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Title
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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A graduate raises a coat hanger in protest of anti-abortion efforts at the 1978 Suffolk University commencement
Subject
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Suffolk University
Graduation ceremonies
Women college students
Student protesters
Reproductive rights
Suffolk University--Alumni and alumnae
Creator
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Rogers, David
Source
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Series SUJ-004.04 Special Materials: Photographs: Events, Box 28
Suffolk University Records
Date
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11 June 1978
Rights
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Copyright David Rogers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
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JPG
Type
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Still image
Photographs
Identifier
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SU-0265
Coverage
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tgn:7013445
Alumni
Commencements
Events
Student protests
Suffolk University
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Title
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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Title
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A graduate student in her cap and gown at the 2002 Suffolk University commencement
Subject
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Suffolk University
Graduation ceremonies
Suffolk University--Alumni and alumnae
Source
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Series SUJ-004.04 Special Materials: Photographs: Events, Box 48
Suffolk University Records
Date
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19 May 2002
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
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JPG
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Photographs
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SU-0984
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tgn:7013445
Alumni
Commencements
Events
Suffolk University
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Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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Title
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A student receiving her degree at the 1969 Suffolk University commencement
Subject
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Suffolk University
Graduation ceremonies
Women college students
African American college students
Creator
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Duette Photographers
Source
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Series SUJ/004.04 Special Materials: Photographs: Events, Box 11
Suffolk University Records
Date
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15 June 1969
Rights
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Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
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JPG
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Still image
Photographs
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SU-0058
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The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Black history
Campus diversity
Commencements
Events
Students
Suffolk University
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Dublin Core
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Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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Title
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A trustee and Cardinal Medeiros at the 1974 Suffolk University commencement
Subject
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Suffolk University
Graduation ceremonies
College trustees
Medeiros, Humberto Sousa, 1915-
Source
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Series SUJ-004.04 Special Materials: Photographs: Events, Box 21
Suffolk University Records
Date
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9 June 1974
Rights
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
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JPG
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Still image
Photographs
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SU-0376
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tgn:7013445
Commencements
Events
Suffolk University
Trustees
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PDF Text
Text
From Suffolk University
20 Derno Stroot
(Bo.ck of tho Sta to House)
Boston, Muss.
For furthor informn.tion please fool free to telephone
the University at CAPitol 0555
and ask for Dr. Millel:'"
or for Miss Bryant ••• or come in.
DO NOT RELEASE BEFORE TEE
-MORNING OF JUNE l 7TH-.-
----------
·tljt:>··
DESK COPY
. EXl:CUTIVE SECRETARY
ANO REGISTRAR
Address given by C. o. Ruggles, Professor of Public Utility
Management, Graduate School of Business Administration, Harvard University, at the Annual Conunencement Exercises, Suffolk University,
Bes.con Hill, Boston, June 16th at 8:00 P.M.
"THE SOCIAL SCIENCES IN M.IBRICAN EDUCATION"
Recent events throughout the world have brought forcibly to the fore the
need for a better understanding of the social sciences. This lack of appreciation
of' the workings of economic laws applies not only to t,he leaders and the would-be
leaders of many important countries, but to tho people who endorse their programs.
In other words, tho wholo world is in nocd of a better understanding of the social
sciences if we arc to make substantial progress in tho improvement of economic and
social conditions.
The failure of unsound government programs often sots a good cause back
many years. And while a better understanding of the social sciences is important
for the countries of the old world, it is especially important for a country as
large as the United States •. Moreover, what might be a sound policy for smaller
countries might not be workable in a country the size of ours. Some one has said
and apparently without exaggeration, that if Texas were a lake and France an island.
France could be dropped into Texas and there would bo room enough to sail out of
sight of land on every side. Montana is almost as largo as the Gorman empire before
Hitler annexed Austria.
Our forefathers broke away from Europe because they objected to the control
over almost every aspect of their lives inaluding their religious beliefs and American
government and institutions represented an experiment on their part based upon the
assumption that universal education would produce a high general level of intelligence that would, in turn, provide a sound basis for democracy. This philosophy is
well expressed in the inscription upon the Boston Public Library which is to the
effect that tho Conunon~roalth requires the education of a people as the safeguard
of order and liberty. Th~ truth of this statement would bo generally accepted but
it is not so ·fully appreciated that tho nood for emphasis on various aspocts of
education changes from one generation to another.
It is probaoly not a reflection on educational institutions to say that
they.are always behind the times, at least in their general programs of instruction.
In research and in extending the borders of knowledge, they are often far ahead of
their time; but before an endowed institution can secure gifts or a state supported
institution can secure appropriations for instruction in a given field, the need
for such instruction must have boon rather generally appreciated. By that time,
the needed instruction may be at least one generation late.
In considering tho need for more emphasis on the social sciences in .American education, lot us first trace certain aspects of education in this country;
second, consider tho extent to which changes in the economic and social conditions
in tho Uni tod States have,. in turn, created new educational needs; and finally. the
.,necessity for widening the opportunity for adult educatio;n in general, and especial;;;.
ly in the study of the social sciences •.
�The Social Sciences in .American Education
-2-
The second war with Great Britain created a great interest in technical
education in the United States. After tho battle of Waterloo, it was evident that
markets for manufactured products would bo sought in tho United States both by
England and by the continental countries. Yfo at once passed our first protective
tariff and focussed our attention on manufacturing industries. Tho first school to
offer a substantial toch..nical curriculum was Ronssolacr Polytechnic Insti tuto
ostnblishcd in 1824. It was patterned after the French technical schools. While
Harvard had been established as curly as 1636., it was more than 200 years before that
university organized its engineering school. Both Yale and Harvard organized
engineering schools in 1847. The Massachusetts Institute of Technology was about to
open when the Civil War broke out and hence its beginnings were postponed until 1865.
During the Civil War Congress, through the Morrill Act, gave a great stimulus to
technical education in the field of agriculture and engineering by providing subsidies for tho so-called land grant collcgos. These began to develop on a grand
scale, ospocially in the Middlo West, :Michigan and Illinois being outstanding early
examples. Indeed, tho University of Illinois was known as the Illinois Industrial
University until tho yoar 1885.
This skutch of tho dovolopmont of technical education is presented not as
a criticism of what our country was doing at that time, but rather to point out that
it was a logical development. Young .America had many bridges to build, many factories
to erect, and numerous railway lines to be laid. Hence, it was natural that emphasis
should have been placed on the physical sciences.
It is not an exaggeration to s~y that the success of all this period of
technical education created some of tho most difficult problems which we now face.
With the abundant natural resources in this country, and an increase in technical
proficiency, the country grew by leaps and bounds and its sieplo colonial life was
soon being transformed into a complex industrial civilization. Those changes wore
in part brought about by the fact that we adopted a constitution that prohibited
nny to.riff among our states. This., in turn, mount that wo wore to sec in .America
some of tho largest business units tho world hn.d known. Tho markets for those huge
industries wore far flung. Free trudo within tho bountl~rics of .America made it
inovitablo that the production unit should have boon un enormous one •
.America's early emphasis upon the physical sciences provided inventors
with ample outlets for their talents and inventions multiplied at a rapid rate.
The development and utilization of the resources of a country the size of the United
States created many of our difficult economic and social problems., "Which, in turn,
called for national legislation. The frontier West, for example, was suspicious of
the industrial East and those feelings have boon registered in much of our national
legislation at different periods in our history. Indeed., the economic, business,
and social problmns that were tho natural outgrowth of our technical achiovomonts
wore upon us so suddenly that we had not had adequate opportunity to study and understand them. This is made clear if we glance at the character of educational institutions in this country during our early history and in moro recent years. It is a
fair assumption that the educational institutions of a country reflect what the
people believe tho rising generation should understand.
Departments of economics, for oxa~ple, are not very old. There are still
a few instances where older members of the faculty are still living who at one time
taught all the economics., political science, and history that some of the important
institutions offered. In fact, when economics ~us first introduced into the curriculum., it was often taught by tho president of tho university along with moral philosophy. If vro check the devclopmont of such institutions as schools of business, we see
this same lag in tho study of the problems of the social sciences. Not until the
1880's was thcro a school of business organized in this country and indeod, up to
a'.'.bout 1900, one could count all tho business schools in the country on his fingers.
It was almost throe centuries after Harvard wa. e ostablishod before its business
school was organized.
�Tho Social Scioncos in Amorican Education
3
It is not an accident that tho social sciences and tho schools of business
lagged far behind tho technical schools. Ono might say that the physical sciences
and technical schools vrere represented by a sixteen-cylinder motor car traveling at
such a high rate of speed that the social sciences, represented by a one-cylinder
motorcycle, were sputtering along so far in tho roar, that it was not possible for
the social sciontists to determine at which corner the physical sciences had turned.
Fortunately, there has boon in rccont years a recognition of tho fact that
the technical schools and tho physical scicncos have created problems to which the
social scioncos must now give serious consideration. This is a very vital matter
because an intelligent understanding of tho social sciences is tho koy to tho socalled fuller life and a bettor social order.
To illustrate tho extent to which legislators arc often unprepared to meet
urgont economic and social problems, let mo refer to the comment of a Chicago editor
made during the time I was in college. The Chicago editor in pointing out the lack
of vision on the part of the Illinois legislators in framing child labor legislation
said his first impulse was to criticize these legislators for their lack of underatanding of' such a vital problem; but on second thought, it occurred to the editor
that the men in tho Illinois legislature were tho legitimate product of the American
public school system. He pointod out that if he had gono to Springfield and sclectec
a dozen men at random, and asked thom how many of them had ever hoard of Shaftsbury
and what they know of tho strong and weak points of English child labor legislation,
he would probably not have obtained much enljghtmcnt; but that if he had gone down
the same line of mon mo.king inquiries ~bout the wives of Henry VIII, ho would probably
have secured quite a little information.
In other words, our educational system changes so slowly that it fails to
meet our needs. It is natural and inevitable that teachers will teach what they know.
Indeed, after college catalogues have described a new vision, it is not always true
that the instruction is in line with the description in the catalogue. No stream
can rise higher than its source and no teacher can bo effective, for example, in
the social scicncos who does not know the social sciences. If that teacher has boon
educated in tho old lino subjects such as history, economic history, and government,
the course is likoly to bo one dealing with those subjects.
But a bettor understanding of tho social sciences must not be limited to
legislators and loaders of public opinion. This statement leads mo to the final
point of my discussion, viz: tho need for widening the opportunity for adult education. This must be done simply bocauso able leadership is of little significance
without intolligont followorship. The fields of the social sciences arc so dynamic
that they change even from decade to decade and it is essential that we appreciate
that our education, especially in these fields, is something that cannot be completed
in a formal program of four years. In other words, even the people who have had tho
advantagos of a formal education should have opportunities to keep abreast of tho
times and to obtain some understanding of rapidly changing economic issuos. Moreover, there is another group of our people who aro sometimes denied tho opportunities
of pursuing fulltimc formal training. They must secure their education along with
their daily duties in oarning a livelihood.
It is heartening to see the extent to which many institutions have developed in metropolitan centers, thus giving an opportunity to people to learn while
they earn. Indeed, in many ways, the combination of learning while earning is an
excellent one. It is, in a sense, the laboratory method. At one time, we taught
tho physical sciences by moans of textbooks and formulae. No institution is considered properly oquippod today if it docs not teach tho physical scionccs by tho
laboratory method. Tho medical student is not p0rmittcd to enter into tho practice
of modicino until ho has had certain clinical oxpcricnco.
It is probably not an exaggeration to say that much of our education in
tho social sciences has been, o.nd still is, somewhat like teaching swimming by corrcspondonce. We need to combine tho process of education with the actual activities ,-.-"
�The Social Sciences in American Educntion
4
economic and social life. President Dykstra of the University of Wisconsin pointed
out recently that even dictators have a way of rounding people up and running them
through tho voting booth, tlms ;;iving a rubber stamp approval to their programs.
Unfortunately, tho social scioncos seem to the average individual as a field which
noods no careful study and mi1.r1.:r mon in our logisln.tive halls arc ready to concoct
new luvrs on short notico tho..t v: tally affect tho li vos of tho people. Half truths
and half bakod philosophies grr:ri;r 1 uxuriantly in tho field of tho social sciences.
Not until we havo a bvt:tor undcrstur...ding of tho vital economic problems of our complex civilization cD.n 1!ro ho~c tc mr::..ko ro2..l progress. Uany simple punacacas being
1
offered throughout -~hc i.~rorl'i today ci ·U·.. cr w:10Ey ignore or fail to m1derstand fundamental principle~: oI" the Gocial sc:Le:J.r.os. Unt5.J. the situation is changed by a better
understanding of t!:1.ese fi,=,lds vve car.i'1.ot r::rr:pect our government programs to be productive of worth while long-_:_"etn~8 rosul ts.
