out in the country; but from an educational and technical point of view it was nothing. The conditions of student life, the conditions that led to study did not exist. There were no social activities based on the university, or technical of teaching staffs within the university. It stands to reason that now that we are building, we must look forward to the day when we will have the staff that is needed, when each professor is properly trained, when the student-instructors also have the necessary training (applause). Beyond doubt, we will have a magnificent center on this site. We must never stop our efforts to continue to develop this center, We are actually surrounded by sugarcane, and that is no joke; but we should not have to cut that sugarcane down, because from that cane will come the money from which we will develop this university center. We will remove this sugarcane when another building is built, and the same plot or a bigger plot with bigger production will be planted somewhere else. We have chosen a large site which has plenty of room for growth. This university will be an ideal center to study. It will have the best conditions, and we should all feel very proud to think of what the future student's life will be like. We should feel satisfied to think what the student's life will be like for those that are here and for the thousands--10,000, 15,000 and maybe even 20,000--that will some day study here. They will be trained here under ideal conditions. There is something worth mentioning about these buildings; a new construction technique. You have already noticed the distance from beam to beam. Those of us who know nothing about engineering believe that we are the best suited to judge it. However, the distance, the width of this hall and this ceiling impresses me. That floor was set on the ground, it was prefabricated. That is the way the rest of the buildings are being built. That is an advanced construction technique used here. I must say that the comrades working here have mastered the technique of prefabrication, its efficiency and practicability. Although as time goes we may find something that could have been improved, right now it is beautiful. The comrades have been able to use their imagination and intelligence, and have achieved that combination which we all attempt: something that is useful and economical as well as beautiful. We must never forget this (applause). We should never believe that esthetics clash with economy, nor forget that esthetics is one of the necessities of men and society (applause). It helps to raise and improve living conditions. It is not the same thing to study in these buildings as to study under other conditions. It is not the same to study in a prison or in a place void of vegetation that is not good for the spirit or the health. We must not confuse esthetics with luxury. These are two separate things. Gentlemen, if we want to save, there are many ways to save. If I see that they want to save by removing a device from a building to accomplish a saving, I would say that there are 1,000 ways we could save more intelligently. I could ask whether the savers, who are the enemies of esthetics, do not worry about bureaucracy, which costs more than esthetics (applause). Gentlemen, we have the right to ask that our funds be spent intelligently and with the idea of a better life for the people--a better and more pleasant life for all the citizens. Sometimes we waste here and there and try to pinch pennies elsewhere. Why? Who says that there can not be a solution to those problems? Let us fight bureaucracy--waste--because there are many ways to hide waste. For example, it is not difficult to find waste in highway construction. In buildings, they waste because they add frills here and there, and everything gets wet when it rains. In other words, it is no good. Furthermore, they find employees (audience interrupts Castro--ed.) I see that the architecture students are making their first criticism of the rebuilding efforts here. That is all right, but let them talk to the builders so that the wrongs are corrected. It is easier to see material waste than hidden waste. When one passes by a building, one wonders how much it cost, but one does not think about how many millions are spent on the people who are filing papers inside the building. That is not seen (applause). I repeat again--because it is always necessary to repeat to prevent any confusion--that bureaucracy is not the same as administration. We must see to it that these two things are not confused. We must see to it that existing administrative needs which must perfected are not turned into a means through which we create a sort of a gigantic subsidy, a means through which funds flow endlessly. But the needs are rising. Some comrades have asked me how we are going to wage the battle against that evil. How should an individual act? Listen to our answers: We said: The first thing that we must do is create an awareness among the masses. If we want to overcome organized manner. How? Through the party and mass organizations. I say this sincerely. And I say frankly that I do not trust the administrative apparatus when it comes in fighting bureaucracy, because the administrative apparatus and organizations are essentially the ones that have created the evil of bureaucracy. We must not forget this. They have not been able to check it and cannot check it. Many times, in places where a minister cannot be all eyes and all ears, capable of seeing it all--in many factories, in many firms, and one way or another, unnecessary personnel have entered the offices, and they have been unable to control this. I believe that this a political battle, and this battle must be waged by the political apparatus. Many other evils have occurred: for example, the transfer of men for rural areas to the city. This happens because many people go out in search of a little job--say at a beach. They go to a public beach and find many working at a public beach and find that they are former rural workers. Obviously, they had a magnificent opportunity to go there to get an easier job. This is logical and natural. This citizen is not to blame. The one to blame is the person who organized this. The ones responsible are those who selected the employees in that work center. Gentlemen, this policy that we must start establishing certain kinds of work in which certain men cannot be employed--since society has an infinite number of jobs, some more adapted to men, others which are better for women--this does not mean that there is any kind of discrimination, because real discrimination comes when a man wants to remain in a little clothing store selling bloomers (loud shouts and laughter) and the jobless woman (sentence uncompleted--ed.) We have a need to resolve these problems--an infinite need. Work in clothing store seems more adapted to women than work behind a crane lifting a (words indistinct) or a woman in a fishing boat. There are an infinite number of activities which are