Lyndon Johnson and the Rise and Fall of the “Liberal Hour”
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John F. Kennedy and the Civil Rights Crisis
executive iNActioN John F. Kennedy and the Civil Rights Crisis John F. Kennedy maintains a reputation in American memory with respect to civil rights that he does not deserve. He campaigned for presidency advocating the end of racial discrimination, but once he took ofce his interests shifed towards the nation’s foreign policy as the Cold War ever threatened to heat up. However, afer Kennedy’s assassination, Lyndon B. Johnson re-framed his predecessor’s priorities to push for the Civil Rights and Voting Rights Acts in 1965 as though they were Kennedy’s prime concern. Tus, Johnson made Kennedy a martyr for the cause, regardless of his predecessor’s agenda. Tis essay explores Kennedy’s action—and inaction—before and during his presidency regarding desegregation in order to explain the dissonance between his life and his reputation. By Daniel Ruprecht ‘17 Stanford University had said: “All this will not be fnished in the frst 100 days. Nor will it be fnished in the frst 1,000 days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet. But let us begin.” Johnson added in his inaugural: “Today in this moment of new resolve, I would say to all my fellow Americans, let us continue.”3 “LET US CONTINUE” Johnson paused as the crowd broke out in applause. It cheered again when Johnson declared his determination to continue “the forward thrust of America that [Kennedy] began,” and again every time Johnson said that he planned on building upon Kennedy’s goals.4 Johnson framed each piece of his presidential plans as an addition or continuation to those of Kennedy. -
Whpr19760227-011
Digitized from Box 22 of the White House Press Releases at the Gerald R. Ford Presidential Library EMBARGOED FOR RE LEASE FEBRUARY 27, 1976 UNTIL 6:00 A. M., E. S. T. FEBRUARY 28, 1976 Office of the White House Press Secretary ------------------------------------------------------------------------ THE WHITE HOUSE TEXT OF REMARKS BY THE PRESIDENT TO BE DELIVERED AT NATURALIZATION PROCEEDINGS DADE COUNTY AUDITORIUM MIAMI, FLORIDA I am proud to participate in these proceedings which tell 1, 178 eloquent stories of you -- new Americans of many origins, who have today become citizens of the United State s of America. You have demonstrated, as required by our laws, that you are "attached to the principles of the Constitution of the United States and well disposed to the good order and happine s s of the United States. " As. P resident, I am proud to welcome you as Americans who now share our common bond -- and our common glory. These proceedings are special and unique because every single one of you is giving the United States of America the finest Bicentennial gift that you could possibly bestow. You offer us yourselves, your love, your patriotism, your courage, your energy, your determination and your ability. You are showing the world -- and all of your fellow citizens -- how much you believe in Ame rica. You have chosen United State s citizenship in prefe rence to that of any other nation. You have chosen well. I congratulate you. Just as the loe was no courtroom in Miami big enough to accomodate you, there are no words expressive enough to tell what it means to be an American. -
Book Review: Doris Kearns, Lyndon Johnson and the American Dream
Book Review: Doris Kearns, Lyndon Johnson and the American Dream September 16, 2010 Teaching American History Year Three Final Paper Chuck Myrbeck P.O. Box 1325 Dennis Port, MA 02639 1 Lyndon Johnson and the American Dream, Doris Kearns first book, published three years after LBJ’s death, present one of the first drafts of history for our thirty‐sixth President. President Johnson chose the twenty‐five year old Doris Kearns from the White House Fellows program for his staff after he shocking announced to the nation that he would not seek another term as President of the United States. The choice surprised many since the Harvard doctoral candidate had coauthored an article critical of LBJ’s Vietnam policy in the New Republic titled “How to Remove LBJ in 1968”. After his Presidency ended, he asked her to live at the LBJ ranch and help him write his autobiography, The Vantage Point. Kearns spent long weekends and breaks from her teaching of government at Harvard at the ranch with Lyndon and Lady Bird Johnson. Their relationship lasted the last five years Lyndon Baines Johnson’s life. Thesis Doris Kearns attempts to analyze the childhood, look at the conflicting demands his parents put on him and see how the larger than life personality that emerged dealt with each stage of his political rise and fall. Famed developmental psychologist and Harvard professor Erik Erikson is referred to frequently. Johnson’s motives for giving such access to his personal recollections and papers in the final stage of his life lead to speculation. “Perhaps, even at the end, Lyndon Johnson was looking, planning, for some chance to achieve that place in history that meant so much to him” (Kearns, pg. -
