Commencement Addresses Delivered by Incumbent U.S. Presidents, 1914-2010: A Historical Analysis

By Alexander E. Hopkins
2013, Vol. 5 No. 06 | pg. 4/10 |
Cite References Print

The first Presidential commencement address at a historically-black institution was delivered by Herbert Hoover at Howard University in June 1932. Hoover, who was pre-occupied with the Great Depression, was on a harried speaking engagement. Dressed in an ordinary suit and tie, Hoover began: “It is an inspiration to come into this great institution of higher education for the Negro race. Nothing that the Federal Government has done reflects more credit upon it for the meeting of an obligation than this institution to bring to a great segment of our population the means of overcoming a handicap for which they were not responsible and of leveling upward for them an equal opportunity to share in the full measure of citizenship with their brethren of other races. It is vital in a democracy that the public opinion upon which it rests shall be an informed and educated opinion. The Negro race comprises 10 percent of our population, and unless this 10 percent is developed proportionately with the rest of the population, it cannot pull its proper strength at the oars of our pressing problems of democracy” (Hoover, 1932).

Given that Civil Rights for African-Americans were almost non-existent at that point in time, the timing and manner of speaking suggests that this address was ceremonial in nature. Timing-wise, this speech could be commemorating the 70th anniversary of the “Emancipation Proclamation” because the status-quo since the Emancipation was still active. The “Emancipation Proclamation” was still in effect because no African-American was enslaved. However, almost 70 years since then, they were still being denied common rights. Similarly, the timing of Hoover’s address could also be commemorating education at Howard because the institution was founded 65 years ago up to that point.

President Harry S. Truman’s June 1952 appearance at Howard was the school’s second Presidential commencement address. However, Truman became the first President to specifically address black disenfranchisement in his commencement address. He spoke candidly of the issue:

“I wish I could say to you who are graduating today that no opportunity to use your skills and knowledge would ever be denied you. I can say this: I know what it means not to have opportunity. I wasn't able to go to college at all. I had to stay at home and work on the family farm. You have been able to get the college education that is so important to everyone in this country. Some of us are denied opportunity for economic reasons. Others are denied opportunity because of racial prejudice and discrimination. I want to see things worked out so that everyone who is capable of it receives a good education. I want to see everyone have a chance to put his education to good use, without unfair discrimination” (Truman, 1952).

Unlike Hoover’s short 377-word address, Truman’s speech was much longer. It showed a noticeable, gradual trend in the acknowledgement of the struggle for equality among African Americans.

Like most of his predecessors’ commencement addresses delivered up to that point, Truman’s speech was no accident. First, the venue was appropriate because, due to its Washington-centric location, Howard is one of the most well-known (if not the best-known) of all the historically-black colleges in the U.S. The most effective rhetorical techniques in Truman’s address were blending ethos, logos and pathos. Truman’s ethos as President would have been enough in and of itself to speak on the topic. However, he increased his ethos substantially when he used logos to reveal that he was someone who experienced the longing for an education. Truman’s pathos was particularly effective during the first and last sentences of this part of his speech. The phrases “I wish” and “I want to see” appeals to the audiences’ emotions because Truman was convinced that his goals were a noble cause. He felt the need to share his personal experiences through logos to enhance the appeal of these goals while he still had time in office. Although the movement was still in its infancy by that point, it made enough of an impact to coax Truman to take action at the podium stand.

On May 30, 1964 Johnson gave the commencement oration for the University of Texas (UT)-Austin. In his speech, delivered at the height of the Civil Rights Movement, he advocated equal rights for African Americans. He directly asked his audience: “Will you decide to leave the future a society where a man is kept from sharing in our national life because of the color of his skin, or the church he attends, or the place of his birth? Or will you join to give every American the equal rights which are his birthright?” (Johnson, 1964). Without a doubt, the Civil Rights Movement was one of the most important social upheavals of the 1960s. Johnson, during the latter part of his speech, utilized pathos and ethos in several ways to build support for this measure. Like the address the week prior at the University of Michigan, Johnson’s address at UT-Austin had an audience that was still recovering from Kennedy’s assassination. In a sense, Johnson was subtly asking the audience, “What better way to honor President Kennedy’s memory than to pass into law a policy he felt was important?” Since Kennedy’s death was fairly recent at the time, the public was almost guaranteed to give the matter more due consideration compared to later years.

