"The Great Society"

President Hatcher, Governor Romney, Senators McNamara and Hart, Congressmen Meader and Staebler, and other members of the fine Michigan delegation¹, members of the graduating class, my fellow Americans:

It is a great pleasure to be here today. This university has been coeducational since 1870, but I do not believe it was on the basis of your accomplishments² that a Detroit high school girl said (and I quote), "In choosing a college, you first have to decide whether you want a coeducational school or an educational school." Well, we can find both here at Michigan, although perhaps at different hours. I came out here today very anxious to meet the Michigan student whose father told a friend of mine that his son's education had been a real value. It stopped his mother from bragging³ about him.

I have come today from the turmoil⁴ of your capital to the tranquility of your campus to speak about the future of your country. The purpose of protecting the life of our Nation and preserving the liberty of our citizens is to pursue the happiness of our people. Our success in that pursuit is the test of our success as a Nation.

For a century we labored⁶ to settle and to subdue⁷ a continent. For half a century we called upon unbounded invention and untiring industry to create an order of plenty for all of our people. The challenge of the next half century is whether we have the wisdom to use that wealth to enrich and elevate our national life, and to advance the quality of our American civilization.

Your imagination and your initiative and your indignation will determine whether we build a society where progress is the servant of our needs, or a society where old values and new visions are buried under unbridled growth. For in your time we have the opportunity to move not only toward the rich society and the powerful society, but upward to the Great Society.

The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice⁸, to which we are totally committed in our time. But that is just the beginning.

The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents. It is a place where leisure is a welcome chance to build and reflect, not a feared cause of boredom⁹ and restlessness. It is a place where the city of man serves not only the needs of the body and the demands of commerce but the desire for beauty and the hunger for community. It is a place where man can renew contact with nature. It is a place which honors creation for its own sake and for what is adds to the understanding of the race. It is a place where men are more concerned with the quality of their goals than the quantity of their goods.

But most of all, the Great Society is not a safe harbor, a resting place, a final objective, a finished work. It is a challenge constantly renewed, beckoning¹⁰ us toward a destiny where the meaning of our lives matches the marvelous products of our labor⁵.

So I want to talk to you today about three places where we begin to build the Great Society -- in our cities, in our countryside, and in our classrooms.

Many of you will live to see the day, perhaps 50 years from now, when there will be 400 million Americans -- four-fifths of them in urban areas. In the remainder of this century urban population will double, city land will double, and we will have to build homes and highways and facilities equal to all those built since this country was first settled. So in the next 40 years we must re-build the entire urban United States.

Aristotle said: "Men come together in cities in order to live, but they remain together in order to live the good life." It is harder and harder to live the good life in American cities today. The catalog of ills is long: there is the decay of the centers and the despoiling¹¹ of the suburbs. There is not enough housing for our people or transportation for our traffic. Open land is vanishing and old landmarks¹² are violated. Worst of all expansion is eroding¹³ these precious and time honored values of community with neighbors and communion with nature. The loss of these values breeds loneliness and boredom and indifference¹⁴.

And our society will never be great until our cities are great. Today the frontier of imagination and innovation is inside those cities and not beyond their borders. New experiments are already going on. It will be the task of your generation to make the American city a place where future generations will come, not only to live, but to live the good life. And I understand that if I stayed here tonight I would see that Michigan students are really doing their best to live the good life.

This is the place where the Peace Corps¹⁵ was started.

It is inspiring to see how all of you, while you are in this country, are trying so hard to live at the level of the people.

A second place where we begin to build the Great Society is in our countryside. We have always prided ourselves on being not only America the strong and America the free, but America the beautiful. Today that beauty is in danger. The water we drink, the food we eat, the very air that we breathe, are threatened with pollution. Our parks are overcrowded, our seashores overburdened. Green fields and dense¹⁶ forests are disappearing.

A few years ago we were greatly concerned about the "Ugly American." Today we must act to prevent an ugly America.

For once the battle is lost, once our natural splendor¹⁷ is destroyed, it can never be recaptured. And once man can no longer walk with beauty or wonder at nature his spirit will wither¹⁸ and his sustenance¹⁹ be wasted.

A third place to build the Great Society is in the classrooms of America. There your children's lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination. We are still far from that goal. Today, 8 million adult Americans, more than the entire population of Michigan, have not finished 5 years of school. Nearly 20 million have not finished 8 years of school. Nearly 54 million -- more than one quarter of all America -- have not even finished high school.

Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today's youth, what will we do in 1970 when elementary school enrollment²⁰ will be 5 million greater than 1960? And high school enrollment will rise by 5 million. And college enrollment will increase by more than 3 million.

In many places, classrooms are overcrowded and curricula are outdated²¹. Most of our qualified²² teachers are underpaid and many of our paid teachers are unqualified. So we must give every child a place to sit and a teacher to learn from. Poverty must not be a bar to learning, and learning must offer an escape from poverty.