better for men. We really discriminate against women when we leave them jobless in society. The women is left jobless in society if the man is carrying out kinds of activity that could be done perfectly by the women. Therein lies discrimination and a nonrecognition of the reality of an enormous variety of social functions and the fact that men posses certain kinds of aptitudes, as do women. The right thing to do is to study all of these things and all these problems. In the future, we should hand out jobs to the woman in this infinity of activities while the men carry on other activities in production. We must concern ourselves with all of these things. We must be alert and vigilant! This does not mean, however, that you should feel depressed about this. No male worker in a clothing store--it is worth saying, so I am going to say it--really, he is not to blame. Many people entered this kind of work when we had a tremendous number of unemployed. And, of course, many administrators did not concern themselves with these things, either. We must make rational use of the human resources in the country. We must aspire to put the utmost number of the country's people to work--the maximum number of people to work rationally and productively--the maximum of material goods and services for distribution among the entire population. We do not have to know university mathematics to figure this out. This can be figured out by a second or third-grade student. This is a fact. In addition, political organizations must be alert. Comrades of the party, above all those in the interior, are already working in this direction. We must direct our efforts in two directions: namely, we must rationalize work--eliminate all sorts of wasted manpower--and we must study. If we build new factories, we must not employ new people. We should give the new people some fellowships, give them a chance to train, (to allow us time to find them absolutely rational employment in relation to our current manpower?) It is incredible how certain tendencies toward squandering have been developing. It is unbelievable how sometimes even hundreds of men are killing time. They are doing nothing in many instances. Well--we must become aware of those ills. And in addition, we must struggle in a organized manner, not through the administrative apparatus, but through the political apparatus, and in an adequate manner. We have thought that in order to rationalize the work force, we must leave no one idle. It is preferable and better for the country's economy to pay a man to study if he is getting wages to kill time. Let us tell him: "Look, we are going to set up a school to train you to work." We must do these things. We must do it with labor, with the aid of the political organizations and the mass organizations. In the last analysis, there is where we must focus our efforts: to struggle against these vices; to struggle against these evils; rationally utilize our human resources, our material resources and the country's financial resources. There is where we must save basically, because whatever we save in this connection, we will be able to invest in creating better material and spiritual conditions for the people. We can invest in raising the standards of living, in developing our economy, in building works like these. It is in this area--and all of this rationing indicates it--that the esthetic also forms part of the needs of man, that it is part of the needs of a human being, because one day we will no longer have these burdens of rationing that we have today. We will not have the problems of a scarcity of milk, of this or the other. Such a day will come, and you know that as soon as one need is met, another one arises. First we will fulfill the most vital, the most essential needs, and later the others. That is why we must reconcile those two criteria: and we have reconciled them here, the economic and the esthetic--the functional factor. I do not know what the architectural students think, but I imagine that they are going to (find some fault?) with the buildings. If they are correct, they can discuss it with the comrades who are working on this. However, I must say that I sincerely believe that Comrade Soto, Comrade Blanca, and the other comrades who have worked here merit sincere congratulations for what they have accomplished (applause). They have worked with enthusiasm, with zeal, and a real passion for their work. A major part of the work is the product of the interest that they have taken in this project. We must stimulate them to continue to work. We must say that they have always displayed a revolutionary spirit and a sense of duty and devotion. It means very much to them and to all of us that this project, so justifiably and in all worthiness, carriers the names of Comrade Jose Antonio Echavarria (applause). All who knew Comrade Jose Antonio Echavarria, as a revolutionary as well as a person, a youth, his personality as a student, kind in nature, happy--all of the characteristics of his person--the remembrance of as youth who was really generous, valiant, self-denying, and who gave his life for his country, who gave his life for the Revolution--a symbol of abnegation and sacrifice and the history of our students, of his participation in the Revolution. This is a great satisfaction for all of us. It is a great satisfaction that, as I said before, impelled by a need to utilize this building, the dedication ceremonies have been advanced and happily coincide with this date, 2 December--a date which brings to mind the memory of other comrades of Cuban youth, of the rest of the comrades who, along with the students, joined the revolutionary struggle and became involved in that battle for the future of their country which fortunately today is already producing material works of this kind, and above all, spiritual projects of this kind. I could say that the most impressive part of all is not what can be seen on stone, but what can be seen in the spirit, in sentiments, in attitudes, in the promise of our youth. Because I must say that we sincerely believe in a better future, most of all because we see our youth, because we look at today's students, because we see our technicians, and this satisfies us fully and justifies what this has cost us. We must not forget the cost of what our youth of today have. We must not forget how many blows our youths had to withstand. We must not forget how many abuses were suffered, how many demonstrations were dissolved by police bullets and blows. Before, in times of old, the students were not body and soul devoted to study, science, or work for the future. They had to be fighting all of that corruption, against all of those injustices and vices. It has cost a lot. When we see how all of these difficulties were overcome and howl these struggles brought about a more lively, growing, ever more knowledgeable generation, growing more and more enamored of their studies their professions, and of work, we believe that this compensates for the sacrifices