Johnson’s second use of ethos occurred at the end of his commencement speech. Unlike appealing nationally in Kennedy’s memory, he appealed more regionally to UT-Austin itself. However, the issue of Civil Rights was still at the heart of his talk. He concluded: “The inscription over the Main Building at the University of Texas reads, ‘Ye shall know the truth and the truth shah make you free.’ Only by opening the truths of knowledge to all our people can we free them for a future of greatness” (Johnson, 1964). Johnson’s ingenious use of the school’s motto—a source of tradition and pride for every school—conjures up affection for the university. Johnson placed UT in the national spotlight because it's motto would be the one of the goals of Johnson’s Presidency. Johnson, no doubt aware of the publicity surrounding minority access to education, made this one of his primary goals for the “Great Society” programs he passed.

When advocating a policy, the President can refer to a long line of predecessors. Lara Brown (2007), a Political Science Professor at Villanova University explains the significance of this rhetorical strategy: “When presidents reference other presidents, it is important, even when they say it is not. These references are rhetorical ploys that invite comparisons, offer justifications, and provide gravitas to the president on the subject matter” (Brown, 125). Since the President comes from a long line of predecessors dating back over two centuries, the office commands significant authority. The President’s ethos reminds the audience that, since their predecessors led the country through times of peace and discontent, the U.S. under their leadership will stand the test of time both domestically and abroad.

Bill Clinton referred to two of his predecessors during his 1996 Princeton speech, stressing the university’s long history of being in the shadow of Presidents. He began his speech by remarking: “It's a great honor to be here in celebrating Princeton's 250 years. I understand that Presidents are only invited to speak here once every 50 years. President Truman and President Cleveland—you've got to say one thing, for all the troubles the Democrats have had in the 20th century, we've had pretty good timing when it comes to Princeton over the last 100 years” (Clinton, 1996). By itself, these remarks indicate a common pattern among Presidents—their speaking presence is by no means an accident. In Clinton’s case, we can see a clear chronological pattern. As the United States’ fifth-oldest college, Princeton University’s long history pre-dates the U.S. because it was founded prior to American Independence. In light of this long history, it has created ties with many Presidents. Future U.S. Presidents James Madison and Woodrow Wilson were educated there, U.S. President Grover Cleveland was born nearby and Harry S. Truman delivered the 1947 commencement.

Likewise, at another Ivy League University, John F. Kennedy quoted one of the greatest U.S. Presidents when getting to the heart of his message. At Yale University’s 1962 Commencement, he spoke: “Nearly 150 years ago Thomas Jefferson wrote, ‘The new circumstances under which we are placed call for new words, new phrases, and for the transfer of old words to new objects.’ New words, new phrases, the transfer of old words to new objects-that is truer today than it was in the time of Jefferson, because the role of this country is so vastly more significant. There is a show in England called ‘Stop the World, I Want to Get Off.’ You have not chosen to exercise that option. You are part of the world and you must participate in these days of our years in the solution of the problems that pour upon us, requiring the most sophisticated and technical judgment; and as we work in consonance to meet the authentic problems of our times, we will generate a vision and an energy which will demonstrate anew to the world the superior vitality and the strength of the free society” (Kennedy, 1962).

In Kennedy’s case, he chose to directly quote one of his predecessors towards the end of his speech. Not only did Kennedy quote history, but he also made history himself by becoming the first speaker at Yale since 1903 to deliver a commencement speech at a traditionally speechless event. Jefferson, who was one of the United States’ founding fathers, tackled many of the same issues that the people of 1962 were facing. The key issue at hand, according to Kennedy’s State of the Union Address that year, was “to fulfill the world's hopes by fulfilling our own faith” (Kennedy, 1962). While the issues were the same, they were re-branded with modern words.

Similar to previewing and advocating a policy, a President may also use the commencement podium to justify a policy already passed. Certainly, a President must display significant ethos for the audience to believe the President’s message (Moore, 335). Regardless of the policy that they are trying to defend, the universal goal of any President is to build unity amongst the people, including those who are neutral or negative to their views.

