A third report by the President’s Committee on Mental Retardation about developments in the 

national campaign to overcome mental retardation 
Accomplishments of 

The President’s Committee on Mental Retardation, 1966-69 

 Focused national attention on soaring 

rates of mental retardation in deprived 

urban and rural areas. 

 Co-sponsored through the Advertising 

Council a nationwide campaign to 

promote public awareness of mental 

retardation. 

 Distributed over 4 million educational 

booklets on mental retardation through 

citizen groups and to individuals. 

 Published a mass distribution booklet on 

volunteer and career opportunities in the 

mental retardation filed for youth and 

college students. 

 Drew attention to the all but 

unaddressed problems of the retarded in 

rural areas, the retarded with multiple 

handicaps, the retarded who are 

emotionally disturbed, retarded 

teenagers, the adult retarded. 

 Held a series of public forums at which 

public and private agency authorities as 

well as parents, teachers, neighborhood 

workers and other grassroots individuals 

from multi-state areas reported on 

mental retardation program needs, 

progress, problems and plans. 

 Conducted surveys of citizens, key 

public and private agency leaders, and 

civic organization leadership in 

communities to determine adequacy of 

present mental retardation programs as 

well as potential interest in and support 

for mental retardation services. 

 Helped spur action by federal, state and 

private agencies on reform and 

development of new patterns in 

residential services for the retarded. 

 Recommended the national mental 

retardation information and resource 

center that is now nearing development. 

Current Major Projects 

Sponsored By The President’s Committee On Mental Retardation 

 On economics: 

A study of the costs and economic 

impact of mental retardation 

 On education: 

A study of learning problems, special 

education and teaching practices 

 On habilitation: 

A study of needs in vocational education 

and employment of the retarded 

 On poverty and mental retardation: 

Relationships between deprivation and 

retardation: a detailed study 

A survey of research on relationships 

between malnutrition and mental 

retardation 

A study of lead poisoning as a cause of 

mental retardation 

 On manpower: 

A study of mental retardation program 

manpower needs 

 1969 work conferences: 

On residential services for the retarded 

On manpower resources development 

for mental retardation 

On inner city education problems 
MR 69:

TOWARD PROGRESS: The Story of a Decade 

A third report by the President's Committee on Mental Retardation 

about developments in the national campaign to overcome mental retardation 
What has to be done, has to be done by government 

and people together or it will not be done at all. . . . To 

match the magnitude of our tasks, we need the 

energies of our people—enlisted not only in grand 

enterprises, but more importantly in those small, 

splendid efforts that make headlines in the neighborhood 

newspaper. . . . With these, we can build a great 

cathedral of the spirit—each of us raising it one stone 

at a time, as he reaches out to his neighbor, helping, 

caring, doing. 

—President Richard M. Nixon 

2 
Dear Mr. President: 

I have the honor to transmit the 1969 report of the President's Committee on Mental 

Retardation. 

This report assesses the nation's present mental retardation programs and recommends directions 

that federal, state, and local agencies, both public and private, should take in building and 

improving those programs during the 1970’s decade. 

Charting of much of the need in this long-neglected area remains incomplete, however. The Committee 

therefore has in progress an extensive group of activities aimed for the formulation of action 

recommendations. 

Among those on which reports will be ready for your consideration during the coming months are a 

survey of research into malnutrition-mental retardation links, a study of mental retardation incidence in 

poverty areas, and an exploration of needs in vocational education and employment for the retarded. 

Committee work conferences this summer and fall will discuss education needs of inner city children, 

manpower resources for mental retardation programs, and residential services for the retarded. 

Also in progress are a study of the costs and economic impact of mental retardation and studies of 

special, often overlooked groups of the retarded—the retarded living in rural areas, those with 

multiple handicaps, the teenaged and adult retarded. 

The Committee is deeply grateful for your interest in its work and asks your continuing guidance 

and encouragement. 

 Respectfully yours, 

 Robert H. Finch 

Chairman 

The President 

The White House 

Washington, D.C. 

The President's Committee on Mental Retardation, Washington, D.C. 20201 
Time to sum up a decade that has included first 

discovery by the nation as a whole of the 

existence and needs of the mentally retarded. 

government at all levels as well as citizens and 

their voluntary associations in creative action to 

overcome retardation. 

Time, also, to consider carefully and begin 

building the urgently needed programs for the 

retarded that must come into being during the 

1970's. 