JMC-6/5/38-250
�
Dublin Core
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Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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SU-1848
Title
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Address of C.O. Ruggles, "The Social Sciences in American Education," delivered at the 1938 Suffolk University commencement
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16 June 1938
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Suffolk University Records
Series SUE-001.001, Commencement Planning Files
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Ruggles, C.O.
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JPG
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tgn:7013445
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English
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Suffolk University
Graduation ceremonies
Ruggles, C.O.
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Commencements
Suffolk University
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Suffolk University Sawyer Business School Commencement
Sunday, May 19, 2019
Rockland Trust Bank Pavilion
Commencement Speaker
Gene Lee
President and CEO
Darden Restaurants, Inc.
Dean O’Neill, President Kelly, Chairman Lamb, members of the Board of Trustees,
distinguished faculty, parents and families, fellow alumni, and most importantly, to the
members of the class of 2019, congratulations from me.
And thank you for that kind and generous introduction.
Growing up about 20 miles west of here, this knucklehead from Framingham never
imagined he would be standing before you this morning.
I would also like to thank my wife Amy for her love and support through the last 28
years. I would not be here today without you, and to my two daughters, Samantha and
Jamie, for their love and support and understanding the demands of my job. It’s been
great to watch you both grow and become the wonderful young ladies you are today.
And, if I am being honest, this isn’t the first time I have been in a situation that my
younger self would find difficult to comprehend. My journey to becoming the president
and CEO of Darden Restaurants was anything but traditional.
Like many of you, I grew up in a blue collar, lower middle-class family with loving
parents who never prioritized their own formal education – but had very high
expectations when it came to my education. I was an average student. Okay, maybe a
little below average. But I never applied myself and the harder my parents pushed me,
the more I ignored them.
See, for as long as I can remember, my priority was sports. All I wanted was a ball in my
hand – a basketball, a football or a baseball. Like so many kids, I believed my future
was on a field or a court. Reality hit me hard when I was 16. I was cut from my high
school basketball team. I was crushed. The final harsh realization that I was not going to
be a professional athlete.
So, where does a 16 year old boy turn when his dreams are shattered? My parents
hoped this would be the jolt I needed to focus on studying and improve my grades. I had
a different idea. I was going to get a job. If I wasn’t going to play organized ball, I was
going to make some money and buy a car. Truth be told, I really wanted to make money
to buy beer. And this was the beginning of my restaurant career. I started as a busboy
at York Steakhouse in Natick, Massachusetts, that winter.
1
�And while I got off to a slow start – I almost quit or got fired multiple times in the first
couple of months – I quickly climbed the ranks as my managers gave me more and
more responsibility. I worked a lot in my senior year in high school. I even skipped
school to work, which right now makes no sense to me, but I had finally found
something I was really good at. I found I could still be part of a great team working
toward a common goal.
I went off to college that fall, but it wasn’t for me. So, at the end of my freshman year, I
decided to take a break from school and join the management training program at York
Steakhouse. I vividly remember telling my dad I was leaving school. It was the first time
I knew I had truly disappointed him. But he never gave up. For the next ten years he
would find every opportunity to remind me that it wasn’t too late to go back to school
and then get a real job.
But I had found a home in the restaurant industry. I began to have success. I quickly
moved up the corporate ranks in the industry, eventually becoming vice president of
operations for Pizzeria Uno. But I came to realize that if I wanted to continue to grow
professionally, I needed a formal education. That’s when I discovered Suffolk. In the fall
of 1994 I entered the executive MBA program. I owe this university a debt of gratitude.
They took a chance on an unproven student. It was a wonderful experience. I had great
professors and a smart, engaged, thoughtful cohort. The professional success I have
achieved would not have been possible without the foundation I received here at this
great institution.
I will be forever grateful to Suffolk, and I am proud to see that students are still afforded
the opportunity to receive a world-class education based on their potential success.
I have had a wonderful career and I’m an example of what you can accomplish with
hard work, perseverance, and a little luck along the way. I’m an optimist and still believe
the American dream is alive and well. I’m excited for you as you enter the next chapter
of your life. Don’t listen to those who tell you that opportunities don’t exist anymore. We
have been here before. This country has survived the agricultural revolution, the
industrial revolution, and now the information revolution. As the world continues to
evolve, there will be plenty of opportunity for those who are able to find their place and
work hard.
I have learned a lot over my 30-plus year career. And as I reflect on what has made the
difference for me, three things come to mind. One, a passion for lifelong learning; two,
an ability to prioritize; and three, the critical importance of trust in building relationships.
I hope that sharing my thoughts on these important topics will help guide you as you
begin the next phase of your lives.
2
�Let’s start with the topic of lifelong learning. You leave Suffolk today with the
foundational knowledge you need to begin your journey, and there will be countless
opportunities to continue to learn and grow. But I want to focus on experiential learning.
Without exception, you have grown and matured during your time at Suffolk, but it’s
important to acknowledge that you are relatively inexperienced in all facets of life,
especially business. When I reflect on my own career, I realize just how unprepared I
was for the responsibilities I had. But back then, I thought I knew everything. As I
continued to learn and have different experiences, I realized how little I really did know.
Today, the more I learn through my experiences, the more uncertain I am of the
answers to the questions I was sure I had the answers to when I was younger.
It’s my belief the key to continuous learning is curiosity. The one characteristic I see in
all successful business people is that they are extremely curious. They are interested in
the why not just the what. They enjoy the process of completing the task and want to
understand the details. Being curious will continue to build on what you have learned at
Suffolk.
Who you work with and who you choose to be your mentors will have an impact on your
learning journey. You want to work with people who involve you as much as possible.
Ben Franklin said, “Tell me and I forget, teach me and I remember, involve me and I
learn.” It’s imperative for you to find ways to be involved and, more importantly, be the
person everyone wants to involve because you add value.
As people go through their career and life, I see them make what I believe to be a big
mistake. Through feedback mechanisms, annual reviews, 360-degree assessments,
and other tools, people hear quite a bit about their weaknesses and not enough
acknowledgement of their strengths. Don’t misunderstand, it is important to
acknowledge that we are not perfect, but we should learn how to minimize our
weaknesses and focus time and attention on enhancing our strengths. In my 30-plus
years of leading people, I have never seen anyone turn a true weakness into a strength.
Learning to deal with setbacks is an important part of life. I’ve dealt with multiple
setbacks in my career, especially early on. There were many times I thought I should
have been promoted and someone else got the opportunity. Dealing with
disappointment and striving to improve my performance, I was better prepared the next
time an opportunity presented itself. Now, looking back, I can clearly see why those
decisions were made. Everyone will face setbacks in their career and for that matter life.
How you learn to handle those situations will be defining moments for you.
I encourage you to continue to build on the strong foundation you have poured at
Suffolk. Be curious, learn to love what you are good at, and embrace the inevitable
challenges you will face along the way.
In my role today, the question I’m asked the most is how can I maintain balance and
have the quality of life I want while having a successful career. My answer is simple,
challenging, and disappointing all at the same time. The only way to achieve your
3
�personal and professional goals is to effectively prioritize all aspects of your life. Let’s
unpack what it means to prioritize.
First, let’s look at the definition of priority – a thing that is regarded as more important
than another. So by definition, every aspect of your life can be ranked by level of
importance to you. My suggestion is to break your life into three components: self-care,
care of others, and career. Then rank what is most important to you. Throughout your
life your priorities will change and they should change. But right now, you have to rank
these areas and understand the consequences of those rankings. There is no personal
or professional success without sacrifice.
However, I do believe you can find balance. The key is the effective prioritization within
each component. Clearly defining for yourself what’s most important to you inside these
areas and managing your time effectively will lead to a feeling of balance. But, it’s very
important that you realize that everything can’t be a priority, and you have to make
difficult decisions in the prioritization process.
I learned how important this is when I began the Executive MBA program at Suffolk. I
was learning a new job, I was recently married, and I was about to become a dad for the
first time. It was the worst possible time for me to take on another priority. But I knew
this opportunity at Suffolk was critical to my future and my family’s future, so I had to
figure it out. I sacrificed self-care and care of others to focus on furthering my education
and ultimately my career. It was never easy, but it was the right prioritization for me at
that moment in my life. It also forced me to excel at time management. Distinguishing
between the important and the urgent is critical for long-term personal and professional
success.
And lastly, I want to share my thoughts on trust. Building relationships is extremely
important to achieving professional success and relationships need to be built on trust.
Throughout your career you will decide who to trust – leaders, peers, and employees.
And more importantly, through your behaviors you have to earn the trust from that same
group of people.
I want to quickly share how I think about this very important word – trust. It’s simple to
me. Trust equals judgment plus ethics. Trust equals judgment plus ethics. For me to
trust someone in my organization I need to observe sound decision making over time
and see them consistently and unequivocally live our company’s values.
Part of assessing whether or not someone has good judgment, is observing with whom
they choose to surround themselves. I advise young leaders in my organization to
assemble a personal board of directors made up of family, friends, colleagues, and
mentors to act as informal advisers. And I urge all of you to do the same. Who will you
choose? Who will influence you? Do these individuals reflect your personal values? Do
they understand and align with your goals and dreams? Will they be truth-tellers? Will
they be cheerleaders? Will they make you better?
4
�As you navigate your journey through life, just as your priorities will change, so will your
personal board of directors. Choose wisely and don’t be afraid to make changes when
necessary.
I may still be that knucklehead from Framingham, but even I know that brevity in this
moment is appreciated. Let me leave you with one last thought.
There are three types of people in the world. Those who are wondering what’s going on,
those who are watching what’s going on, and those who are making things happen
I hope you, the Class of 2019, will be one of those.
Now, you may not remember a word I said today, but hopefully you will remember me
as the guy who bought you dinner. For all the graduates, under your chair you will find a
$100 gift card to any Darden restaurant. And for those who care, the Capital Grille is on
there. The logo’s not there. Fellow alumni, I wish you much success. Enjoy your
journey, take care.
5
�
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Document
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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SU-1882
Title
A name given to the resource
Address of Gene Lee, President and CEO Darden Restaurants, Inc., delivered at the 2019 Suffolk University Business School commencement
Date
A point or period of time associated with an event in the lifecycle of the resource
19 May 2019
Source
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Suffolk University Records
Series SUE-001.001, Commencement Planning Files
Creator
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Suffolk University
Lee, Gene
Type
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Text
Documents
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PDF
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tgn:7013445
Language
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English
Subject
The topic of the resource
Suffolk University--School of Management
Graduation ceremonies
Rights
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Commencement speakers
Commencements
Suffolk Law School
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PDF Text
Text
Suffolk University Law School Commencement
Sunday, May 19, 2019
Rockland Trust Bank Pavilion
Commencement Speaker
U.S. Representative Joseph P. Kennedy III
Ilene [Law Professor Ilene Seidman], thank you for that extraordinary introduction. Most
importantly, your decades of dedication to ensuring that our nation makes good on our
promise of equal justice. Your example is inspiring. It is urgent and today it is
necessary. On your own and through the students that you mentor, you’ve raised up
countless families and you have strengthened our Commonwealth. Thank you. We are
all grateful.
I know I speak for everyone gathered here this afternoon when I say that my heart goes
out to President Kelly. In less than a year I know how engrained she has become in this
University and with all the students and faculty, who call it home. My thoughts, and I’m
sure all of our thoughts are with her today.
Dean Perlman, in spite of all of your obligations, you have never stopped in your pursuit
of a more just society. You are a valuable, irreplaceable, resource for the students and
faculty who admire you and we are lucky to have you as Dean. Thank you sir.
To the trustees, board, deans, faculty, and whichever poor soul thought I was deserving
an honorary degree, thank you. And let me say how honored I am to officially become
part of the best alumni network in New England. Now I won’t get all those weird looks
when I crash those alumni parties in D.C. and Boston, so that’s a plus. To your student
speaker, Sara, given what Mackenzie just did, I am so grateful that I am your warmup
act and not following you. I know you’re going to crush it. Congratulations and good
luck.
And to the family and friends joining us today, thank you. And I mean that. Thank you. I
was in law school once and I know that you’ve been listening to daily complaints for
years. The Class of 2019 would not be here today without you, and I’m sure that they
know it. So, please, fellow graduates, please stand and give a warm round of applause
to your loved ones behind you because they certainly deserve it.
And now, let’s return the favor. Class of 2019, congratulations. You guys made it. And
you’re late for bar review. Congratulations. The worst part about graduating from law
school.
Beautiful Boston spring days, supposedly. Missed while you locked yourself in Moakley
Law Library. The late nights drinking alone at SideBar after you forgot a legal definition
in front of your whole class. Three duck boat tours spent dodging flying beer cans and
worshipping sports gods that have blessed Title Town, USA. And one more coming in
about 10 day’s folks. Brutal karaoke. Riveting kickball and impossible trivial during 1L
cup, only to spend your remaining years listening to brags from section C. There you
go. I’ll never let you live it down. And now, all that stands between you and a diploma is
�a ruthless graduation week hangover and me, one of the only Democrats who does not
have to rush off to Iowa or New Hampshire. And you guys thought you’d make it home
to see Sansa claim the Iron Throne. Hah! Settle in.