Statement on the Death of Congressman George E. Brown, Jr
Administration of William J. Clinton, 1999 / July 16 1383 Every major doctors, nurses, and patients or- in efforts led by Under Secretary of State ganization in the country knows the dif- Eizenstat, to work constructively with our ference. I believe that the will of the people friends and allies for the promotion of free- will still prevail in this Congress. dom and democracy in Cuba. Statement on the Death of During this last 6-month period, friends Congressman George E. Brown, Jr. and allies, in both word and deed, have stead- July 16, 1999 ily increased pressure on the Cuban Govern- ment to respect human rights and move to- I was greatly saddened to learn of the ward democracy. Many national leaders have death of Congressman George Brown. When publicly and privately pressed senior Cuban he last visited the White House, I noted that officials on the need for reform. The United he was affectionately known as Mr. Science. Nations Commission on Human Rights His legacy of service and lifetime of contribu- passed a resolution, sponsored by Poland and tions helped sustain American leadership the Czech Republic, condemning Cuban across the frontiers of scientific knowledge. human rights abuses. The European Union George Brown's support for science was renewed its Common Position, committing drawn from his deep belief that science and member countries to take concrete steps to technology could help achieve a peaceful promote democracy in Cuba. A number of world and a just society. For almost 40 years, nongovernmental organizations have also in- from his earliest days fighting racial inequal- creased support to democratic groups on the ity, George Brown challenged us to build a island. -
Let Us Continue: Housing Policy in the Great Society, Part One
Joint Center for Housing Studies Harvard University Let Us Continue: Housing Policy in the Great Society, Part One Alexander von Hoffman April 2009 W09-3 Produced with the support of the John D. and Catherine T. MacArthur Foundation, the Ford Foundation, and the Fannie Mae Foundation © by Alexander von Hoffman. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Any opinions expressed are those of the author and not those of the Joint Center for Housing Studies of Harvard University or of any of the persons or organizations providing support to the Joint Center for Housing Studies. “Today, in this moment of new resolve, I would say to all my fellow Americans, let us continue.” -Lyndon Baines Johnson1 Introduction On November 27, 1963, just five days after John F. Kennedy’s assassination, the new president, Lyndon Baines Johnson, addressed a shocked nation. With solemn and fervent words he urged “let us continue” and pledged to carry on the martyred leader’s programs—such as the Peace Corps, education, care for the elderly, and civil rights. Six weeks later at the annual State of the Union address, Johnson invoked the cause of Kennedy’s programs again, raising them up as essential to the memory of the martyred leader. Nineteen days after giving his State of the Union speech, the new president delivered another message to Congress, his first on a single subject, and laid out his housing program for the year. -
Who Watches the Watchmen? the Conflict Between National Security and Freedom of the Press
WHO WATCHES THE WATCHMEN WATCHES WHO WHO WATCHES THE WATCHMEN WATCHES WHO I see powerful echoes of what I personally experienced as Director of NSA and CIA. I only wish I had access to this fully developed intellectual framework and the courses of action it suggests while still in government. —General Michael V. Hayden (retired) Former Director of the CIA Director of the NSA e problem of secrecy is double edged and places key institutions and values of our democracy into collision. On the one hand, our country operates under a broad consensus that secrecy is antithetical to democratic rule and can encourage a variety of political deformations. But the obvious pitfalls are not the end of the story. A long list of abuses notwithstanding, secrecy, like openness, remains an essential prerequisite of self-governance. Ross’s study is a welcome and timely addition to the small body of literature examining this important subject. —Gabriel Schoenfeld Senior Fellow, Hudson Institute Author of Necessary Secrets: National Security, the Media, and the Rule of Law (W.W. Norton, May 2010). ? ? The topic of unauthorized disclosures continues to receive significant attention at the highest levels of government. In his book, Mr. Ross does an excellent job identifying the categories of harm to the intelligence community associated NI PRESS ROSS GARY with these disclosures. A detailed framework for addressing the issue is also proposed. This book is a must read for those concerned about the implications of unauthorized disclosures to U.S. national security. —William A. Parquette Foreign Denial and Deception Committee National Intelligence Council Gary Ross has pulled together in this splendid book all the raw material needed to spark a fresh discussion between the government and the media on how to function under our unique system of government in this ever-evolving information-rich environment. -
