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To Fulfill These Rights

The following excerpt comes from the transcript of “To Fulfill These Rights,” a speech delivered by Lyndon B. Johnson on June 4, 1965. 
Author
Lyndon B. Johnson
Grade Level

I am delighted at the chance to speak at this important and this historic institution. Howard has long been an outstanding center for the education of Negro Americans. Its students are of every race and color and they come from many countries of the world. It is truly a working example of democratic excellence.

Our earth is the home of revolution. In every corner of every continent men charged with hope contend with ancient ways in the pursuit of justice. They reach for the newest of weapons to realize the oldest of dreams, that each may walk in freedom and pride, stretching his talents, enjoying the fruits of the earth.

Our enemies may occasionally seize the day of change, but it is the banner of our revolution they take. And our own future is linked to this process of swift and turbulent change in many lands in the world. But nothing in any country touches us more profoundly, and nothing is more freighted with meaning for our own destiny than the revolution of the Negro American.

In far too many ways American Negroes have been another nation: deprived of freedom, crippled by hatred, the doors of opportunity closed to hope.

In our time change has come to this Nation, too. The American Negro, acting with impressive restraint, has peacefully protested and marched, entered the courtrooms and the seats of government, demanding a justice that has long been denied. The voice of the Negro was the call to action. But it is a tribute to America that, once aroused, the courts and the Congress, the President and most of the people, have been the allies of progress.

Thus we have seen the high court of the country declare that discrimination based on race was repugnant to the Constitution, and therefore void. We have seen in 1957, and 1960, and again in 1964, the first civil rights legislation in this Nation in almost an entire century.

As majority leader of the United States Senate, I helped to guide two of these bills through the Senate. And, as your President, I was proud to sign the third. And now very soon we will have the fourth – a new law guaranteeing every American the right to vote

No act of my entire administration will give me greater satisfaction than the day when my signature makes this bill, too, the law of this land.

The voting rights bill will be the latest, and among the most important, in a long series of victories. But this victory – as Winston Churchill said of another triumph for freedom – “is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning.”

That beginning is freedom; and the barriers to that freedom are tumbling down. 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. It is the right to be treated in every part of our national life as a person equal in dignity and promise to all others.

But freedom is not enough. You do not wipe away the scars of centuries by saying: Now you are free to go where you want, and do as you desire, and choose the leaders you please.

You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, “you are free to compete with all the others,” and still justly believe that you have been completely fair.

Thus it is not enough just to open the gates of opportunity. All our citizens must have the ability to walk through those gates.

This is the next and the more profound stage of the battle for civil rights. We seek not just freedom but opportunity. We seek not just legal equity but human ability, not just equality as a right and a theory but equality as a fact and equality as a result.

For the task is to give 20 million Negroes the same chance as every other American to learn and grow, to work and share in society, to develop their abilities – physical, mental and spiritual, and to pursue their individual happiness.

To this end equal opportunity is essential, but not enough, not enough. Men and women of all races are born with the same range of abilities. But ability is not just the product of birth. Ability is stretched or stunted by the family that you live with, and the neighborhood you live in – by the school you go to and the poverty or the richness of your surroundings. It is the product of a hundred unseen forces playing upon the little infant, the child, and finally the man.

This graduating class at Howard University is witness to the indomitable determination of the Negro American to win his way in American life.

Source
This text is in the public domain.
Text Dependent Questions
  1. Question
    How does Johnson define freedom in his speech and why does he argue that freedom alone is not enough? Cite evidence from the text in your response.
    Answer
    Students should be able to cite and paraphrase that “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. It is the right to be treated in every part of our national life as a person equal in dignity and promise to all others.” President Johnson writes that opportunity is needed on top of freedom to help bring about equality for those who have been held back and not free for so long.
  2. Question
    What does President Johnson mean when he says, “ability is not just the product of birth”? Do you agree?
    Answer
    Student responses will vary but should recognize President Johnson’s idea that we are born with the same range of abilities but that social forces, such as family, community and wealth, can limit or extend those abilities.
  3. Question
    Imagine that the same speech is being given at Howard University’s commencement this year. Select a line from the speech that you believe would still hold up as relevant over 50 years later and another line that you think would be either irrelevant or even inappropriate if given by the president today. Explain your reasons in both cases.
    Answer
    Responses will vary.
  4. Question
    Explain and then evaluate the claim Johnson makes when he says, “The voice of the Negro was the call to action. But it is a tribute to America that, once aroused, the courts and the Congress, the President and most of the people, have been the allies of progress.”
    Answer
    Student responses will vary but should recognize President Johnson is giving praise to the U.S. government and most of white America for responding favorably to the demands of the civil rights movement. Students should give their opinion on this claim.
  5. Question
    Given that the year is 1965, what is President Johnson alluding to when he says that the “American Negro” has acted with “impressive restraint”? What do you imagine could be the range of reactions or emotions from the African Americans in his audience that day? Support your claim with reasons.
    Answer
    Student responses will vary.
  6. Question
    The goal of Justice Standard 13 is that “students will analyze the harmful impact of bias and injustice on the world, historically and today.” How does President Johnson’s speech speak to this goal? Cite specific evidence from the text in your response.
    Answer
    Student responses will vary but should reference and/or quote specific phrases that are annotated as JU 13. To highlight these parts of the text, click on the box near JU 13 in the ABS section on the right.
Reveal Answers