As a direct result of this national interest and 

effort, states and communities have been 

moving throughout the decade toward improved 

services and opportunities for the retarded, 

while federal participation in the effort has 

risen many-fold. Time to renew our national resolve to bring the 

mentally retarded into a full participation in 

daily life and work as their individual capabilities 

permit. Among the decade's accomplishments have 

been: 

Time to press on in the quest for ways of 

preventing mental retardation.  The beginnings of a national network of 

mental retardation diagnosis and evaluation 

centers; launching of a network of mental 

retardation research, teaching and professional 

training centers; development of facilities and 

staff improvement programs. 

During the turbulent 1960's now ending, the 

United States as a whole took its first large steps 

in confronting and coping with the longneglected nationwide problem of mental 

retardation. People from all walks of life and 

every view of national need and action have 

joined in this effort. Four Presidents have taken 

a personal interest in the problem and lent the 

power and prestige of their office to involve 

 Development by every state of a plan for 

mental retardation services. Many have taken 

action steps such as mandatory testing of 

infants for phenylketonuria, mandatory public 

school programs for all children of school4 
attendance age, vaccination of children and adults against measles. 

 Increased acceptance of the retarded as trainees in vocational rehabilitation programs and a rapid growth, 

as a result, of employment opportunities for trained retarded workers. 

 Improved relationships between the biomedical and education fields in human development programs; 

development of a national network of education resource and instructional materials centers for education of 

the handicapped. 

 Major advances in public awareness of the retarded and their needs, spurred by an Advertising Councilconducted national public service advertising campaign that continued for three and half years. 

 Dramatic growth in numbers of volunteers serving the retarded; founding of the first national organization of 

youth serving the retarded. 
 Significant growth in community mental retardation programs and in the concepts of familyand community-based activities for the retarded. 

 Development and acceptance of medical procedures through which some mental retardation 

having biomedical causes can be predicted, diagnosed and prevented. 

 Focusing of attention on the extraordinarily high incidence of retardation in poverty areas. 

Dramatic and historic though these accomplishments are, however, they are beginnings only. They have 

enabled us to chart the size of the national problem of mental retardation and to favorably dispose many 

Americans toward action to overcome the problem. But tremendous needs and problems remain. Among them: 

 The staggering problems of human underdevelopment and underperformance in the 

nation's poverty areas continue all but untouched. 

 Most mental retardation is discovered three, four and five years too late. Retarded mental 

development establishes itself in earliest childhood and can be most effectively countered then. But 

most mild retardation (which accounts for three-fourths of the mental retardation in the nation) is 

identified only during the school years, if then. 

 Some 5 million of the nation's estimated 6 million mentally retarded are never reached by 

any kind of service developed specifically to meet the needs of the retarded. 

 Many of the 200,000 institutionalized mentally retarded persons continue warehoused in 

dehumanizing residential programs that make no serious attempt to rehabilitate residents. 

 In many communities, services for the retarded are inadequate or almost nonexistent 

because agencies will not act, are unable to - 
cooperate, or are prevented from acting by 

policies, procedures and lack of funds that 

restrict their development of services. 

 The American people have yet to fully accept 

mental retardation as a mainstream challenge 

that can and must be met through the 

application of every public and private resource 

that citizen concern and action can bring to 

bear. 

These are tough problems that are deeply rooted 

in traditional attitudes and patterns of thinking, 

in unexamined traditional ways of doing things, 

in the piecemeal ways that we Americans take 

our enthusiasms and our let's-do-something--

about-it resolves. They are problems that will 

not be overcome easily or soon. The nation's 

initial great thrust against mental retardation 

during this decade,. despite important 

accomplishments, has scarcely touched them. 

We need to rededicate ourselves to the struggle 

with these problems if we are to make real 

headway in building effective services for the 

retarded and preventing retardation. This 

rededication must take place at every level of 

American life — in our local governing 

bodies as well as in our voluntary community 

associations, among state legislators and 

officials as well as in state federations of civic 

and service clubs, in our national leadership 

both public and private, among citizens of all 

ages, and especially among the nation's young 

people, soon to constitute half of the U.S. 

population. 

As a result of assessing the nation's situation 

and outlook in mental retardation, this 

committee has identified a group of areas in 

which concerted public-private measures at all 

levels can bring significant progress in 

overcoming mental retardation. These areas are: 

 Increasing the availability of mental 

retardation services, particularly in the urban 

and rural low income, disadvantaged 

neighborhoods in which some three-fourths 

of the nation's mental retardation is found. 

(Page 9) 

 Development of more and better manpower 

recruitment and training programs for work with 

the retarded. (Page 12) 

 Better, more imaginative use of existing 

resources at all levels, as well as broader 

realization and use of the resource that the 

retarded themselves represent. (Page 16) 

 Development of more public-private 

partnerships in mental retardation programs, 

services and research. (Page 21) 

 Continued encouragement for basic research 

in mental retardation and for rapid translation 

of research results into service program uses. 