Class of 2019, last week I found myself delivering a commencement speech to the
students at Lasell College, and the single best piece of advice I could give them was
don’t go to law school. A little late for all of you. So, I’ll spend the next few minutes
telling you what I’ve learned since leaving the seats that you are in today. That starts in
a small town in the Dominican Republic where I was a Peace Corp volunteer shortly
after graduating from college. I worked with a group of young men who were exploited
by international tour companies. They guided tourists up a spectacular set of waterfalls
in a remote mountainous rainforest. Together we leveraged a little-used law to put the
area under local control. Thereby allowing those guys to earn fair wages and convert
this natural resource into an economic engine for local empowerment. Wages went up.
The organization made some money. The environment was better protected. The
community benefited. All because of the power of the law.
Barely a mile away, a community of Haitian sugar cane workers was almost entirely
outside the law’s protection. They lived in barns, a family to a stall. No reliable
electricity, running water, or sanitation. Daily life was a struggle despite laws written to
prohibit such exploitation. I was stunned. Yet, some of the very same Dominicans who
welcomed me, cared for me, showed little sympathy. There’s no racism here they
insisted. If those laws didn’t protect them that was their fault. How could that be? How
could laws be ignored so blatantly by good people, an obvious service of racial bias and
economic exploitation without consequences? These questions left unanswered are a
big part of how I ended up in law school. I didn’t find a whole lot of answers in my 1L
classes either. Now, now. But a legal aid clinic helped slow the gap between the laws in
the books and the practice in a courtroom. I spent much of my last two years helping
tenants who were being evicted when a landlord defaulted on a mortgage. It was the
height of the foreclosure crisis, when bankers should have known better, teaser rates
spiked, homeowners went bankrupt. Renter’s homes turned to ruins. And working
families were left trying to piece their lives together.
A few moments in Boston Housing Court was quite an education. Case after case,
family after family, ruling after ruling, default judgment after default judgment. Lives
upended. Dreams deferred. And their questions unanswered. The families we helped
were subject to the very same laws that lay beyond the reach of those we didn’t. What
separated who came through a system with a fairer outcome and those who didn’t was
simply the presence of a lawyer.
After graduating I became an assistant district attorney where all of that law that you
spent studying becomes real, real quick. And you learn an awful lot of what they don’t
teach you in law school. About kids breaking into cars and homes to grab valuables and
turn them into quick cash to satiate an opioid addiction. About a homeless vet, arrested
for disturbing the peace, his underlying offense was mental illness and no place to go.
About the old, the sick, the isolated, the infirm, the different who are too vulnerable to
1
�testify and thus, a perfect victim. About people like Jimmy. One day in the Falmouth
District Court, buried in a mountain of cases, my ear caught the judge addressing a
defendant by name during his arraignment. How are you? What are you doing here?
Are you sure this is what you want to do? I looked at a supervisor and she pulled me
aside. Jimmy was well known around town. He was harmless. He was homeless. He
had a lengthy record of petty offenses. It was starting to get cold and he needed a place
to stay. So, he would go out, steal something, get arrested, arraigned, receive a bail
warning not to commit another offense. Then he would go do it again, in the hopes, in
the hopes of getting his bail revoked, spending the winter behind bars with a roof over
his head and three meals a day.
What an indictment of today’s America. What a judgment. The laws that we have
written, the protections selectively enforced. Systemic inequities allowed to persist. [It]
motivated me to try to run for Congress where representatives are supposed to be able
to try to rebalance the scales to hear every American voice. It didn’t take long to learn
that those skills weren’t limited, weren’t tilted rather by voices, but power. It isn’t often a
Jimmy’s standing at my door telling me what our system could have done or still could
do to ease his burden. Someone with resources, with time, expendable energy to
organize materials, leverage statistics and studies, travel to Washington and make their
case. It has been yet another reminder of a wearying disparity between those with
access to power and therefore, access to the law and all of its protections, and those
who can’t or who are too tired, too exhausted, too worn out to do so.
Class of 2019, this is the system you inherit. It is a system in dire need of an upgrade, of
bright ideas, of bold thinking, of a generation that believes that our practice of law can
one day, with enough effort and sweat and tears bring about that perfect union. And
since that day you stepped foot into Suffolk Law you have not asked for permission or
waited for validation of a diploma to do your part. Suffolk Law students have already
contributed more than 32,000 hours of free legal service to your neighbors. Neighbors
facing eviction and racism, claiming asylum, fleeing domestic violence, and asking for
justice when wrongfully accused.
Students like Justin Rhuda who spent two years fighting ISIS in Iraq and Syria only to
return to the United States, enroll in law school and work pro bono for Veterans Legal
Service. He’s already saved the little roof over the head of one former U.S. prisoner of
war, his family teetering on the precipice of homelessness.
Students like Kelly Vieira who refused to be told what she could and couldn’t become.
She was a champion in the school’s Women of Color Law Student Association, and will
stand as a beacon of hope and justice in our Commonwealth’s courtrooms as an
assistant district attorney.
Students who rushed into the Marshall-Brennan Program to coach students in Boston’s
public schools about what the law means, how it’s enforced, and why it matters.
Students who have fought housing discrimination and brought enforcement actions
2
�against landlords and companies who denied a home to someone because of their
race, disability, gender identity, or sexual orientation.
Graduates, the last thing in the world you need is my advice. You didn’t take out all
those student loans to have a member of Congress tell you that our nation’s pursuit of
justice has not been perfect. But instead, I leave you with a challenge. Use your
knowledge. Use that passion to demand that laws empower rather than exclude.
Because today, today, our law becomes your vocation, your calling, your career, and
your life. And you become its heart. Today the legal system that you have studied can
no longer be kept at arm’s length. It is comprised of you and of me, of the graduates to
your left and right, lawyers, activists, and advocates that have dedicated their lives to
ensure its continued evolution and expansion.
And now, it is your turn. You must advocate for it. You must shield it. You must
strengthen it. You must enable it for those beyond its touch. Be aware of this system
that you inherit, with all of its strengths and failures. Be respectful of a field to which you
have dedicated your lives. Be humble enough to know that you will practice the law, you
will not perfect it, and bold enough to try anyway. Find your own version of Jimmy and
do not forget him.
Class of 2019, this country needs you. I know you will not let her down. Congratulations
to each and every one of you.
3
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
SU-1881
Title
A name given to the resource
Address of US Representative Joseph P. Kennedy III delivered at the 2019 Suffolk University Law School commencement
Date
A point or period of time associated with an event in the lifecycle of the resource
19 May 2019
Source
A related resource from which the described resource is derived
Suffolk University Records
Series SUE-001.001, Commencement Planning Files
Creator
An entity primarily responsible for making the resource
Suffolk University--Law School
Kennedy, Joseph P.
Type
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Text
Documents
Format
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PDF
Coverage
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tgn:7013445
Language
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English
Subject
The topic of the resource
Suffolk University--Law School
Graduation ceremonies
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Commencement speakers
Commencements
Suffolk Law School
-
https://d1y502jg6fpugt.cloudfront.net/11079/archive/files/e76cad8b1f63b1748b0916fc3e1b4818.pdf?Expires=1712793600&Signature=scp0edUgqyUsR0LmvD6abG2J8F122DIkPBdti3n9KxThT7FC5Y0e9xLPXYxUE9%7EF3bWpfYUh3ZZsSXRsHXy8A-5TnPMcxNEY8PyTDFj8yqqYniGpSmq982yyZ289kE2X0FxtPMWNW1aWc1u3rfmYev7xBqmQDjQMyepcomEZF0Mwfisgzv4BzqJArvNTGHvzTLCGrZGWeu%7EabQPFOg3DFsSjQxAYREDerEQNahtvmnuZ%7EesI5Kj43%7EVSGN93d2gLLyuwCHrXenPW9%7E5yfOxF6cbBg-LIsNLuv%7Ey3DffQQLTiJhFv%7EpbroPSH3ZQnbHaUZNY4ebbdUYuxKcV-D1RMeQ__&Key-Pair-Id=K6UGZS9ZTDSZM
0adfecb422df9adb00b5558826fbe35f
PDF Text
Text
ADDRESS OF SENATOR EDWARD W. BROOKE
COMMENCEMENT, SUFFOLK UNIVERSITY
JUNE 15, 1969
uA CONTEXT FOR CHANGE"
I AM VERY PLEASED TO BE WITH YOU TODAY.
SUFFOLK'S COMMENCEMENT COMES
LATE THIS YEAR AND, IF MY CALCULATION IS CORRECT, I NOW HAVE 2,229 OTHER ADDRESSES
FROM WHICH TO SELECT A MESSAGE FOR TODAY.
PERHAPS IT HAS ALL BEEN SAID BY NOW, AND
I SHOULD JUST REFER YOU TO A FEW PRINTED EXCERPTS, WITH PROPER USE OF "!BIDS" AND
"OP CITS. 11 BUT YOUR INVITATION ·IS TOO GP.AClOUS, AND MY SPEECHMAKING INSTINCTS MUCH
TOO STRONG, FOR ME TO ADOPT SO CONVENIENT A COURSE.
HOWEVER, MANY OF THOSE ADDRESSES HAVE A CENTRAL THEME IN COMMON, AND
ONE WHICH WE ALL DO WELL TO REPEAT.
YOU WHO GRADUATE TODAY ARE CUSTODIANS OF A
VITAL TRADITION,. A TRADITION ESSENTIAL TO THE WELL~BEING OF THIS OR ANY OTHER NATION
DEDICATED TO SELF-GOVERNMENT.
THE BENEFICIARIES OF HIGHER EDUCATION HAVE A SPECIAL
RESPONSIBILITY TO FOCUS THEIR INTELL!GENCE, THEIR CRITICAL SKILLS, THEIR LEARNING
AND THEIR MORAL INSIGHT ON THE GllAVE CHALLENGES BEFORE US.
THAT IS THE MANDATE YOU
CARRY AND THE OPPORTUNITY YOU CONFRONT.
TO COMMENCE IN 1969 IS TO BEGIN YOUR CAREERS AT A MOMENT OF UNPRECEDENTED UNCERTAINTY IN OUR NATIONAL LIFE.
THE BOUYANCY AND HOPE WHICH SHOULD MARK
THIS OCCASION OFFER STARK CONTRAST TO THE TENSION AND DEPRESSION WHICH ENVELOP OUR
NATION.
THE SPIRIT OF REASON AUD HUMANITY WHICH ANIMATES A GREAT UNIVERSITY, THE
SPIRIT WHICH HAS INSPIRED THE FORWARD MOVE?-IENT OF CIVILIZATION ITSELF, IS CLOUDED BY
THE BRUTALITY AND INHUHANITY WHICH BLIGHT THE EARTH.
AS WE CONTEMPLATE AMERICA'S CRUEL DILEMMAS, IT IS EASY TO BE DISILL~~
SIONED.
INDEED, IT IS EVEN FASHIONABLE.
IN OUR TIME, AS IN ALL THE AGES PAST, THE~
ABOUND THE CYNICS AND PESSIMISTS WHO DENOUNCE THE BROTHERHOOD OF-THE HOPEFUL AS FOOL:ISH, WHO DERIDE THE FRATERNITY OF THE ACTIVE AS FUTILE.
DO NOT CONSTITUTE REALISM.
BUT CYNICISM AND PESSIMISM
I HOPE AND I TRUST THAT YOU AND YOUR PEERS WILL HAVE THE
WISDOM TO DISCERN THE DIFFERENCE.
TO BE SURE THERE ARE PLAUSIBLE GROUNDS FOR THE GLOOMY VIEWS OF THE WORLD
WHICH YOUR GENERATION WILL INHERIT AND WHICH IT IS -CALLED TO TRANSFORM.
HOME AND WARS ABROAD ARE NOT A LIKELY BASIS FOR OPTIMISM.
RIOTS AT
POVERTY IN EVERY CONTINENT,
INJUSTICE IN EVERY NATION, SOCIAL DISCORD IN EVERY STATE, THESE ARE GRIM OMENS.
MUST BE FACED AND THEY MUST BE 'RELIEVED.
THEY
�-2-
YET THOSE WHO SEE ONLY THESE FEATURES OF THE TERRAIN AR£ AS MISTAKEN AS
THOSE WHO WALLOW IN A SEA OF PERSONAL EUPHORIA.
BOTH GROUPS ARE EQUALLY DESERVING
OF SIR FRANCIS BACON'S TRENCHANT COMMENT:
TIIBY ARE ILL DISCOVERERS
THAT THINK THERE IS NO LAND,
WHEN THEY SEE NOTHING BUT SEA.