1 2 3 4 5 6 7 8 9 10
Cite References Print

Suggested Reading from Inquiries Journal

Political Science » George W. Bush Presidency
Eight Years, Twelve Vetoes: Why President Bush Chose to Ignore his Veto Power
As one of the most important powers given to the president, one must ask why any would take such a powerful tool for granted. For five and a half years, however, President Bush failed to use the veto even once. Not until July 19, 2006 did he finally veto legislation, halting a congressional bill that would lift certain funding restrictions for embryonic stem-cell research.[2] This reluctance made President Bush the first president to go an entire... MORE»
Veto Power President Bush Vetoes The Veto Bush Presidency
Advertisement
Political Science » American Politics
Why Taking the White House Online Does Not Make It More Accessible To The Public
Much has been said in regards to Barack Obama’s revolutionary use of technology during both his 2008 and 2012 campaigns for President of the United States. Yet, during his administration, that groundbreaking tactic suddenly disappeared. In 2013, with the launch of the We The People website, the Obama administration focused... MORE»
Business & Communications » Science Communication
Weight of Evidence Reporting: Pragmatic Optimism or a Bad Idea?
While some believe that scientists should communicate their research apolitically in research journals, others believe that scientists should communicate to the media in order to bring awareness to their research topic. As a compromise to these two views, Professor Sharon Dunwoody proposed "weight of evidence" reporting to bridge... MORE»
Political Science » Political Theory
Populist Mobocracy, Fear, and Lies: The Politics of American Populism
American politics today operates in an arena where truth and objective reality are bent to the designs of particular interests, powerful people and commercial profiteers. All facts are questioned; the truth has purposes. Populist and nationalist waves are pulsing through many western democratic... MORE»
Submit to Inquiries Journal, Get a Decision in 10-Days

Inquiries Journal provides undergraduate and graduate students around the world a platform for the wide dissemination of academic work over a range of core disciplines.

Representing the work of students from hundreds of institutions around the globe, Inquiries Journal's large database of academic articles is completely free. Learn more | Blog | Submit

Follow IJ

Latest in History

Mughal Empire
2022, Vol. 14 No. 02
Imperial Mughal Literature: A Rich Source of Scientific Information
By Abhijit M. Bal
India was ruled by the Timurid-Mughal dynasty from 1526 to 1857. This period is mainly recognised for its art and architecture. The Timurid-Mughals also promoted knowledge and scholarship. Two of the Mughal emperors, Babur and Jahangir, wrote their... Read Article »
Mughal Empire History Of Science Mughal Literature South Asia
World War I
2022, Vol. 14 No. 02
Towards a New Consensus? The Post-Centenary Historiography on the Origins of World War I
By Arvand A.M. Fata
The causes of the First World War remains a historiographical topic of contention more than 100 years on from the start of the conflict. With the passing of the centenary in 2014, a new wave of publications has expanded the scope and depth of historians... Read Article »
First World War European History July Crisis Historiography World War I
Chinese Politics
2021, Vol. 13 No. 11
Deng's War: Assessing the Success of the Sino-Vietnamese War
By Richard Chen
The Sino-Vietnamese War remains one of the most peculiar military engagements during the Cold War. Conventional wisdom would hold that it was a proxy war in the vein of the United States’ war in Vietnam or the Soviet invasion of Afghanistan... Read Article »
China Vietnam Deng Xiaoping Cold War Chinese Politics
2021, Vol. 13 No. 11
Vindication for Tin Foil Hats: An Analysis of Unethical Cold War Experiments and Their Enduring Consequences
By Michael D. Opheim
While the Cold War is popularly regarded as a war of ideological conflict, to consider it solely as such does the long-winded tension a great disservice. In actuality, the Cold War manifested itself in numerous areas of life, including the various... Read Article »
Cold War American History Russian History USSR Ethics Scientific Research
World War II
2021, Vol. 13 No. 11
Propaganda, Patriotism, and Perseverance: How Music Became an Instrument for the US War Effort During the Second World War
By Anastasiia Gordeeva
This article analyzes the role of musical works in the United States during World War II. It chronologically examines how the social and therapeutic functions of music evolved due to the developments of the war. This article uses the lyrics of wartime... Read Article »
World War II Music And Politics Patriotism Propaganda Music Of World War II
Medieval History
2021, Vol. 13 No. 10
Performance of Class in the Socioeconomic Institutions of Early Medieval Ireland
By Jack R.T. Corp
Early medieval Irish society operated on an elaborate power structure formalized by law, practiced through social interaction, and maintained by tacit exploitation of the lower orders. This paper investigates the materialization of class hierarchies... Read Article »
Socioeconomics Irish History Medieval History Social Class Power
American Slavery
2021, Vol. 13 No. 05
From Flourishing Industrial Slavocracy to Restrictive Tenancy and Re-Enslavement: The Southern Labor Force Before and After the Civil War
By Mang Lu
Some scholars of American history suggest the institution of slavery was dying out on the eve of the Civil War, implying the Civil War was fought over more generic, philosophical states' rights principles rather than slavery itself. Economic evidence... Read Article »
Slavery Economics American Civil War Labor Economics Capitalism Agriculture Industrial Agriculture

What are you looking for?

FROM OUR BLOG

How to Select a Graduate Research Advisor
How to Use Regression Analysis Effectively
Writing a Graduate School Personal Statement