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X. MESSAGE TRANSMITTING THE SIXTH ANNUAL REPORT ON WEATHER MODIFICATION, MAY 24, 1965

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Over the past year, there have been positive actions which are reviewed in this report. These actions include the following:

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3. Greater emphasis on the graduate research and education of promising students who will be involved in atmospheric research.

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Y. MESSAGE TRANSMITTING REORGANIZATION PLAN NO. 5 of 1965, MAY 27, 1965

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I transmit herewith Reorganization Plan No. 5 of 1965, prepared in accordance with the provisions of the Reorganization Act of 1949, as amended, and providing for certain reorganizations relating to the National Science Foundation.

*** Originally the Foundation had three *** committees, corresponding to its three divisions. With the growth of the Foundation, five additional divisions have been established; consequently the Foundation, in accordance with the requirements of section 8, now has eight divisional committees. This multiplication in the number of committees has proved cumbersome. For example, three committees are now concerned with scientific personnel and education matters instead of the original one committee, even though one committee is all that is required to meet the Foundation's needs in this area. The elimination of the various statutory divisional committees will simplify the structure of the Foundation and improve its administration.

Z. REMARKS AT THE COMMENCEMENT EXERCISES OF BAYLOR

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UNIVERSITY, MAY 28, 1965
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This is a moment I deeply wish my parents could have lived to share. In the first place, my father would have enjoyed what you have so generously said of me and my mother would have believed it.

More than that, the honor you pay me is, in a real sense, honor that is due my mother. All of her life she spoke often of Baylor-a trait I have found not uncommon among all of your alumni. Her pride in Baylor—and in being the granddaughter of a president of Baylorpassed on to me early and influenced the course of my own life more constructively than I could ever describe.

So, I am most grateful to you for this moment-and for its meaning

to me.

Woodrow Wilson once told the men of Princeton that: "It is not learning-but the spirit of service that will give a college place in the public annals of the Nation."

For 120 years, Baylor University has touched the lives of many generations with an unusual spirit of selfless service. That spirit— expressed in the works of ministers and missionaries, public servants and public school teachers, of devout parents and dedicated citizenshas not only won for Baylor a place of esteem in this State and this Nation, it has served the betterment of the condition of man to the remote ends of this earth.

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More than "a few agitators" was necessary to bring on the tragic and the cruel bloodshed in the Dominican Republic. They needed additional help and a deeper cause. And they had both.

For the roots of the trouble are found wherever the landless and the despised, the poor and the oppressed, stand before the gates of opportunity seeking entry into a brighter land.

They can get there only if we narrow the gap between the rich nations and the poor-and between the rich and the poor within each nation. And this is the heart of the purpose of the United States.

Here on the campus of Baylor University we will reaffirm that purpose on June 26 when almost 50 Peace Corps volunteers will begin training for service in the Dominican Republic. These young men and women will go to the barrios of Santo Domingo and Santiago to work with and to work for the people of the Dominican Republic in attaining a new life and new hope.

At home, with the strong cooperation of our Congress, we are waging war on poverty; we are opening new paths of learning for all our children; we are creating new jobs for our workers; we are providing health care for our older citizens; we are eliminating injustice and inequality; we are bringing new economic life to whole regions. These objectives we will continue to pursue with all of our strength and all of our determination.

AA. MESSAGE TRANSMITTING SOUTHESAT ASIA AID PROGRAM,

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JUNE 1, 1965
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4. Approximately $6 million will be used to train people for the construction of roads, dams, and other small-scale village projects in Thailand and Laos. In many parts of Asia the chance of the villager for markets, education, and access to public services depends on his getting a road. A nearby waterwell dramatically lightens the burdens of the farmer's wife. With these tools and skills local people can build their own schools and clinics-blessings only dreamed of before.

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*** Freedom and progress will be possible in Vietnam only as the people are assured that history is on their side-that it will give them a

chance to make a living in peace, to educate their children, to escape the ravages of disease, and, above all, to be free of the oppressors who for so long have fed on their labors.

BB. REMARKS AT THE COMMENCEMENT EXERCISES OF NATIONAL CATHEDRAL SCHOOL, JUNE 1, 1965

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The office of President presents many challenges, but I am sure that every father that is here this morning will understand sympathetically that few challenges could compare with the exacting demands of speaking before the graduating class of your own daughter.

For you members of the class of 1965, I know this is a very proud and happy and rewarding day for you. Speaking for myself, as a parent, I find this moment both sad and glad. I shall miss the small comfort of knowing that no matter how much homework I might bring to the White House every night Luci still would have brought more than me.

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I have visited many campuses and I have talked to many students, and I can tell you that this generation of young Americans is a generation of which I am deeply proud. And, I think, you are very lucky to be joining them.