I AM CONVINCED THAT THE DRASTIC CHANGES WHICH HAVE SHAKEN THE SOCIAL AND
PHYSICAL ORDERS OF THIS PLANET DURING THE FIRST TWO THIRDS OF THE TWENTIETH CENTURY
CAN PORTEND A GOLDEl-:J AGE FOR MANKIND.
YOU AND YOUR CHILDREN CAN INAUGURATE THAT ERA.
IT IS NOT ONLY THAT THE HUMAN RACt HAS ACQUIRED A GROWING MASTERY OF THE MATERIAL
UNIVERSE, A MASfERY WHICH CAN ENABLE ALL MEN TO HAVE THE MATERIAL NECESSITIES OF
LIFE.
WHILE MODERN SCIENCE AND TECHNOLOGY ARE BY NO MEANS UNMITIGATED BLESSINGS,
THEY DO PERMIT US TO FACE THE FUTURE WITH THE REASONABLE EXPECTATION THAT WE CAN,
WITH PRUDENT MANAG~mNT, MEET THE PHYSICAL NEEDS OF ALL THOSE ON EARTH.
M_9REOVER,
THEY HOLD SOME PROMISE OF CORRECTING THE UNWANTED BYPRODUCTS WlitCH THEY THEMSELVES
GENERATE.
THUS, IT IS THROUGH RESEARCH THAT WE HAVE THE GREATEST HOPE FOR CONTROL-:-:
LING THE ENVIRONMENTAL POLLUTION WHICH HAS ARISEN FROM APPLICATtON OF MODERN TECH~
NOLOGY; IT IS THROUGH RESEARCH THAT WE MAY HOPE TO FIND CURES FOR THE PHYSICAL AND
MENTAL TRAUMAS WHICH ARISE FROM THE STRESSES OF MODERN SOCIETY; IT IS THROUGH RESEARCH THAT WE MAY EVEN BE ABLE TO FIND SOME OF THE MOST EFFECTIVE SAFEGUARDS AGAINST
THE ACTUAL USE OF THE DESTRUCTIVE TECHNOLOGY WHICH DEFINES THE NUCLEAR AGE.
YET IT IS NOT THE PHYSICAL PROSPECTS RAISED BY CONTEMPORARY SCIENCE
WHICH LEAD ME TO BET ON THE FUTURE.
--TO BET ON YOU.
I BELIEVE THAT THE-TRULY EN-
COURAGING TRENDS FOR THE INHABITANTS OF SPACESHIP EARTH ARE SOCIAL AND PSYCHOLOGICAL IN NATURE.
THE TRENDS TO WHICH I REFER ARE RUNNING MOST STRONGLY IN THIS
COUNTRY AND THEY ARE EPITOMIZED BY MEMBERS OF YOUR GENERATION.
THESE TRENDS ARE
COMPLEX AND DIFFICULT TO DESCRIBE BRIEFLY, BUT I WOULD SUGGEST THAT THEIR PRINCIPAL
EFFECT IS TO INCREASE OUR COLLECTIVE CAPACITY TO ADAPT TO SOCIAL CHANGE.
AMONG THE YOUNG ELITE OF AMERICA, THOSE WHO WILL BEAR THE MAJOR RESPONSIBILITY FOR GUIDING THIS NATION THROUGH THE TURBULENCE WHICH LIES AHEAD, COMPLACENCY IS GIVING WAY TO CONCERN, APATHY TO INVOLVEMENT, SELF-SACRIFICE.
WHILE YOU
HAVE BEEN GROWING UP, A VAST SHIFT IN SOCIAL ATTITUDES HAS BEEN UNDERWAY IN THIS
COUNTRY.
WE ARE BECOMING, IN MY CONSIDERED JUDGMENT, A FUTURE-ORIENTED SOCIETY, A
NATION ACUTELY AWARE OF THE PAST FAILURES AND PRESENT DEFECTS AND DETERMINED TO ALLEVIATE THEM IN THE YEARS AHEAD.
�-3-
WHEN COMPARED WlTH THE UNCERTAINTY AND ANXIETY WHlCH Al.WAYS ACCOMPANY
SIGNIFICANT CHANGE, ''THE GOOD OLD DAYS AND THE GOOD OLD WAYS" HAVE -POWERFUL APPEAL.
BUT
IF ONE SUCCUMBS UNCRITICALLY TO THAT APPEAL, THE PRACTICAL RESULT IS TO GLOSS
OVER THE SHORTCOMINGS OF THE EXISTING SOCIAL ORDER AND TO DENY THE POSSIBILITY OF
IMPROVING IT.
ONE IS DRAWN TO RESIST CHANGE ON THE GENERAL ASSUMPTION THAT IT MAY
NOT BE HELPFUL, RATHER THAN TO ACCEPT OR DISCOURAGE' CHANGE ACCORDING TO A PRAGMATIC
APPRAISAL OF !TS PROBABLE EFFECTS IN COMPARISON WITH THE STATUS QUO.
AMERICANS HAVE BEEN LESS CONSTRAINED BY TRADITION THAN OTHER PEOPLES,
BUT I BELIEVE THAT THE ATTITUDES NOW COMING TO PREVAIL IN OUR SOCIETY ARE FAR MORE
RECEPTIVE TO CHANGE THAN THOSE WHICH DOMINATED IN PAST DECADES.
FURTHERMORE, THERE
IS DEVELOPING A HEIGHTENED AWARENESS OF THE INEQUITIES WHICH STILL PLAGUE OUR SOCIETY AND A STRONGER DETER11INATION TO MAKE THE CHANGES NECESSARY TO DEAL WITH THEM.
I
BELIEVE THAT THE OUTCOME WILL BE A MORE RESPONSIVE AND A MORE RESPONSIBLE COMMUNITY.
THIS PSYCHOLOGICAL REVOLUTION HAS ITS PARALLELS IN OTHER COUNTRIES,
BOTH IN THE WEST AND IN THE EAST.
IT IS OF THE UTMCST CONSEQUENCE TO US ALL THAT THE
SOVIET UNION, AS THE OTHER POWER WITH PRIMARY INFLUENCE ON THE QUESTIONS OF WAR AND
PEACE, HAS SHOWN THAT IT TOO IS ADAPTABLE TO THE REALITIES OF OUR TIME.
UNTIL
FORMER PREMIER KHRUSHCHEV REPUDIATED THE LENtNIST DOCTRINE OF THE INEVITABILITY OF
WAR BETWEEN CAPITALIST AND COMMUNIST STATES, THE RISK OF A THERMONUCLEAR ARMAGEDDON
WAS REAL AND INCREASING.
THAT RISK HAS NOT DISAPPEARED -- FAR FROM IT -- BUT THE
SHIFT IN SOVIET ATTITUDES HAS MADE POSSIBLE A NUMBER OF CONSTRUCTIVE INNOVATIOMS IN
THE INTERNATIONAL POLITICAL SYSTEl-1.
THERE CAN BE NO DOUBT THAT THE REALIZATION THAT NUCLEAR WAR WOULD BE
~UALLY SUICIDAL HAS CONTRIBU'IED SIGNIFICANTLY TO THE POSSIBILITIES OF PEACEFUL AC
COMMODATION BETWEEN MOSCOW AND WASHINGTON.
ONE MAY HOPE THAT A SIMILAR MATURITY WILL
EMERGE IN CHINA, AS THE CHINESE BECOME MORE FAMILIAR WITH THE AWESOME INPLICATIONS
OF THE NUCLEAR FORCES THEY ARE DEVELOPING.
PERHAPS THE MOST IMPORTANT RESULT OF THE ALTERED PSYCHOLOGY OF SOVIETAMERICAN RELATIONS HAS BEEN THE RESTRAINT SHOWN BY BOTH COUNTRIES DURING THE STRUGGLE IN VIETNAM.
HOWEVER BRUTAL AND PAINFUL THE WAR IN SOUTHEAST ASIA HAS BEEN, THE
SEEDS OF GLOBAL STRIFE WHICH IT CONTAINS HAVE NOT BEEN ALLOWED TO SPROUT.
REJOICE AT WHAT HAS HAPPENED
TAINLY CAUSE FOR PRAYERFUL GRATITUDE.
NO ONE CAN
IN VIETNAM, BUT WHAT HAS NOT HAPPENED IS CER_:THE PRUDENCE EXHIBITED BY THE UNITED STATES
AND THE SOVIET UNION CAN PROVILE US TIME TO IDENTIFY AND DEVELOP OUR MUTUAL INTER:
ESTS, AND IN THOSE MUTUAL INTERESTS LIES THE WORLD"S BEST CHANCE FOR LONG-_TERM SECURITY AND PROSPERITY.
�-4I MUST TELL YOU OF MY DEEP APPREHENSION THAT THIS DAWNING PERCEPTION OF
OUR MUTUAL INTERESTS IS THREATENED BY THE MOST MENACING TECHNOLOGICAL DEVELOPMENTS
IN SOME YEARS.
TEGIC ARMS RACE.
WE AND THE SOVIETS ARE ON THE VERGE OF AN OMINOUS ROUND IN THE STRAUNLESS WE CAN TOGETHER MUSTER THE POLITICAL WISDOM TO SUCCEED IN
THE IMPENDING ABMS CONTROL NEGOTIATIONS, A WHOLE NEW GENERATION OF WEAPONS WILL SOON
BE UPON US, THREATENING THE STABILITY OF THE NUCLEAR BALANCE AND THE STRENGm OF THE
PEACE.
THE CENTRAL PROBLEM IN THIS REGARD IS THE EMERGENCE OF THE SO-CALLED
MIRV SYSTEMS WHICH BOTH THE SOVIET UNION AND THE tmITED STATES ARE P!JRSUING.
THESE
SYSTEMS WOUU> RAPIDLY MULTIPLY THE NUMBER OF WARHEADS WHICH EACH SIDE'S ROCKETS COUL~
DELIVER.
IF THEY ARE IN FACT'DEPLOYED THEY WOULD INCREASE THE CAPACITY OF BOTH
SIDES TO ATTACK THE OTHER SIDE'S RETALIATORY FORCES.
IN PERIODS OF EXTREME CRISIS
THERE COULD BE HEIGHTENED DANGERS OF PRE-EMPTIVE ATTACK. AS EACH SIDE HAS TO WORRY
THAT IF IT DOES NOT STRIKE FIRST THE OTHER MAY DO SO.
THIS SITUATION IS NO RECIPE
FOR SECURITY, AND COMPARED TO IT, THE QUESTIONS RAISED CONCERNING ABM SYSTEMS PALE.
I STRONGLY FEEL THAT WE NEED TO INITIATE NEGOTIATIONS WITH THE SOVIET
UNION AT THE EARLIEST POSSIBLE MOMENT, TO SEE IF IT IS POSSIBLE TO FOREGO SUCH DESTABILIZING WEAPONS ON BOTH SIDES.
A NUMBBR OF MY COLLEAGUES HAVE JOINED ME IN
URGING THAT, IN THE MEANTIME, BOTH SIDES SUSPEND FURTHER FLIGHT TESTS OF MIRV SYSTEMS.
AT THE SAME TIME I HAVE PROPOSED AND HOPE THE SENATE WILL ADOPT A PLAN TO AVOID COMMITTING THE UNITED STATES TO DEPLOYMENT OF AN ABM WEAPONS SYSTEM AT THIS TilfE' WHILE
PERMITTING EXTENSIVE TESTS AND EVALUATION OF THE RADARS, COMPUTERS, AND ASSOCIATED
ELECTRONICS FOR SUCH A SYSTEM.
SUCH RESTRAINT ON OUR PART, WOULD I BELIEVE, CONTRIBUTE SUCCESS OF THE
PLANNED NEGOTIATIONS.
IT WOULD BUY A LITTLE TD-fE IN WHICH TO EXPLORE POSSIBLE AR-
RANGEMENTS WITH THE SOVIET UNION FOR PREVENTING THE WASTEFUL AND~SINISTER COMPETITION
IN ARMS IN WHICH WE HAVE BEEN LOCKED FOR SO MANY YEARS.
ONLY BY DEVISING SUCH ARRANGEMENTS CAN WE AND THE SOVIETS HOPE TO STEM
THE FLOW OF NATIONAL RESOURCES INTO UNPRODUCTIVE MILITARY INVESTMENTS.
ONLY BY STEM-
MING THAT FLOW WILL WE BE ABLE TO CONCENTRATE OUR ENERGIES AND INVESTMENTS ON THE
PRESSING SOCIAL AND ECONOMIC NEEDS WHICH AFFLICT BOTH COUNTRIES.
WE MUST NOT ALLOW
THIS OPPORTUNITY TO SLIP THROUGH OUR FINGERS.
A DIFFERENT KIND OF PSYCHOLOGICAL ENVIRONMENT HAS EVOLVED ON THE
DOMESTIC SCENE.