The Vietnam War, 1965-1975
How I will compress four lectures into one because I’ve run out of time. A last‐minute addition to my bibliography: • B.G. Burkett (Vanderbilt, 66) and Glenna Whitley, Stolen Valor: How the Vietnam Generation was robbed of its Heroes and its History (Dallas, 1998). • Burkett makes many claims in this book, but the most fascinating aspect of it is his exposure of the “phony Vietnam veteran,” a phenomenon that still amazes me. “Many Flags” campaign ‐ Allied support 1.) South Korea –largest contingent – 48,000(would lose 4407 men)‐US financial support 2.) Australia – 8000, lost 469 3.)New Zealand, 1000, lost 37 4.) Thailand – 12,000 troops, 351 lost 5.) Philippines – medical and small number of forces in pacification 6.) Nationalist China –covert operations American Force levels/casualties in Vietnam(K=killed W=wounded) 1964 23,200 K 147 W 522 1965 190,000 K 1369 W 3308 1966 390,000 5008 16,526 1967 500,000 9377 32,370 1968 535,000 14,589 46,797 1969 475,000 9414 32,940 1970 334,000 4221 15,211 1971 140,000 1381 4767 1972 50,000 300 587 Soviet and Chinese Support for North Vietnam • 1.) Despite Sino‐Soviet dispute and outbreak of Cultural Revolution in China, support continues • 2.) Soviet supply of anti‐aircraft technology and supplies to the North –along with medical supplies, arms, tanks, planes, helicopters, artillery, and other military equipment. Soviet ships provided intelligence on B‐52 raids – 3000 soldiers in North Vietnam (Soviet govt. concealed extent of support) • 3.) Chinese supply of anti‐aircraft units and engineering -
Section Summary 16 ORIGINS of the VIETNAM WAR SECTION 1
Name Class Date CHAPTER Section Summary 16 ORIGINS OF THE VIETNAM WAR SECTION 1 READING CHECK France had controlled Vietnam as a colony since the 1800s. After World War II, however, a strong independence movement took Who were the Vietcong? hold. The movement was led by Ho Chi Minh, who had been fight- ing for Vietnamese independence for 30 years. Ho Chi Minh had fled Vietnam in 1912. During his travels around the world, he embraced communism and had formed ties with the Soviet Union. The United States became involved in Vietnam for several rea- sons. First, it wanted to keep France as an ally. To ensure French support in the Cold War, President Truman agreed to help France regain control over Vietnam. Second, both Truman and Eisenhower wanted to contain the spread of communism. They believed in the domino theory. This idea held that if Vietnam fell to communism, its closest neighbors would follow. Communism would then spread throughout the entire region. VOCABULARY STRATEGY Despite billions of U.S. dollars in support, France lost its hold on What does the word ensure Vietnam. In 1954, French troops were trapped at a military base at mean in the underlined sen- Dien Bien Phu. After 56 days, the French surrendered. At a peace tence? Circle any words in the conference in Geneva, Switzerland, France granted independence to surrounding sentences that Vietnam. The Geneva Accords divided the country into North could help you learn what Vietnam and South Vietnam. Ho Chi Minh’s communist forces took ensure means. power in the north, and an anticommunist government, supported by the United States, ruled in the south. -
Johnson Takes the Reins
Johnson Takes the Reins . Shortly after Johnson took over as President, he urged Congress to enact Kennedy’s New Frontier to work for the poor of America by saying, “Let us continue.” . Although America was in a boom, there were many Americans who lived in poverty . 1/5th of American families earned less than $3,000/year . Mostly those who lived in hidden slums, Appalachia, the Deep South, and Native American reservations . Johnson will launch an antipoverty crusade known as the Great Society. Although Johnson had similar beliefs to Kennedy, his style of leadership was quite different. He spoke directly and convincingly. He became president at age 55 and already had 26 years of congressional experience. He had a reputation for a man that got things done. He was able to build coalitions very successfully. He was one of the most powerful and effective leaders in Senate history. LBJ had grown up in hard times and he had been a teacher in a low-income area for a time. Very shortly after he gained office, LBJ was up for election as president. The Republican candidate running against him was Senator Barry Goldwater from Arizona . Goldwater was known for his strong conservatism and said “Extremism in the defense of liberty is no vice. Moderation in the pursuit of justice is no virtue.” . This made people nervous because it seemed to aggressive for a nation on the verge of nuclear war. Johnson won in a landslide and saw it as a mandate for his dream of a “Great Society.” . Goal was to improve the quality of life for everyone in America. -