that it cost. Comrade Rebellion spoke here, impressed by this, of what some day other people, such as the people of Venezuela, the people of Guatemala, the people of the Congo, the people of Vietnam (applause) will also have an opportunity of doing--no matter the sacrifice--but we must say that sacrifices do matter. Sacrifices must be made, however painful they are. Those sacrifices do matter. They hurt. It hurts to see the people having to pay such a high price. Some people pay higher prices than others. Such is the case with Vietnam. The enormous sacrifices having to be paid directly in the fact of Yankee imperialism, which, virtually defeated there, still talks like a blackmailer and an aggressor of extending the war--playing with fire there, in its unjustifiable and undesirable plan to maintain its colonialist and imperialist domination over the peoples, just as they tried to do over us. The (word indistinct) with their calumnies against the Revolution. However, we must not forget that we lived under their control, and what did they leave us? What economic development? What cultural development? What technical development? What standards of living in 60 years? With blockades and all, with aggressions and all--not in 60 years, but in the course of a few years, we cannot help but see the advances of a great people, the advances of a people who are masters of their destinies. In 60 years, indeed! Within 60 years, there is no telling what this country will be able to do. The role of the revolutionaries is not a prophesy, but in 60 years. (away with?) the fifth the imperialists left us in this country, (away with?) corruption which they left us! (applause) Away with immorality and away with vices. Once we were not a strong, united people fighting for a cause. We are a people who have risen to high levels of lofty sentiments and patriotism. Our people were divided. Every man and woman was virtually made into a beast, enemies of each other, and we were left with poverty and backwardness. This is what they defend in all of these countries. Imperialists domination lasted 60 years here, during which we suffered. That is what the peoples fight against--the sister nations in Latin America, the peoples of Africa and Asia. In reality, they (cannot bear?) those sacrifices. The sacrifices which the peoples must pay are great indeed. The crux of the matter is that, despite these sacrifices, the people keep going forward. The peoples do not take into account the cost in blood of asserting their right to life, to freedom, to live better. They do not stop to measure this. On occasion, they have had to pay very high prices. We help the people who are fighting with our solidarity, with our (encouragement?), with our militant solidarity, and also with our revolutionary work, because we must say that revolutionary work is an important factor, a factor for encouragement, a stimulus. The revolutionary work counteracts the enemy's campaigns, the enemy's calumnies. It serves as an example and as a stimulus--all of this! Thus, when news from Cuba reaches the students on this continent, or when visitors from the continent come here an see how our youth lives and works, when they see how our three universities are developing, see the imposing advancement of science and culture--a certain guarantee of a formidable future for our people, it serves them as stimulus and encouragement. That is why, in everything that we do, in every success that we attain, we are combating the enemy of the people, we are aiding those who struggle, we are encouraging those who fight, because we are sure that as the number of people who fight for their independence increases, the struggle will be less costly and less bloody, and it will be harder for imperialism to contain it. One day it intervenes in the Congo; the next it threatens intervention in North Vietnam. We await reports of the fighting that is spreading as a result of the action of the heroic people of Venezuela (applause). Reports arrive saying that after the army bombed and evicted people and perpetrated all sorts of horrible things, the fog and rain favored the Venezuelan guerrillas. Stories like this are very familiar to us. This story about fog and rain, that the guerrillas will not allow contact, and so forth and so forth--after they got tired of bombing and evicting people--this is nothing more than a confession of their failure--as the mercenary armies will be doomed to failure in their struggle to defend the interests of imperialism, shedding the best blood among the people, as there the blood of the students is being shed--the blood of the peasants, the blood of the workers, the blood of the fighters and revolutionaries (applause). However, the struggle of the people against imperialism is growing. It grows, it spreads. It is a historical law that this law will be fulfilled. The peoples in one manner or another--we, peacefully--tomorrow, if they attack us, we will use all our weapons (applause). If one day they should attack us, then we would have to pay a high price, but the price we would exact from them would doubtless be even much higher (applause). We have had an opportunity to learn. Men and women have learned how to handle weapons. Our stock of arms has increased, and we will certainly know how to use them. We will use them adequately. If one day--if they allow themselves to be dragged by their aggressive impetus, we are sure that they will not be able to pluck mangos from low branches in this country. Very well, we feel in solidarity with all of the peoples, and we work. We aspire to work in peace. We aspire to continue to develop our work in peace. However, this is not attained only with good sense or only by words. It is necessary for the enemy to realize the price it must party for its evils, for each of its actions of banditry. That is why we must always be prepared to defend ourselves (applause). We were telling our comrades (several words indistinct) that this spirit of study and emulation of study should grow and be developed, and they should analyze and work to solve all of these things we have spoken about, which are the concern of the Revolution. I want to tell you that this task is not our task, not the task solely of the leaders of the Revolution--it is a task of all. The solutions of the problems cannot be found by a single man or group of men; only the people, only the masses, only with everyone's efforts can they be overcome. In this effort, you young people now attending the university will have a basic role. You must become aware that you will have a very important role in the effort to resolve all of those problems and all of those things over which you are now concerned. We see how each citizen asks himself about this, and that, and the other. In the last analysis (they have something to say?) (several words indistinct) but to ask what important part will be his in the solution and the attainment of all of those things which concern him. Fatherland or death, we will win! -END-