HERE AT
nmm
THE DISPOSITION HAS BECOME NOT ONE OF CAUTION AND RE-
STRAINT, BUT OF RAPID AND ENERGETIC ACTION TO PROMOTE SOCIAL CHANGE.
ATTITUDE HAS COME INCREASINGLY TO THE FORE IN THE LAST DECADE.
THE NEEDS OF THE NATION.
THIS ACTIVIST
IT IS WELL-MATCHED TO
THE NEW ACTIVISM HAS BEGUN TO ZERO IN ON THE CRITICAL RE-
QUIREMENTS OF MODERN AMERICA, ON THE PRESSING NEED TO IMPROVE LIFE IN OUR URBAN
�-sCENTERS, TO RELEIVF THE LINGERING INJUSTICE FROM WHICH TOO MANY SUFFER, TO PROVIDE
A DECENT STANDARD OF LIVING FOR ALL CITIZENS.
THE UPWELLING OF SOCIAL CONCERN IS CREATING A NEW ETHIC FOR THE AMERICAN PEOPLE.
IF I JUDGE THE MATTER CORRECTLY, THE NEW ETHIC WILL RETAIN THE TRADI-
TIONAL AMERICAN REVERENCE FOR THE INDIVIDUAL PERSONALITY BUT IT WILL TEMPER THE
HARSHEST OVERTONES OF OUR PURITAN HERITAGE.
THAT HERITAGE HAS TENDED TO SEE INDIVI-
DUAL FAILURE IN THE ECONOMIC SPHERE AS A REFLECTION OF PERSONAL CORRUPTION AND HAS
TENDED TO DISCOURAGE COMMUNITY ACTION TO ASSIST THE DISADVANTAGED MIDIBERS OF SOCIETY.
MR. DOOLEY ONCE OBSERVED THAT THE PURITANS HAD CELEBRATED THANKSGIVING
TO GIVE THANKS FOR BEING PRESERVED FROM THE INDIANS AND THAT WE CELEBRATE IT TO GIVE
THANKS FOR BEING PRESERVED FROM THE PURITANS.
HIS CONCLUSION THAT WE HAVE BEEN SO
PRESERVED WAS PREMATURE, FOR WE HAVE NEVER FULLY SHAKEN THE PURITAN SUSPICION THAT
AN INDIVIDUAL WHO COULD NOT PROVIDE FOR Hil1SELF WAS NOT QUITE WORTH BEING PROVIDED
FOR.
WE ARE BEGINNING TO UNDERSTAND THAT THE OPERATION OF A Cm.1PLEX ECONOMY
OFTEN WREAKS HAVOC ON THE FORTUNES OF INDIVIDUALS.
THROUGH NO FAULT OF THEIIl OWN,
SOME PEOPLE HAVE LITTLE OPPORTUNITY TO BECOME SELF-SUPPORTING, MUCH LESS TO 1fAKE A
FULL CONTRIBUTION TO SOCIETY.
WE ARE BEGINNING TO PERCEIVE THE REALITY OF POVERTY IN AMERICA. A REALITY COMPOUNDED OF INADEQUARE EDUCATION, ~YNEMPLOYMENT, MISERABLE HOUSING, AND MALNUTltITION.
RECOGNITION OF THESE FACTS HAS BROUGHT INCREASING NUMBERS OF AMERICANS
TO SUPPORT THE PRINCIPLE THAT SOCIETY HAS AN OBLIGATION TO ITS LESS FORTUNATE MEMBERS.
AS THIS PRINCIPLE WINS WIDER ACCEPTANCE, AND AS AMERICA'S ABUNDANT RESOURCES
MAKE POSSIBLE A LARGER INVESTMENT IN PROGRAMS TO ATTACK THE ROOT CAUSES OF POVERTY,
THE POSSIBILITIES FOR EFFECTIVE SOCIAL REFORM RISE PROPORTIONATELY.
CLEAR, WORKABLE
SOLUTIONS TO THESE PERENNIAL PROBLEMS ARE NOT YET IN HAND, BUT MANY OF THE CENTRAL
DIFFICULTIES HAVE BEEN IDENTIFIED AND PROMISING APPROACHES ARE BEING EXPLORED.
THE EMERGENCE OF THIS NEW PERSPECTIVE ON POVERTY IS A WATERSHED IN OUR
HISTORY, BUT NO ONE CAN STATE WITH CONFIDENCE EXACTLY WHAT WILL BE REQUIRED OF US,
OR OVER HOW LONG A PERIOD OF TIME, TO SUCCOR THE DISTRESS WE NOW PERCEIVE.
THAT IS
WHY THE ACTIVIST BENT OF YOU AND YOUR GENERATION IS SO ESSENTIAL TO OUR COUNTRY.
THE
TASK OF DESIGNING AND IMPLEMENTING A SOUND STRATEGY TO COPE WITH THESE MOMENTOUS PROBLEMS IS BOUND TO TAKE OUR BEST EFFORTS FOR MANY YEARS.
THE NATION DESPERATELY NEEDS
A SPECIAL BREED OF TOUGHMINDED IDEALISTS, MEN AND WOMEN WHO ARE PREPARED TO ENTER THE
LONG CAMPAIGN WHICH LIES AHEAD.
�-6FRESH TROOPS ARE NE.EDED IN ALL THE FIELDS OF SOCIAL SERVICE.
WE WILL
HAVE TO FIND DEDICATED AND INSPIRED TEACHERS TO UNDERTAKE THE DIFFICULT BURDENS OF
INSTRUCTION IN THE GHETTO SCHOOLS.
TO CONTROL THE SELF-DISRUPTIVE TENDENCIES OF
MANY OF OUR DISADVANTAGED FAMitIES, COMPETENT AND CREDIBLE SOCIAL WORKERS WILL BE
NEEDED.
TO HELP MAP THE WAY OUT OF THE CLUSTER OF DILEMMAS WHICH FRUSTRATE MILLIONS
IN OUR CENTER CITIES,
HISTORY.
WE
MUST TRAIN AND EMPLOY THE MOST CAPABLE URBAN PLANNERS IH
IN ALL THESE FIELDS AND OTHERS, THE CHALLENGES OF THE COMING DECADES WILL
DEMAND A TOTAL COMMITMENT 'FROM THOSE BRAVE ENOUGH TO ACCEPT THEM.
BUT A CONSTRUCTIVE ATTACK ON THESE CRUCIAL SOCIAL ILLS WILL REQUIRE MORE
THAN INDIVIDUAL COMMITME?-ITS TO SPECIALIZED PURSUITS, HOWEVER WORTHY THOSE PURSUITS
MAY BE.
EACH AMERICAN WILL HAVE TO GUIDE HIS SERVICE BY CONSTANT REFERENCE TO THE
GENERAL REQUIREMENTS OF A FREE SOCIETY.
WE MUST HAVE, AS WALTER LIPPMAN SO ELOQUENT-
LY ARGUED A DECADE AGO, A REVIVAL OF APPRECIATION FOR A PUBLIC PHILOSOPHY IN THIS
COUNTRY, A RENEWED RESPECT FOR THE PUBLIC INTEREST.
IT WILL NOT SUFFICE, IN A NATION
WHOSE CITIZENS HAVE DEVELOPED A HITHERTO UNKNOWN INTERDEPENDENCE, FOR EACH MAN TO
PURSUE HIS Ot~~ DESIRES WITHOUT REGARD TO THE RIGHTS AND NEEDS OF OTHERS.
TO FUNCTION AS A DEMOCRATIC SOCIETY AMERICA WILL IIAVE TO DEVISE NEW
MODES tOR THE VOLUNTARY COORDINATION OF THE MANIFOLD ACTIVITIES WHICH ENGAGE THE
ENERGIES OF HER PEOPLE.
THIS WILL BE THE SUPREME T)J:ST OF REPRESENTATIVE GOVERNMENT,
BUT IT WILL ALSO BE THE ULTilfATE CHALLENGE TO ALL THE INSTITUTIONS WHICH COMPRISE
THE PRIVATE SECTOR.
BUSINESS, LABOR, CHURCHES, UNIVERSITIES, FAMILIES, AND INDIVI-
PUALS IN EVERY SPHERE OF OUR NATIONAL LIFE MUST LEARN TO ACT IN FULL CONSCIOUSNESS
OF THE IMPLICATIONS OF THEIR ACTIONS FOR OTHERS IN THE COMMUNITY.
TO STATE THIS IS TO STATE THE OBVIOUS PREREQUISITE OF LIFE IN A MODERN
NATION.
OUR POLITICAL, SOCIAL AND ECONOMIC ORGANIZATION HAS GROWN SO COMPLEX THAT
~ACH OF US SURVIVES QUITE LITERALLY AT THE MERCY OF DOZENS OF OTHERS.
BY THE SAME
TOKEN EACH OF US HAS COME TO HOLD A KIND OF VETO POWER OVER THE HAPPINESS AND WELLBEING OF MANY OF OUR FELLOW CITIZENS. ALL OF US ARE DRIVING DOWN A CROWDED HIGHWAY,
AND THE FATE OF EVERY PASSENGER IS LINKED TO TlIB BEHAVIOR OF EVERY OTHER.
WE MUST
SURELY LEARN TO GUIDE OURSELVES, FOR THERE IS NO INVISIBLE HAND TO DO THE JOB FOR US.
THE ODDS ARE GOOD THAT MOST OF YOU WILL BE HERE TO GREET THE NEXT CENTURY.
BETWEEN NOW AND THE YEAR 2000, AMERICA AND THE OTHER NATIONS OF THE WORLD WILL
UNDERGO THE MOST STUPENDOUS CHANGES IN ALL THEIR HISTORY.
CAN TELL YOURS HOW TO GRAPPLE WITH THE FUTURE.
NO ONE FROM MY GENERATION
PERSONAL FULFILLMENT DOES NOT COME
OUT OF A DO-IT-YOURSELF KIT, ANY MORE THAN SOCIAL PROGRESS PiOCEEDS FROM A PAT FORMULA SET DOWN BY THE ELDERS OF THE COMMUNITY.
�-7-
IT IS NOT SO MUCH THE RADICAL INNOVATIONS OF SCIENCE AND TECHNOLOGY AS
THE CHANGES IN HUMAN ATTITUDES AND INSTITUTIONS WHICH WILL SHAPE THIS FUTURE.
IF WE
ARE TO BUILD A BETTER WORLD FOR OURSELVES AND OUR POSTERITY, WE MUST FIND OUR SALVATION, NOT IN MOTHER NATURE, BUT IN HUMAN NATURE.
IN THIS PERPETUAL QUEST YOU HAVE A VERY SPECIAL CONTRIBUTION TO MAKE.
THE GRADUATES OF THIS DISTINGUISHED UNIVERSITY JOIN THE COMPANY OF THOSE WHO UNDERSTAND THATt THOUGH OFTEN FLAWED, THE HUMAN PERSONALITY IS CAPABLE OF MIGHTY DEEDS.
THIS IS A FAITH WHICH ALL AMERICANS NEED.
PROSPERITY AND ESSENTIAL IN ADVERSITY.
IT IS A FAITH HELPFUL IN
WITHOUT THIS FAITH THE ASPIRATION.OF MEN TO
BE FREE MUST PERISH; WITH IT THAT ASPIRATION WILL FUEL A SURGE OF HUMAN ACCOMPLISHMENT
THAT WILL CAPTURE THE FUTURE AND MAKE IT OUR CWN.
�
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Title
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Suffolk University Records
Description
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The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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SU-1846
Title
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Address of US Senator Edward W. Brooke, "A Context for Change," delivered at the 1969 Suffolk University commencement
Date
A point or period of time associated with an event in the lifecycle of the resource
15 June 1969
Source
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Suffolk University Records
Series SUE-001.001, Commencement Planning Files
Creator
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Brooke, Edward W. (Edward William), 1919-2015
Type
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Text
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JPG
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tgn:7013445
Language
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English
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Brooke, Edward W. (Edward William), 1919-2015
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Commencements
Suffolk University
-
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749fda4c96efd8aed3907b0e897efbe4
PDF Text
Text
And before I enter upon the message that I bring to you I wilh also to
expreas my deep appreciation of the priv11s~e of being with you at the celebration
of the 30th anniversary of your school.
I had been acquainted for some time wUh the
pioneering work in adult education that was being done at SUttolk Law 3chool, but it
is only recently that I have become familiar with the extent of your program, the
high standard.a that are rigidly followed, the feast of epportunities placed before
your students, and, most important of all, the pplendid record of service that atanda
in the achool 'a name through the accomplishments of its alumni.
Thirty year, is not
a long period in 1h• hi story of education in Maasachusetts, where the church came with
the settlers, indeed impelling them to settlement, and where the aohool followed the
church, but when these 1hirty years 1ee an experiment develop into a Tital educational
force, daily increasing in vigor and usefulness, then three decades stand proudly
by three centuries, and the benediction of lovers of truth ard knowledge and educaUoa-
al opportunity f alla upOn them.