C2JL^^ National Student Government
87 STAT.1 PROCLAMATION 4228-JULY 2, 1973 1229 trade sub-zone No. 9-A at Ewa, Oahu, Hawaii, of foreign-trade zone No. 9—Honolulu, Hawaii, dated May 7, 1970." IN WITNESS WHEREOF, I have hereunto set my hand this nineteenth day of June, in the year of our Lord nineteen hundred seventy-three, and of the Independence of the United States of America the one hundred ninety-seventh. C2JL^^ PROCLAMATION 4228 National Student Government Day By the President of the United States of America juiy 2, 1973 A Proclamation Fundamental to the American educational ideal is the sense that our schools should be not only centers of learning but also laboratories for democracy. From the primary grades all the way up through the gradu ate departments of our universities, various forms of self-government and independent decision-making have become an increasingly important factor in the educational process. Student councils and similar organizations provide students with an opportunity to work together for common purposes, select leaders from among their peers, and deal responsibly with faculty and administrators in their schools. Such opportunities are helping to teach the basic skills of citizenship and to develop the qualities of leadership in the young people who take part. By enhancing the self-respect of students and the mutual respect among groups within a school community, student gov ernments also contribute to that climate of eagerness to learn and grow in which education can best flourish. NOW, THEREFORE, I, RICHARD NIXON, President of the United States of America, do hereby proclaim November 14, 1973, as National Student Government Day. -
Mcnamara, Clifford, Burdens of Vietnam 1965-1969
Secretaries of Defense Historical Series McNamara, Clifford, and the Burdens of Vietnam 1965-1969 SECRETARIES OF DEFENSE HISTORICAL SERIES Erin R. Mahan and Stuart I. Rochester, General Editors Volume I: Steven L. Rearden, The Formative Years, 1947-1950 (1984) Volume II: Doris M. Condit, The Test of War, 1950-1953 (1988) Volume III: Richard M. Leighton, Strategy, Money, and the New Look, 1953-1956 (2001) Volume IV: Robert J. Watson, Into the Missile Age, 1956-1960 (1997) Volume V: Lawrence S. Kaplan, Ronald D. Landa, and Edward J. Drea, The McNamara Ascendancy, 1961-1965 (2006) Library of Congress Cataloging-in-Publication Data Includes bibliography and index. Contents: v. l. The formative years, 1947-1950 / Steven L. Rearden – v. 2. The test of war, 1950-1953 / Doris M. Condit – v. 3. Strategy, money, and the new look, 1953-1956 / Richard M. Leighton – v. 4. Into the missile age, 1956-1960 / Robert J. Watson – v. 5. The McNamara ascendancy, 1961-1965 / Lawrence S. Kaplan, Ronald D. Landa, and Edward J. Drea. 1. United States. Dept. of Defense—History. I. Goldberg, Alfred, 1918- . II. Rearden, Steven L., 1946- . III. Condit, Doris M., 1921- . IV. Leighton, Richard M., 1914-2001. V. Watson, Robert J., 1920- 2010. VI. Kaplan, Lawrence S., 1924- ; Landa, Ronald D., 1940- ; Drea, Edward J., 1944- . VII. United States. Dept. of Defense. Historical Office. UA23.6.R4 1984 353.6’09 84-601133 Foreword Volume VI of the Secretaries of Defense Historical Series covers the last four years of the Lyndon Johnson administration—March 1965–January 1969, which were dominated by the Vietnam conflict. -
Lyndon B. Johnson, "Let Us Continue" (27 November 1963)
Voices of Democracy 4 (2009): 97‐119 Barrett 97 LYNDON B. JOHNSON, "LET US CONTINUE" (27 NOVEMBER 1963) Ashley Barrett Baylor University Abstract "Let Us Continue" was one of the most important speeches of Lyndon Johnson's political career; it served as a gateway to the leadership and legitimacy he needed for his presidency to succeed. This essay investigates the composition of "Let Us Continue" and seeks to rightfully accredit Horace Busby as the most important speechwriter to contribute to its artistry and success. The essay also emphasizes the obstacles Johnson confronted in his ascension to the Oval Office. Key Words: Lyndon Baines Johnson, John F. Kennedy, Theodore Sorensen, Horace Busby, presidential assassination, and speechwriting. All I have I would have given gladly not to be standing here today. The greatest leader of our time has been struck down by the foulest deed of our time. Today John Fitzgerald Kennedy lives on in the immortal words and works that he left behind. He lives on in the minds and memories of mankind. He lives on in the hearts of his countrymen. No words are sad enough to express our sense of loss. (2‐7)1 Lyndon Baines Johnson November 27, 1963 The assassination of President John F. Kennedy represented a period of national mourning for the young leader's tragic loss. Although the "president's ratings in the polls were as low as they had ever been," Americans struggled to process the tragedy and feared the threat to their national security.2 No one realized these threats better than Lyndon B.