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*Half of the world's children today have no school to go to at all and have never darkened a schoolroom. ***

This is the world that you live in and, whether you know it or not, it is a world with slums and shacks; it is a world without lights or water in the homes; it is a world without food on the shelves or health in the bodies; a world with too few teachers and too few doctors. * * *

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Whether you go on to college or not you will continue your education for the rest of your life. For to stop learning, at any age, is to relapse into ignorance.

You are going to learn many things in the years to come, but I hope that you will remember that education's greatest gift is not just particular knowledge. Education's greatest gift is a spacious and a skeptical mind. It is the willingness to accept fresh ideas, even if they challenge the most cherished assumptions.

And here, I think, I can pay a very special tribute to Miss Lee and to the faculty of this great institution. Whatever else that may be said about them, they do develop and instill, at least from my personal observation, a reasonable amount of independence and independent thinking among their graduates.

CC. REMARKS AT HOWARD UNIVERSITY, JUNE, 4, 1965

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* Freedom is the right to share, share fully and equally, in American society-to vote, to hold a job, to enter a public place to go to school.

*** Ability is stretched or stunted by the family you live with, and the neighborhood you live in, by the school you go to and the poverty or the richness of your surroundings.

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The number of Negroes in schools of higher learning has almost doubled in 15 years. The number of nonwhite professional workers has more than doubled in 10 years. The median income of Negro college women tonight exceeds that of white college women. there are also the enormous accomplishments of distinguished individual Negroes-many of them graduates of this institution, and one of them the first lady ambassador in the history of the United States.

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Negroes are trapped-as many whites are trapped-in inherited, gateless poverty. They lack training and skills. *** *

We are trying to attack these evils through our poverty program, through our education program, through our medical care and our other health programs and a dozen more of the Great Society programs that are aimed at the root causes of this poverty.

DD. REMARKS CONCERNING ESTABLISHMENT OF THE

TECHNICAL INSTITUTE FOR THE DEAF, JUNE 8, 1965

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NATIONAL

More than a hundred years ago Abraham Lincoln signed the charter of Gallaudet College here in Washington. From that time until this, Gallaudet stands as the only institution of higher learning in the world for those that are afflicted by deafness.

Americans ought to know more of that fine institution than they do because we can all be proud of it and the work which is done there. Through long-time friendship with the late Mary Thornberry, the mother of Congressman Thornberry, I first came to know Gallaudet College. I have been there on a number of occasions and visited with them and I have been inspired and stimulated by the great work that they are doing.

This institution will help to meet the needs of hundreds of deaf young people, both students and adults, who want to be and can be trained for various technical occupations and placed in very useful careers. Deafness is not and need not be regarded as the handicap that men thought it was in the past. Given the opportunity to learn and to prepare themselves, the deaf can fill a wide array of useful and

important positions in industry and professions throughout our society.

Human talent is our most precious national resource. Strong and successful as America is, we cannot allow any of our human potential to be wasted or neglected. This conviction motivates us now in all that we do in the field of education.

This legislation is another example of the determination of the people of the United States and their Congress that education and all of its blessings must reach every American citizen.

I am personally very grateful to the leadership of Secretary Celebrezze, Commissioner Keppel, Commissioner Switzer for the commitment they have made to this effort. I appreciate especially the support given by Senator Hill and other members of his committee, Senator Morse; by their colleagues in the House, Mr. Powell, Mr. Cary and other members of the Labor Committee; the membership of the committee of both parties in both Houses have been helpful in this connection.

EE. REMARKS BEFORE THE NATIONAL EDUCATION ASSOCIATION, JULY 2, 1965

Secretary Celebrezze, Senator Morse, Majority Leader of the House of Representatives Carl Albert, Dr. Edinger, Dr. Carr-who have labored in education's cause and helped us so much, and all of my fellow educators:

I have brought with me today Secretary Tony Celebrezze, the great administrator of the HEW and the best lobbyist the teachers of this country have had; Senator Wayne Morse, the valiant fighter for education and the chairman of all the Senate committees that report these bills constantly-Senator Morse; the distinguished majority leader, Carl Albert-Rhodes scholar and educator-leader, majority leader in the House of Representatives, and my neighbor from Oklahoma; and I do want you to meet one of the great fellows that works on my staff and who has been assigned the special subject of education and has made it his day and night work all year-Douglass Cater.

I greet you as the shapers of American society.

Emerson said: "The true test of a civilization is not the census, nor the size of cities, nor the crops, but the kind of man that the country turns out."

Education, more than any single force, will mold the citizen of the future. That citizen, in turn, will really determine the greatness of our society. And it is up to you to make that education equal to our towering expectations of the America that we love and the America that is to come. And I came here today to reaffirm to you your Government's intention to continue to help in that task.

In the last 19 months your Congress and your President have worked shoulder to shoulder in the most fruitful partnership for American education in all the history of the American Nation.

We passed the Higher Education Facilities Act.

We passed the Library Services Act to improve our libraries as storehouses of learning.

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