Nor am I to forget
.tu,t
I speak not to such a group as I am accustomed to
address, youths in school, oaDiidates for arts and science degrees, but to stud.Erl.ti
who have qualified through special and intensive training for the legal profesaion.
!his is a re-commencement for mani of you, for you have been active and successful
in other fields of endeavor and have added, through utilisation of hours frequently
lost, to the mental tools with which you will attack the problems of tomorrow.
Heartily
do I congratulate you upon the attainment of your goal, and wiah you every success.
I stand in admiration of the thing you have done.
However, I was brought up in Phila-
delphia, ano:ng lhiladelphia lawyers, and if there is a oertain amoant of u:neasineaa
in my manner; if I look apprehens 1vely behind me from time to t 1me and seem uncomfort-
able with ao maey lawyers about, 1 t is because of that early experience and the
�'1
-2-
traditional reputation of the Philadelphia lawyer.
It is
my
understanding that your speakers of other year, have been men
of action in public and official life and the v.orld of affairs,
I come to you as
a scribe only, as one who lives in a house by the side of the road and observes,
the justification of our craft being our own tastes and the belief that for every
Johnson there should be a Boswell, that there is a service to be rendered in aett 1ng
down dispassionately the findings of historical research, in using the essence
of the experience of the past as a guide to the present, and in preserving intact
the spiritual heritage which descends to us from those
who
have gone before.
1.bat
the historian is, in modern parlance, Mon the spot", was admitted in the dawn of
lfbglish letters by t.be Venerable Bede,
who
saids
"The hard condition of the histor-
ian is that if he speaks the truth he provokes the anger of men; but if he commits
falsehoods to writing he will be unacceptable to God,
who will
distinguish in his
judgments between truth and adulation,"
Yet we can exchange the hair shirt which the Venerable Bede felt was the
inescapable garb of the historian for the view of a 100dern historian, John Clark
:Redpath, to whom the romantic, rather than the scientifically accurate, aspects of
his calling appealed,
Writing of history, he saidt
edge recede and sink to a lower plane.
"All other branches of knowl-
Poetry yields its palm, music its harp,
and art its chisel, to the superior claims of that serious and exalted lore in
which the deeds and hopes and sorrow, of the human race are imbedded."
~ere is no topio roore frequently on the lips of debaters of public
affairs in these troubled ~ s than the Constitution ot the United States - its
bearing upon extreme legislation and its defense against the eneroachments of those
who believe that the super-structure is of more importance than the foundation,
J.
League is formed for its protection; the forum; the preea; periodicals; the very
air are full of it; prayers daily ascend that the wi,aaom
am
strangth of the Sllpreme
�-3-
Court may be equal to the demands made upon it in the determination of the application of the Constitution to legislation covering new and untried fields.
!he man
in the street speaks of the Oonetitution with a new reverence; the reverence due
the very Ark of the Covenant, and there 1s abroad a conviotion, f61 t rather than
expressed, that nationally we have our baok to the wall, facing a changing world,
and that the wall at our back is the Constitution.
So it has seemed worthwhile to
me, enjoying your hospitality and your kindly welcome, to make the major part of
irw message to you a recalling to yo·xr mind of the turmoil and travail by whioh
we
came into posee•sion of this priceless dooument, the distillation of man's governmental wisdom gleaned throughout the agea, described by Gladstone thus,
".&a the
British Constitution is the most subtle organism which has proceeded from progress-
ive history, so the .Amerioan Constitution is the most wonderful work ever struck
off at a given time by the brain and purpose of man."
We are likely to feel that the oriaes of recent years have produced political and social cleavages that will never be healed or forgotten.
I s~y to you that
in comparison •1th the boiling hatreds, the ma.as emotion, the irreconcilable viewpoints of 1776 and two decades later, our situation iod&l' is as the howling screech
of a tornado to the wailing of a babe.
We have now a stern duty to perform in
the defense of our national birthright, make no mistake, but history shOws us that
there is no cause for panic, am muoh reason for hopefulness.
Let us sees
1!he
thirteen colonies funotioned under the Articles of OOnfederation and the continental
Congresses from tha close of the P.evolution to the adoption of the Jed.era! constitu-
tion.
'!he general causes of diaeatisfaction with the Union under the J.rtiolea of
confederation are well known.
Washington, when about to resign the command of the
Continental Arrrq in 1783, addreaaed a circular letter to the governors of the $iates,
whioh
may
perhaps be best described as his first Farewell Address.
ferred to it as his "legacy" to his country.
He himaelf re-
Without dwelling overmuch upon the
�-4-
defects of the existing government, he aet forth four things which he declared to
be "essential to the well-being, I may venture to say, to the existence of the
United States, as an indepeDlent power."
'lbey were, first, an indissoluble union
of the $tatea under one federal head; second, a sacred regard to public justice;
third, a proper peace establishment; ani fourth, a pacific and friendly diapoaition among the people of the United States.
Washington warned his fellow countrymen in the most aolaL.:Il manner against
the dire consequences of continued failure -o maintain the authority of the general
government, to pay the debt incurred in the war, to provide for the common defense,
and
to put the general welfare above private and local interests.
During the next
six years, vbioh John Piske aptly termed "the critical period of Jmerioan history,"
Washington returned again and again in his correspondence to the need for a more
perfect Union.
Writing to John J93, in 1786, he declaredr
"I do not conceive we
oan exist long as a nation without having lodged -somewhere a power, which will
pervade the vilole Union in as energetic a manner as the authority of the ~tate
governments extends over the special States."
'1:le evils which moved Washington
to such profound discontent were universal - they W8re felt no less keenly in
lllaasachusetts than in Virginia.
the states as they pleased.
Oongresa, the symbol of union, was flouted by
Even the Peace Cormnissioners at Paris disobeyed Con-
gress and acted as 1hey deemed best in formulating peaoe terms.
When peace was
signed and the colonists turned back to the pursuits of earlier ~s, all the old
oormnercial rivalries, ail the former, bitter boundary dispites revived in full
vigor, and new quarrels arose over the cession of newly acquired territory, over
exports and import tariffs, over inter-oolonial trade, over everything that oould
possibly be a source of disagreement.
threatened.
'lhe very existence of the new nation was
1hen, as in every crisis in history, it was wisdom of the few which
saved the nation and brought order out of ohaoa.
No government oan function with.out money - 1 t is essential there as
�-6-
everywhere.
Under the Articles, Congress had no taxing power, but was entirely
. dependent upon reg_uisitions on the states.
If a state did not feel like honoring
the requisition, Congress had no way of enforcing its demands.
When Congress
sought to pay the war debt as it had agreed, albeit without distinct authority, to
do - Georgia, Delaware and South Carolina paid no heed to the request for funds.
·nie financial weakness of this ''government by supplication," as Gouverneur Morris
called it, was but one of its frailties.
It had no common, federal money system.
Fach state issued money of varying standards as it saw fit and in any arrount it
ohose.
In New libgland the shilling was worth about one-fourth of a dollar, while in
some of the southern states it was worth about one-tentji.
with practically no limit.
Paper money was issued
Loans and contracts ma.de in one state or another were
likely to be invalidated at any minute by some capricious piece of legislation.
gress had no control of tariffs on exports and imports.
,e,t
it thought
or nothing at all.
Con-
Fach state levied the amount
There was suspicion and fear in every one of
the states that some other state might win advantage.
Dlgland had refused to deal
with .American shipping, and when ll&ssaohusetts and two o tber New England ltatee,
angered at this discriminating legislation, closed their ports to British shipping,
Connecticut, their close neighbor, threw hers wide open and placed a tax on all
imports from a neighbor state.
New York and !hode Island behaved as selfhhly and
badly as the pettiest of human beings could do.
In !bode Island, with the shipping,
the carrying and the fishing industries almost crushed, there wa_s so little activity, or even apparent effort, that as one man says, "nothing was running except
the bars,"
And what oould this timorous, powerless body, Congress, do in the face
of such conditions?
It had no executive power, no courts, no money of its own, and
no oredit a~here.
Naturally there was no more respect abroad than at home for this pseudo
government.
When Congress was unable to PEW the war debt as it had agreed, England
made it the ezcuse for holding the lucrative fur trading posts of the Northwest, part
�-6-
ot her oess ion to the United States, and Cl>ngress could do no thing about it.
soaroely took the trouble to veil its contempt.
:atro:re
In Paris, Jefferson was told blandly
that there was no use in F.ranoe ma.king agreements with the United States, for the
States oould not fulfill them.
Jlohamnedan pirates of the North Atrioan States levied blackmail on any of
our ships that ventured to sail the Mediterranean.
New Orleans' Spanish GOvernor
announoed to the frontiersmen along the Mia1isaippi River that they might have tree
use of the river if they would renounce allegiance to the United States and recognize Spain as their government.
~sical suffering added its oomplicat ions.
to certain sections of the States.
\\al" brought extreme poverty
The soo.rce of much farmer wealth, in the carry-
ing •rade w 1th ::ehgland A?1d. the West Ind.lea and the great fishing industry, was praoti•
ally gone.
misery.
'lhe usual ghouls of food speculators added their efforts to the general
Riots were common in the States.
In New ~gland threats of secession were
heard and in some places a desire for return to monarohioal government was whispered
about.
Everywhere ran the spirit of suapioion, of enmity, of commercial rivalry and
hostility.
Anarchy threatened.
bad to be done.
On only one thing could the ,·ta tee agree.
Somethi?Jg
'lbe "Something" was done and the embryo nation was saved.
Jlaryland had been the last of the colonies to sign the gUoles ot Confederation, refusing to do so until the six states which had unfixed western boundaries
had agreed to oede their land lying between the Alleghenies and the Mississippi to
the "United States of America."
So this fragile, wobbly, unstable, poverty-struck,
little union owned a vast amount of valuable land and in some way or other it had to
be administered.
'lhe eta tes could not take back the land they had ceded and if the
.. United Sta tea" had a "national domain, tt it had to have some money to run it.
was this situation, handled with skill
It
bJ a few wise and far-sighted patriots, that
made our real union, the union for which men fought ani died, possible.
Settlers
were pouring in vast numbers in to this wonderfully rich land, which lay between the
m:>untains and the vast waters o £ the Missiseippi.
!pain oontrolled New Orleans, the
�-7-
outlet of the great river, and did all in her power to annoy am harass ·1he1e settler,
in their use of 1 ta waters.
'Jb.ey appealed to the "United SV3. tea" for protection ot
their in te:resta, but tm Federal government had no money to finance protection, and
no way to get any,
'lhis was one of the many oompl1cat1on1.
It had been proposed
to 19rmit Ck>ngreas to levy and collect a tax on all import, into the Clluntry, but
New York: was malting too muoh money herself in thi& way to give it_ up for the general
good, and as the oonsent of all the 1tate1 was requisite to amend the A.rticle1, tha\
plan fell through.
It was Washington who conceived a way out of the diff'icul ty.
He saw that the Potomao River was the natural means of access to the western lands.
He
mew,
however, that what affected the POtomac River, affected not only his own
state, Virginia, but Maryland and Pennsylvania.
Be
therefore p~opoaed to the Vir-
ginia Legislature that a meeting of the three states be called to consult on trade
relation, and regulations.
And as they met at Alexandria, someone proposed that
all the state, be invited to send delagates to a later meeting in hope that they
could all reach some agreement in commercial matters.
Bu.t
His suggestion was adopted.
when the time arrived, only :tive of the States eent representativea
to the meeting at Annapolis, November, 1785.
Among them, however, waa a young man
not yet thirty, born and bred in the West Indies and therefore without the jealous,
provincial view-po int whioh colored the opinions of mo st of the oi tizena of the
states.
Alexander Hamilton, representing New York, suddenly rose and proposed that
all the states be invited by Congress to send delagatea to Philadelphia, eighteen
months later (in May, 1787), for the purpose of making "provisions as should appear
to them necesaary to ra1der the Conati tution of the Jederal Govermnent adequate
to the exigemies of the Union. 11
None of the states wa, at all enthuaiastio over
the plan, but the fact that anarchy was steadily inoreasing am that the idol of
them all, George W&shington, agreed to come as delegate trom Virginia, influenced
them to promise to send representatives to Philadelphia.
And so the great J'ederal oonvention met in 1787.
the delegates were
�-8-
nervous and apprehensive, suapicio'll:s of eaoh other and tom between hope and tear.
'lb.ey knew that by them the Union wou.ld either be oemmted or dissolved.
'Jhey sat -
fifty-five men - from~ until the middle of September behind closed doors.
9l.Ef"
discussed their animosities, their grievances, the,ir enmities, gaining confidence
in eaoh other as they gained knowledge of each o th.er.
v.hen the seoond Monday of J,ay, 1787, the date for whioh the convention
was called, arrived, the only delegates to appear were those of Pennsylvania a:rii
Virginia.
