Suchergebnisse

Considered in its historical context, the National Defense Education Act expresses a Congressional attitude that has characterized federal legislation in this field from the be ginning of the Republic. The variety and scope of its concerns, the number and size of its grants, and its widespread public acceptance indicate that this Act will exert influences beyond and in addition to its specific defense intentions. The National Defense Education Act recognizes that education is a national unifying force, and it regards an educated citizenry as the country's most precious resource. Its ten Titles are designed to motivate the discovery of intelligent and talented young men and women and stimulate them to devote themselves to the sciences, foreign languages, technology, and in general to those intellectual pursuits that will enrich personal life, strengthen resistance to totalitarianism, and enhance the quality of Amer ican leadership on the international scene. The Act is also a contract that reasserts the partnership of federal and state governments in education, the former assisting with funds and counsel, the latter exercising full control over their own educa tional systems and programs.

The Office of Defense Mobilization is essentially a planning and co- ordinating agency in the Executive Office of the President. Its chief purpose is to organize and focus governmental activity at all levels to the end that pro duction in an area struck by disaster—natural or man-made—can be quickly re stored. This requires techniques for assessing damage and facilities for promot ing a rapid resumption of production. The 1955 floods in the northeastern states and California provided a test of the effectiveness of civil defense preparations and caused them to work out new procedures. The author discusses the spe cific actions taken at that time, the Disaster Readiness Plan since prepared, and the relation of that plan to planning against the disaster of thermonuclear at tack.—Ed.

2 p. Typed letter from University of Oregon President Flemming to George Mather, Director of the Iowa Center for Education in Politics in regards to the UO's policies concerning political activities on campus.

7 p. Typed draft with handwritten corrections of a speech by University of Oregon President Arthur Flemming at School Desegregation Traning and Research Institute at the University of Oregon on July 22, 1966.

2 p. A typed response from University of Oregon President Arthur Flemming to Howard Spalding discussing an article published in the New York Times regarding the University's allowance of political discussions concerning the Vietnam war.