“Ask him about the cemeteries, Dean!"In 1966 upon being told that President Charles DeGaulle had taken France out of NATO and that all U.S. troops must be evacuated off of French soil President Lyndon Johnson mentioned to Secretary of State Dean Rusk that he should ask DeGaulle about the Americans buried in France. Dean implied in his answer that that DeGaulle should not really be asked that in the meeting at which point President Johnson then told Secretary of State Dean Rusk:"Ask him about the cemeteries Dean!"That made it into a Presidential Order so he had to ask President DeGaulle.So at end of the meeting Dean did ask DeGaulle if his order to remove all U.S. troops from French soil also included the 60,000+ soldiers buried in France from World War I and World War II.DeGaulle, embarrassed, got up and left and never answered.”

“Ask him about the cemeteries, Dean!"In 1966 upon being told that President Charles DeGaulle had taken France out of NATO and that all U.S. troops must be evacuated off of French soil President Lyndon Johnson mentioned to Secretary of State Dean Rusk that he should ask DeGaulle about the Americans buried in France. Dean implied in his answer that that DeGaulle should not really be asked that in the meeting at which point President Johnson then told Secretary of State Dean Rusk:"Ask him about the cemeteries Dean!"That made it into a Presidential Order so he had to ask President DeGaulle.So at end of the meeting Dean did ask DeGaulle if his order to remove all U.S. troops from French soil also included the 60,000+ soldiers buried in France from World War I and World War II.DeGaulle, embarrassed, got up and left and never answered.”

“Henry David Thoreau, Susan B. Anthony, W. E. B. DuBois, and Lyndon B. Johnson are just a few of the famous Americans who taught. They resisted the fantasy of educators as saints or saviors, and understood teaching as a job in which the potential for children’s intellectual transcendence and social mobility, though always present, is limited by real-world concerns such as poor training, low pay, inadequate supplies, inept administration, and impoverished students and families. These teachers’ stories, and those of less well-known teachers, propel this history forward and help us understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion.”

“Freedom is not enough.”

“I believe we can continue the Great Society while we fight in Vietnam.”

“We have the opportunity to move not only toward the rich society and the powerful society, but upward to the Great Society.”

“In our home there was always prayer - aloud, proud and unapologetic.”

“The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men.”

“Our purpose in Vietnam is to prevent the success of aggression. It is not conquest, it is not empire, it is not foreign bases, it is not domination. It is, simply put, just to prevent the forceful conquest of South Vietnam by North Vietnam.”

“There is but one way for a president to deal with Congress, and that is continuously, incessantly, and without interruption. If it is really going to work, the relationship has got to be almost incestuous.”

“Education is not a problem. Education is an opportunity.”

“Until justice is blind to color, until education is unaware of race, until opportunity is unconcerned with the color of men's skins, emancipation will be a proclamation but not a fact.”