.A.t the end of two weeks no others arrived except those from Delaware and
New Jersey.
i'inally twelve St?:. tee were represented, and 1 t became one of the moat
meIIX>rable assemblies the world has ever known.
Bhode Island did not elect delegate,.
John Bach MoMa.ater gives an interesting account ot Vlashington•s arrival in Philadelphias
"At ab.ester he was met by the Speaker of the Assembly a.nd by ma?\V' of the
first characters of the place and escorted to May's Perry.
horse met his carriage and accompanied him into town.
~ere the city light-
It was the evening of Sllnday,
the thirteenth, yet the most straitlaced forgot their devotions, poured out of their
houses, and, as the little cavalcade moved down the streets of the city, every
church bell sent forth a joyous din, and every voice sent up a shout of welcome to
the American Fabius.
His first act was a graceful tribute to genius and worth,
for he went with all haste t? pay his respects to Franklin, who then filled the
-
chair of President of the Commonweal th of Pennsylvania.
'DJ.is
over, ltobert MOrris
oarried him home to his house."
By
a una.aimous vote Washi~ton was called to the chair.
was ma.de Secretary.
Major Jaokson
!he convention sat in seoret because of the fear
of
the dt.a.tea·
in losing their sovereignty am of the· citizens of their infringement of individual
liberties.
'lhe journals were deposited in the cusody of the president, General
washington, as, if suffered to be made publio, unjust use
w:,
uld be ma.de of them
by those opposed to the adoption of the Constitution.
Professor Charles Warren, in his book "Congress, the Constitution,
am
�-9-
the Supreme Court", ha1 written,
"It is well known that historians - American, English
and foreign - have long agreed that no political assembly ever contained a larger proportion of members possessing high character, intellectual ability, political sagacity,
and far-sighted statesmanship."
~
jure the Philadelphia convention was revolutionary, and the Constitution
was drafted as the first step in a coup d'etat.
Patriots of the type of Patrick Henry
declined eleotion to the Philadelphia·convention, and subsequently opposed the Constitution.
It is more than doubtful that the Philadelphia convention could be held
were 'lhomas Jefferson not abroad at the time.
'!he convention was as revolutionary
and as radical from a purely constitutional point of view with reference to the
A.rtioles of Confederation as would be a oonvent ion to overturn the present Constitution of the Uni tad States.
Some of the delegates elected to the Ibiladelphia
convention, including Lansing of New York, went home when the oonvent1on resolved
itself into a body to draft a new constitution rather than to propose amendments
to the Articles of Confederation, which was 1he function assigned by Congress.
Twenty-
two of sixty-one delegates elected did not sign the Constitution, including aJIDng
these El.bridge Gerry of Massachusetts and Wmund Randolph of Virginia.
phia Convention was not a harmonious body.
'!he Philadel-
'lb.ere were wide differences of feeling
among the colonists and these were reflected by their representatives in Philadelphia.
In the body of the Oons ti tu tion there are evidences of the compromises whiah were
necessary to ha.nnonize tb9se difficulties.
As
a matter of fact, throughout the meet-
ing of the Constitutional Convention and almost up to its final adjournment the opinion
prevailed in the body outside that agreement was substantially impossible.
Letter,
from the statesmen of the period to their friends i:r.dicate almost despair.
:Most or
the members of the oonvention were relatively young men and Newton D. Baker has
suggested that the body might be regarded as our first ttBrain Trust.'!
was present a man more than 80 years old
who
Bllt there
sat sagely through the disputes and
oontroversies of his younger associates and every now and then, with some captivating bit of humor, or, in very grave controversies, with a sentence of solemn pr~er,
�-10oalled them baok to the business in hand.
In the heat of one of these controversies,
franklin said, ttGentlemen, we were sent here to oonfer, not to contest with one
another".
A viewpoint that now seems to us unique was introduced by the Massachusetts
delegation, which proposed that the number of representatives from the new States,
whioh would be formed in the western territories, sb:>uld be so limited as never to
exceed the number from the original thirteen.
Gerry,
who
seemed most concerned at
the danger from the expected growth of the West, feared that the westerners, if they
acquired power, would "like all men" abuse it.
"Th8J' will oppress commerce," he
declared, "and train our weal th into the Western country. tt
ihen Sherman pointed
out that the western settlers would be their own children and grandchildren, Gerry
replied that ttthere was a rage for emigration from the Fastern States to the Western country and he did not wish those remaining behind to be at the mercy of emigrants.
Besides foreigners are resorting to that country·, and it is uncertain what turn
things may take there."
Gerry was supported by King, but his motion was rejected
by the Convention, five States against four.
'lbe State• s:>uth of the POtomao were
solidly against the proposal, evidently expecting to gain more than they would lose
by the ezpected emigration.
And so the frontier was happily left to exert whatever
influence in American politics its inhabitants might fairly ~laim.
Gorham, of Massachusetts, at best was not sanguine concerning the future
of the Union.
answer)a
On one occasion he put the question (manifestly expecting a negative
"Can it be supposed that this vast oountry, inoluding the Western territory,
will 150 years hence remain one nation?"
But
his ready allusion to the prospect of
disunion, if the camnerc.e power were 1Do much fettered by 11ml ta tions and restraints,
reveals the intensity of the feeling which these sectional oontroveraies provoked.
Ist us turn to some of the debate in the convention
the thought of a few of the delegates.
day
•o gain an idea of the trelil.
of
J'reah from the rough an::l tumble of our present
legislative halls, the language in many instances will sound stilted and fcrmal,
�-11-
although direct enough on occasion.
June 30, 17871
Mr. Bedford, of Delaware is speaking, on Saturday,
"That all the states at present are equally sovereign and independent,
has been asserted from every quarter of this house.
Our deliberations here are a
confirmation of the position; and I ~ add to it, that eaoh of them aot from interested, and
from ambitious motives.
many
Look at the votes whioh have been given on
the floor of this house, and it will be found that their numbers, wealth and local
views, have actuated their determinations; and that the larger states proceed as
· if our eyes were already perfectly blinded.
Impartiality, with them, is already
out of the question - the reported plan is their political creed, and they support
it, right or wrong.
Even the diminutive state of Georgia has an eye to her future
wealth and greatness - South Carolina, puffed up with the possession of her wealth
and negroes, and North Carolina, are all, fran different views, united with the
great states.
And these latter, although it is said they can 11ever, from interested
viewa, form a coalition, we find closely united in one scheme of interest and ambition, notwithstanding they endeavor to amuse ua with the purity of their principles
and the rectitude of their intentions, in asserting that the general government mu~t
be drawn from an equal representation of the people.
are never wanting.
Pretences to support ambition
'lheir o-ry is, where is the danger? And they insist that altho
the powers of the general govemment will be.increased, yet it will be for the good
of the whole;
am
although the three great states fonn nearly a majority of the
people of America, they never will hurt or injure the lesser states.
gentlemen, trust
zm.
_ljg_ not,
If you possess the power, the abuse of it oould not be
checked; and what then would prevent you trCJJ1 exercising it to our destruction?
You gravely allege that there is no danger of combination, and triumphantly ask,
how could oombinatione be effected?
"'lhe larger statas, n you say, "all differ in
productions and canmerce; and experience ahowa that instead of combinations, they
would be rivals, and co1l?lteraot the views of one an:>ther,"
language calculated only to a.muse us.
1bis, I repeat, is
Yes, sir, the larger states will be rivals,
�-12-
but not against eaoh other - they will be rivals against the rest of the states.
But
1t is urged that suoh a government w:>uld suit the people, and that its prinoiples are
equitable and just.
How often has this argument been refuted, when applied to a
federal govemment.
the small states never oa.n agree to the Virginia plan; and why
then is it still urged?
But it is said that it is not e%peoted that the state govern-
Imnts will approve the ·proposed system, and that this house must directly oarry it
to THE PEOPLE for their approbation!
Is it oane to 'this, then, that the sword must
decide this oontroversy, and that the horrors of war must be added to the rest of our
misfortunes?
:a:a.t what have the people already aaid?'We find the oonfederation defect-
ive - go, and give additional powers to the oonfederation - give to it the imposts,
regulation of trade, power to collect the taxes, and the means to discharge our foreign and domestio debts.•
points?
As
Can we not, then, as _their delegates, agree upon these
their ambassadors, can we not olearly grant those powers? Wh1' then,
when we are met, must entire, distinct, and new grounds be taken, and a government,
of which the people had no idea, be instituted?
And are we to be told, if we 10n't
agree to it; it is the last moment of our deliberations?
Is~, it is indeed the
last moment, if we do agree to this asswnption of power.
The states will never
again be entrapped into a measure like this.
'!he people wl 11
~
the small sta·tes
would confederate, and grant further powers to congress; but you, the large states,
would not.
justify us.
'.lb.en the fault will be yours, and all the nations of the earth will
But what is io beoome of our public debts if we dissolve the union?
Where .is your plighted faith?
left unmolested?
~
t!!!.h§n.d.
Will you crush the smaller states, or must they be
sooner than be ruined, there
™
foreign powers .!!!Q. :!.ll.,l
~
y
I say not this to threaten or intimidate, but tli&t we should reflect
seriously before we aot.
If we once leave this floor and solemnly renounce your
new project, what will be the oonsequenoe? You will annihilate your _federal government, and ruin must stare you in the faoe.
Let us then do what is in our power -
amend and enlarge the oonfederation, but not alter the federal system.
1he people
�-13expeot this, and no more.
We all agree in the neoessity of a more effioient govern-
ment - and cannot this be done?
Al though my state is small, I know and respeot its
rights, as muoh, at least, as those wb> have the honor to represent any of the larger
states."
To this Mr. King, of Massachusetts, made replys
those
who wish
"I am in sentiment with
the preservation of state governments; but the general govenunent may
be so constituted as to effect it.
Let the conati tut ion we are about forming be
considered as a cormniaaion under which the general government shall act, and as such
it will be the guardian of the state righta.
the rights of SOotla.nd are secure from
all danger and encroachments, although in the parliament she has a small representation.
Ua.y not this be done in our general government,
Since I am up, I am concerned
for what fell from the gentleman from l>elaware - 'Take a foreign power b;.r the ha.ndl'
I am sorry he mentioned it, and I hope he is able to excuse it to himself on the score
of passion.
Whatever may be
my
distress, I never will court a foreign power to assist
in relieving myself from it."
A. letter from Elbridge Gerry to James Madison, dated Philadelphia, June 11,
1787, shows the anxiety that pressed upon the mind and heart of that gentleman as
he sat in those grave cCJlllloila a "'l'he Convention is proceeding in their arduous
undertaking with eleven states under an injunction of seoreoy on their members the object of this meeti~ is very important in II\V mind - unless a system of government is adopted by compact, Force I expect will plant the standard, for such an
anarchy as now exists cannot last long.
Gentlemen seem to be
impressed with the
necessity of establishing some efficient system, and I hope it will secure
181
against domestic as well as foreign invasions ...
When Benjamin Franklin had almost given up hope of a successful termination
of the efforts of the convention, he used the following language in addressing the
«relegateu
••we have gone baok to ancient history for models of government and exam-
ined the different forms of those republics, which, having been formed with the seeda
of their own dissolution, now no longer exist, and we have viewed modern states all
�-14round Europe, but find none of their constitutions suitable to our oircumstancea."
He then suggested appealing t.o}the :rather of Light to illumine their understandings.
He saids
"I have lived a long time, and the longer I live the more convincing
proofs I see of this truth, that GOd governs in the affairs of men.
We have been
assured in the sacred writings that except the Lord build the house they labor in
vain that build it.•
~e appeal and the high standard of Dr. Franklin prevailed.
While the name of God does not appear in our federal Constitution, as it does in the
~flower Compact, the Declaration of Independence, and the Articles of Confederation,
the lpirit of Jehovah, of justice, mercy, liberty, and brotherly love, as expressed
by the Master, are evident throughout the document.
Washirgton and Franklin watohed with keenest anxiety the progress of events.
~ey had been identified with every aiep of progress that the colonies ha.d made in the
last twenty years and they wall knew that ttie action of this convention meant either
the final crown of hopes or the fulfillment of all fears.
Washi~ton struck the key
note of the Convention when, rising from his president's chair, he declared in a voice
husky with suppressed erootion, "It is too probable that no plan we propose will be
adopted.
Perhaps another dreadful conflict is to be sustained.
If, to please the
people, we offer what we ourselves disapprove, how oa.n we afterward defend our work?