But more classrooms and more teachers are not enough. We must seek an educational system which grows in excellence²³ as it grows in size. This means better training for our teachers. It means preparing youth to enjoy their hours of leisure as well as their hours of labor. It means exploring new techniques of teaching, to find new ways to stimulate²⁴ the love of learning and the capacity for creation.

These are three of the central issues of the Great Society. While our Government has many programs directed at those issues, I do not pretend that we have the full answer to those problems. But I do promise this: We are going to assemble the best thought and the broadest knowledge from all over the world to find those answers for America.

I intend to establish working groups to prepare a series of White House conferences and meetings -- on the cities, on natural beauty, on the quality of education, and on other emerging challenges. And from these meetings and from this inspiration and from these studies we will begin to set our course toward the Great Society.

The solution to these problems does not rest on a massive program in Washington, nor can it rely solely²⁵ on the strained resources of local authority. They require us to create new concepts of cooperation, a creative federalism, between the National Capital and the leaders of local communities.

Woodrow Wilson once wrote: "Every man sent out from his university should be a man of his Nation as well as a man of his time."

Within your lifetime powerful forces, already loosed, will take us toward a way of life beyond the realm of our experience, almost beyond the bounds of our imagination.

For better or for worse, your generation has been appointed by history to deal with those problems and to lead America toward a new age. You have the chance never before afforded to any people in any age. You can help build a society where the demands of morality, and the needs of the spirit, can be realized in the life of the Nation.

So, will you join in the battle to give every citizen the full equality which God enjoins²⁶ and the law requires, whatever his belief, or race, or the color of his skin?

Will you join in the battle to give every citizen an escape from the crushing weight of poverty?

Will you join in the battle to make it possible for all nations to live in enduring peace -- as neighbors and not as mortal enemies?

Will you join in the battle to build the Great Society, to prove that our material progress is only the foundation on which we will build a richer life of mind and spirit?

There are those timid souls that say this battle cannot be won; that we are condemned²⁷ to a soulless wealth. I do not agree. We have the power to shape the civilization that we want. But we need your will and your labor and your hearts, if we are to build that kind of society.

Those who came to this land sought to build more than just a new country. They sought a new world. So I have come here today to your campus to say that you can make their vision our reality. So let us from this moment begin our work so that in the future men will look back and say: It was then, after a long and weary way, that man turned the exploits of his genius to the full enrichment of his life.

Thank you. Good-bye.

1 delegation   

n.代表团；派遣

参考例句：

• The statement of our delegation was singularly appropriate to the occasion.我们代表团的声明非常适合时宜。
• We shall inform you of the date of the delegation's arrival.我们将把代表团到达的日期通知你。

2 accomplishments   

n.造诣；完成( accomplishment的名词复数 )；技能；成绩；成就

参考例句：

• It was one of the President's greatest accomplishments. 那是总统最伟大的成就之一。
• Among her accomplishments were sewing,cooking,playing the piano and dancing. 她的才能包括缝纫、烹调、弹钢琴和跳舞。 来自《现代英汉综合大词典》

3 bragging   

v.自夸，吹嘘( brag的现在分词 )；大话

参考例句：

• He's always bragging about his prowess as a cricketer. 他总是吹嘘自己板球水平高超。 来自辞典例句
• Now you're bragging, darling. You know you don't need to brag. 这就是夸口，亲爱的。你明知道你不必吹。 来自辞典例句

4 turmoil   

n.骚乱，混乱，动乱

参考例句：

• His mind was in such a turmoil that he couldn't get to sleep.内心的纷扰使他无法入睡。
• The robbery put the village in a turmoil.抢劫使全村陷入混乱。

5 labor   

n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦

参考例句：

• We are never late in satisfying him for his labor.我们从不延误付给他劳动报酬。
• He was completely spent after two weeks of hard labor.艰苦劳动两周后，他已经疲惫不堪了。

6 labored   

adj.吃力的，谨慎的v.努力争取(for)( labor的过去式和过去分词 )；苦干；详细分析；（指引擎）缓慢而困难地运转

参考例句：

• I was close enough to the elk to hear its labored breathing. 我离那头麋鹿非常近，能听见它吃力的呼吸声。 来自辞典例句
• They have labored to complete the job. 他们努力完成这一工作。 来自辞典例句

7 subdue   

vt.制服，使顺从，征服；抑制，克制

参考例句：

• She tried to subdue her anger.她尽力压制自己的怒火。
• He forced himself to subdue and overcome his fears.他强迫自己克制并战胜恐惧心理。

8 injustice   

n.非正义，不公正，不公平，侵犯（别人的）权利

参考例句：

• They complained of injustice in the way they had been treated.他们抱怨受到不公平的对待。
• All his life he has been struggling against injustice.他一生都在与不公正现象作斗争。

9 boredom   

n.厌烦，厌倦，乏味，无聊

参考例句：

• Unemployment can drive you mad with boredom.失业会让你无聊得发疯。
• A walkman can relieve the boredom of running.跑步时带着随身听就不那么乏味了。

10 beckoning   

adj.引诱人的，令人心动的v.（用头或手的动作）示意，召唤( beckon的现在分词 )

参考例句：

• An even more beautiful future is beckoning us on. 一个更加美好的未来在召唤我们继续前进。 来自辞典例句
• He saw a youth of great radiance beckoning to him. 他看见一个丰神飘逸的少年向他招手。 来自辞典例句

11 despoiling   

v.掠夺，抢劫( despoil的现在分词 )

参考例句：

12 landmarks   

n.陆标( landmark的名词复数 )；目标；（标志重要阶段的）里程碑 ~ (in sth)；有历史意义的建筑物（或遗址）

参考例句：

• The book stands out as one of the notable landmarks in the progress of modern science. 这部著作是现代科学发展史上著名的里程碑之一。 来自《现代汉英综合大词典》
• The baby was one of the big landmarks in our relationship. 孩子的出世是我们俩关系中的一个重要转折点。 来自辞典例句

13 eroding   

侵蚀，腐蚀( erode的现在分词 )； 逐渐毁坏，削弱，损害

参考例句：

• The coast is slowly eroding. 海岸正慢慢地被侵蚀。
• Another new development is eroding the age-old stereotype of the male warrior. 另一个新现象是，久已形成的男人皆武士的形象正逐渐消失。

14 indifference   

n.不感兴趣，不关心，冷淡，不在乎

参考例句：

• I was disappointed by his indifference more than somewhat.他的漠不关心使我很失望。
• He feigned indifference to criticism of his work.他假装毫不在意别人批评他的作品。

15 corps   

n.(通信等兵种的)部队；(同类作的)一组

参考例句：

• The medical corps were cited for bravery in combat.医疗队由于在战场上的英勇表现而受嘉奖。
• When the war broke out,he volunteered for the Marine Corps.战争爆发时，他自愿参加了海军陆战队。

16 dense   

a.密集的，稠密的，浓密的；密度大的

参考例句：

• The general ambushed his troops in the dense woods. 将军把部队埋伏在浓密的树林里。
• The path was completely covered by the dense foliage. 小路被树叶厚厚地盖了一层。

17 splendor   

n.光彩；壮丽，华丽；显赫，辉煌

参考例句：

• Never in his life had he gazed on such splendor.他生平从没有见过如此辉煌壮丽的场面。
• All the splendor in the world is not worth a good friend.人世间所有的荣华富贵不如一个好朋友。

18 wither   

vt.使凋谢，使衰退，(用眼神气势等)使畏缩；vi.枯萎，衰退，消亡

参考例句：

• She grows as a flower does-she will wither without sun.她象鲜花一样成长--没有太阳就会凋谢。
• In autumn the leaves wither and fall off the trees.秋天，树叶枯萎并从树上落下来。

19 sustenance   

n.食物，粮食；生活资料；生计

参考例句：

• We derive our sustenance from the land.我们从土地获取食物。
• The urban homeless are often in desperate need of sustenance.城市里无家可归的人极其需要食物来维持生命。

20 enrollment   

n.注册或登记的人数；登记

参考例句：

• You will be given a reading list at enrollment.注册时你会收到一份阅读书目。
• I just got the enrollment notice from Fudan University.我刚刚接到复旦大学的入学通知书。

21 outdated   

adj.旧式的，落伍的，过时的；v.使过时

参考例句：

• That list of addresses is outdated,many have changed.那个通讯录已经没用了，许多地址已经改了。
• Many of us conform to the outdated customs laid down by our forebears.我们许多人都遵循祖先立下的过时习俗。

22 qualified   

adj.合格的，有资格的，胜任的，有限制的

参考例句：

• He is qualified as a complete man of letters.他有资格当真正的文学家。
• We must note that we still lack qualified specialists.我们必须看到我们还缺乏有资质的专家。

23 excellence   

n.优秀，杰出，(pl.)优点，美德

参考例句：

• His art has reached a high degree of excellence.他的艺术已达到炉火纯青的地步。
• My performance is far below excellence.我的表演离优秀还差得远呢。

24 stimulate   

vt.刺激，使兴奋；激励，使…振奋

参考例句：

• Your encouragement will stimulate me to further efforts.你的鼓励会激发我进一步努力。
• Success will stimulate the people for fresh efforts.成功能鼓舞人们去作新的努力。

25 solely   

adv.仅仅，唯一地

参考例句：

• Success should not be measured solely by educational achievement.成功与否不应只用学业成绩来衡量。
• The town depends almost solely on the tourist trade.这座城市几乎完全靠旅游业维持。

26 enjoins   

v.命令( enjoin的第三人称单数 )

参考例句：

• Accordingly, Council enjoins concerned branch undertook nervous investigation, argumentation works further. 据此，国务院责成有关部门进一步进行了紧张的调查、论证工作。 来自互联网
• Humanity enjoins us to teach them agriculture and the domestic arts. 基于人道精神我们乃教导他们农业与持家之道。 来自互联网

27 condemned   

adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词

参考例句：

• He condemned the hypocrisy of those politicians who do one thing and say another. 他谴责了那些说一套做一套的政客的虚伪。
• The policy has been condemned as a regressive step. 这项政策被认为是一种倒退而受到谴责。