Let us raise a standard to vtiich \he wise and t~e honest oa.n repair; the event is in
the hand of God.••
When the great document was at last drafted and was all prepared for signature,
the aged Franklin produaed a paper, whioh was read for him, as his voice was weak.
follows 1
"Sir• I agree to this Cons ti tut ion, with a 11 1ts faults, if they are suoh,
because I think a general government necessary for us, and there is no
form of government but what may be a blessing to the people, if well administered; and I believe, further, that this is likely to be well administered for a course of years, and can only end in despotism, as other
forms have done before it, when t.he people shall become so corrupted as
to need despotic government, being incapable of any other. I doubt, too,
whether any other convention we can obtain, may be able to make a better
Constitution. For when you assemble a number of men, to have the advantage of their joint wisdom, you inevitably assemble with thoae men all
their prejudices, their passions, their errors of opinion, their looal
interests, and their selfish views. It therefore astonishes me, sir,
It
�-15-
to find this system approa.ahing so near to perfection as it does; and
I think it will astonish our enemies, wlx> are waiting with confide~e
to hear that our counsels are confounded, like those of the builders of
Babel, and ended in separation, only to ~aet, hereafter, for the purpose
of cutting one another's throats."
Janes Wilson, of whom the historian, Governor Samu.el
w.
Pennypacker, of
Pennsylvania, said "he was the most learned lawyer in the convention, and perhaps,
more than any other merJi>er, effected the results reached," added his comment to that
of Franklin when he said:
11
After a lapse of 6,000 years _since the creation of the
world, America now presents the first instance of a people assembled to weigh deliberately and to decide leisurely and peaceably, upon the form of government with which
they will bind themselves and their posterity." ·To Franklin, who for thirty-three
years had been trying to fonn sane federal uhion of the thirteen colonies, it was
the supreme moment of his eighty~one years.
As the meeting broke up he said, pointing
to the back of the chair in whioh W&shington had sat and on which was carved a gilded
half sun, .. As I have been sitting here all these weeks, I have often wondered whether
yonder sun was rising or setting.
Now I know that it is a rising sun."
'Die process of ratification was not easy or unanimous except in the ama.11
states of Delaware and New Jersey, and by Georgia, none of them self-reliant from
long experience with demooraoy.
In Pennsylvania the order for a constitutional con-
vention was rushed through an expiring legislature, lest the next one eeleoted by the
people be opposed; the vote against the Constitution in Pennsylvania was one-third
of the membership.
opposition.
Connecticut was ccmplaisant, but Massachusetts was militant in
'lbe vote in Massaohuaetts was 187 to 166, the victory a triumph for the
political ambitions of Adams and Hancock; had districts opposed to the Constitution
sent delegates to vote no, instead of refusil'€ to send delegates at all as a protest,
the Massachusetts convention vrould have rejected the ())nsti tut ion.
state, voted 63-11 for the Cons ti tut ion.
73, a.s did New Hampshire, 57-46.
Maryland, a small
South Carolina fought the battle out, 140-
The struggle in Virginia was worthy of a common-
wealth that produce,J a ".iashi:ngton, 119.diso.n and !~tlrshall supported the Constitution;
�-16-
Patrick !Ienrj and Randolph opposed it; Jefferson was anti-federalist, and abroad.
1
single vote oast by Governor Collins in Rhode Island
t:)
'fue
break a tie and order a con-
vent ion had its parallel in Virginia, where ti."1-:le Governor, who had been hostile to the
Constitution, was persuaded overnight b:r the pleadings of Washington to change his
attitude and cast a favoring vote.
Patriok Henry fought valiantly against ratification,
and then, noble warrior that he was, was equally vigorous in sustaining the Constitution.
In New York the opposition of l}Overnor Clint on went down before tra eloquence
of .Alexander Hamilton.
'lhere was a glorious opposition to the Constitution, and greater
glory in the good feeling with vtlioh the contest ended.
No state need feel shame for
standing with the opposition, includit¥s as it did great Americans.
But this recital of things we have known and perhaps forgotten has served
its purpose if it has reminded us of the faot that we gained this Constitution that is
the bulwark of our liberties through suspioion, distrust, selfishness, struggle, threats
of war, obstruction, delays, ref~sals to compromise, and finally, by the graoe of
God, through the conquering of diametrioally opposite views in a final determination
to stand or fall in the 1 igh t of 1-iberty and in the strength of union.
From the past we come again to our problems of the present.
We have in our
public servioe and available for it men and women of high vis ion, wi. o realize that the
American plan is oapa.ble of indefinite expansion to meet the situations of world dislocation in eoonomios, in sooial concepts, in politioa.l experiments.
We had an example
of its operation in what was termed tta noble experiment" in our 18th .Amendment, and
its subsequent ranoval from the frame-work of the Constitution.
Regardless of what
you or I think, history will write whether the experiment or the people working it
lacked in nobility - the point is that we have an instrwnent strong and everlaatingly
dependable that stands and must stand between us and undemooratio influences, between
us and demagoguery, between us and diotatorship.
All that we need do is to keep from
despair because foes arise; all that is demanded of us is that we bring to its preservation the fidelity, breadth of viewpoint, and dauntless courage of those who gained
�-17it for us.
'lhe great room has in its center tablets of stone, on which.are graven the
rules (the law) by which men live together.
Around the walls of that room history
has hung great murals, whioh show why man oame to out those rules upon the stone
tablets.
Study the stones until weary, JI\V friends, an:i then lift your eyes to the
walls, to the murals of history that give their meaning, yea, their enduring strength,
to the stones.
�
Dublin Core
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Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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Identifier
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SU-1847
Title
A name given to the resource
Address of Winfield Scott Downs, "Some Historical Aspects of the Constitution," delivered at the 1936 Suffolk University Law School commencement
Date
A point or period of time associated with an event in the lifecycle of the resource
10 June 1936
Source
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Suffolk University Records
Series SUE-001.001, Commencement Planning Files
Creator
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Downs, Winfield Scott, 1895-
Type
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Text
Documents
Format
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JPG
Coverage
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tgn:7013445
Language
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English
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Downs, Winfield Scott, 1895-
Suffolk University--Law School
Rights
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Commencements
Suffolk Law School
Suffolk University
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The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
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Title
A name given to the resource
Barbara Beccles and family at the 1976 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Beccles, Barbara
Women college students
Suffolk University--Alumni and alumnae
Source
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Series SUJ-004.04 Special Materials: Photographs: Events, Box 24
Suffolk University Records
Date
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13 June 1976
Rights
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
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JPG
Type
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Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0377
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Campus diversity
Commencements
Events
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Charles Niles receiving his degree from Suffolk University President Thomas A. Fulham (1970-1980) a the 1977 university commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Fulham, Thomas A.
Suffolk University--Alumni and alumnae
Creator
An entity primarily responsible for making the resource
Duette Photographers
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 25
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
12 June 1977
Rights
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Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0943
Alumni
Commencements
Events
Suffolk Presidents
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
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1000
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Dublin Core
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Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Commencement, from the 1967 Suffolk University Beacon yearbook
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
College students
College yearbooks
Source
A related resource from which the described resource is derived
Series SUH-005.001, Yearbooks, Box 4
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1967
Rights
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Language
A language of the resource
English
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1350
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Commencements
Student life
Students
Suffolk University
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
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Dublin Core
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Title
A name given to the resource
Coretta Scott King receives a doctor of humane letters honorary degree from Suffolk University President David J. Sargent (1989-2010) at the 1997 commencement at the Fleet Center
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Sargent, David J.
King, Coretta Scott, 1927-2006
College presidents
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 45
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
25 May 1997
Rights
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1343
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Campus diversity
Commencements
Events
Suffolk Presidents
Suffolk University
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
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8
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
David Sarnoff, President of RCA, delivers address at 1939 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Sarnoff, David, 1891-1971
Creator
An entity primarily responsible for making the resource
Fay Foto Service (Boston, Mass.)
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 1
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
15 June 1939
Rights
Information about rights held in and over the resource
Copyright Fay Foto Service Inc. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0180
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Commencements
Events
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
727
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Diplomas displayed on table at the 1961 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Diplomas
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 5
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
18 June 1961
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0385
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Commencements
Events
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
736
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Ellen Fulham receiving degree from her father President Thomas A. Fulham (1970-1980) at the 1969 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Women college students
Fulham, Thomas A.
Fullham, Ellen
Suffolk University--Alumni and alumnae
Creator
An entity primarily responsible for making the resource
Duette Photographers
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 11
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
15 June 1969
Rights
Information about rights held in and over the resource
Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0154
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Commencements
Events
Suffolk Presidents
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
802
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Faculty, trustees and honorary degree recipients at the 1967 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
College trustees
Donahue, Frank J.
Description
An account of the resource
Pictured (far left) Treasurer Frank J. "Daisy" Donahue
Creator
An entity primarily responsible for making the resource
Duette Photographers
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 9
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
11 June 1967
Rights
Information about rights held in and over the resource
Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0373
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Campus diversity
Commencements
Events
Suffolk University
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
SU-0433
Title
A name given to the resource
February 1969 Suffolk University Commencement Program
Date
A point or period of time associated with an event in the lifecycle of the resource
23 February 1969
Source
A related resource from which the described resource is derived
Suffolk University Records
Series SUE-001.001 Commencement Planning Files, Box 3
Creator
An entity primarily responsible for making the resource
Suffolk University
Description
An account of the resource
Includes all Undergraduate and Graduate programs
Type
The nature or genre of the resource
Text
Documents
Format
The file format, physical medium, or dimensions of the resource
PDF
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Language
A language of the resource
English
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Programs
Rights
Information about rights held in and over the resource
Copyright Suffolk University. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Commencements
Events
Suffolk University
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
SU-1519
Title
A name given to the resource
February 1970 Suffolk University Commencement Program
Date
A point or period of time associated with an event in the lifecycle of the resource
22 February 1970
Source
A related resource from which the described resource is derived
Suffolk University Records
Series SUE-001.001 Commencement Planning Files, Box 3
Creator
An entity primarily responsible for making the resource
Suffolk University
Description
An account of the resource
Includes all Undergraduate and Graduate programs
Type
The nature or genre of the resource
Text
Documents
Format
The file format, physical medium, or dimensions of the resource
PDF
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Language
A language of the resource
English
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Programs
Rights
Information about rights held in and over the resource
Copyright Suffolk University. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Class of 1970
Commencements
Events
Suffolk University
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
SU-1521
Title
A name given to the resource
February 1971 Suffolk University Commencement Program
Date
A point or period of time associated with an event in the lifecycle of the resource
21 February 1971
Source
A related resource from which the described resource is derived
Suffolk University Records
Series SUE-001.001 Commencement Planning Files, Box 3
Creator
An entity primarily responsible for making the resource
Suffolk University
Description
An account of the resource
Includes all Undergraduate and Graduate programs
Type
The nature or genre of the resource
Text
Documents
Format
The file format, physical medium, or dimensions of the resource
PDF
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Language
A language of the resource
English
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Programs
Rights
Information about rights held in and over the resource
Copyright Suffolk University. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Commencements
Events
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
1000
Width
722
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Female graduate hugging another person at the 1978 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Women college students
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 28
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
11 June 1978
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0381
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Campus diversity
Commencements
Events
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
1000
Width
816
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Five graduates hold their degrees under Suffolk banners at the 1980 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Suffolk University--Alumni and alumnae
Banners
Creator
An entity primarily responsible for making the resource
Duette Photographers
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 34
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
8 June 1980
Rights
Information about rights held in and over the resource
Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0383
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Commencements
Events
Suffolk University
-
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8f4c95290a4392ae57baae77bb3519a7
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
805
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Former Boston Mayor John Collins speaking at the 1973 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Collins, John F.
Suffolk University--Alumni and alumnae
Creator
An entity primarily responsible for making the resource
Duette Photographers
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 20
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
16 September 1973
Rights
Information about rights held in and over the resource
Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0375
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Commencements
Events
Suffolk University
-
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3ae372c6706ecaca001cecd762855488
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
1
Height
803
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Former Boston Mayor John F. Collins receives an honorary degree at the 1962 Suffolk University commencement
Subject
The topic of the resource
Suffolk University
Graduation ceremonies
Collins, John F.
Suffolk University--Alumni and alumnae
Creator
An entity primarily responsible for making the resource
Duette Photographers
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 6
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
17 June 1962
Rights
Information about rights held in and over the resource
Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0367
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Commencements
Events
Suffolk University
-
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7fc3a52fbbac8dbb3807d408510b7fad
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
SU-1841
Title
A name given to the resource
Former NFL football player Nicholas Buoniconti and his wife shake hands with Suffolk University President John Fenton at the 1968 Suffolk University Law School Commencement
Date
A point or period of time associated with an event in the lifecycle of the resource
18 February 1968
Source
A related resource from which the described resource is derived
Suffolk University Records
Series SUJ-004.001 Photographs: Campus events and student activities, Box 18
Creator
An entity primarily responsible for making the resource
Suffolk University
Duette Photographers
Type
The nature or genre of the resource
Still image
Photographs
Format
The file format, physical medium, or dimensions of the resource
JPG
Subject
The topic of the resource
Suffolk University
Suffolk University--Law School
Graduation ceremonies
Rights
Information about rights held in and over the resource
Copyright Duette Photographers. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Alumni
Commencements
Suffolk Law School