(Page 25) 

 Taking into account the special education, 

training, guidance and other needs of the 

mentally retarded in social and institutional 

planning for the future. (Page 26) 

These are the areas which this report will cover. 

The Committee has already made 

recommendations in some of these areas and 

reaffirms those recommendations now (see 

MR 67 and MR 68, the Committee's first and 

second reports to the President, and Page 31 

of this report). Detailed reports with 

recommendations in other areas are in 

development, some scheduled for completion 

and release in the last half of 1969 and early 

1970. 

The content of this report is a general evaluation 

of where the national mental retardation effort 

stands at the end of the 1960's decade. Some 

aspects of that situation that stand in 

particularly urgent need of attention are 

discussed in detail, with specific actions 

recommended 
Mental Retardation Services Must Reach All People Who Need Them. Particularly, Ways Must Be 

Found To Bring These Services To People Needing Them In The Nation’s Low Income, 

Disadvantaged Neighborhoods. 

No recent finding about mental retardation has had greater impact than the discovery that retardation rates 

soar in urban and rural low income areas. No estimate of mental retardation incidence in such 

neighborhoods is less than twice the national average. One inner city count of retarded persons found 

one-third of the total population in a several-block area functioning at retarded achievement levels!

The facts operating to create such disproportionately high levels of retardation in poverty areas are not 

all known with certainty. Little doubt remains, however, that prominent among them are mother and child 

malnutrition, chronic disease-producing surroundings, and the harsh conditions in which countless 

children of poverty are reared. In such conditions, children are often deprived of the stimuli of touch, 

talk, shared activity and encouragement that help produce growth and learning. 

The response to this disastrous situation has so far been slow, uneven and groping. There are some Head 

Start programs for retarded children, and a few local associations for retarded children have now joined 

in cooperative inner city programs for the handicapped while others are working closely with Model 

Cities planners. 

Representatives from low income or minority neighborhoods are beginning to be welcomed on retarded 

children association boards and public agency advisory panels at community and state levels. 

Day care for small children is outgrowing its babysitting origins and moving toward educational, 

recreational and social growth activities that help foster physical and mental development. 

Comprehensive health care services that begin as early as possible in pregnancy and follow mother and 

child through the critical early childhood years are now available (although not necessarily extensively 

used) in a few inner city areas. 

Some school systems are reexamining both regular and special instruction, seeking ways to teach that are 

relevant in the lives of those being taught and help each child succeed in learning to the fullest of his 

individual abilities. 

A major action response to the need is the National Association for Retarded Children-National Urban 

League-Family Service Association of America joint demonstration project ("Project FINE") of 

developing effective ways of serving the inner city retarded; this project is just getting under way in five 

cities. 

There should be scores of such cooperative efforts joining national voluntary, civic and service 

organizations in action programs to help overcome child and adult-crippling handicaps in city and 

rural poverty areas. We call on every citizen to find out what his community service organizations 

are doing to help in this urgent need, to join in any effort being made, to take leadership if no 

effort is under way. 

Most experts now agree that comprehensive health, educational and physical development programs 

begun in earliest childhood offer the best hope of preventing the great bulk of the physical, mental and 

emotional handicaps that impose such enormous cost in wasted or hobbled lives today. 

We also call on state and local government leaders and planners, community developers, 
architects, industrialists, builders and all others who create the community environment to 

build cities and towns that help foster healthy human development. 

The most dramatic new public initiative holding out promise in the attack on handicapping conditions is 

the federal government's Office of Child Development, created in April by President Richard Nixon as 

part of his call for a national commitment to provide all American children an opportunity for healthful 

and stimulating development during the first five years of life. The Office of Child Development 

promises to stimulate comprehensive programs for child development, combining programs that deal 

with the physical, social and intellectual. In carrying out its purposes, an expansion of the Parent and Child 

Center program has been announced. 

This Committee supports and endorses the Office of Child Development's purposes and program. 

We call on public agencies and voluntary organizations at all levels in American life to give 

creative assistance to the Office of Child Development in realizing its purposes and programs. 

As President Nixon said in announcing the Office, "Our commitment to the first five years of life 

will not show its full results during my administration, nor in that of my successor. But if we plant 

the seeds and if we respond to the knowledge we have, then a stronger and greater America will surely 

one day come of it." 

In addition, we urge once again that the public agencies and private organizations seeking to 

build enduringly effective programs to overcome human handicaps in poverty areas commit 

themselves to: 

1. Maintain their priority attention to the programs for at least a generation in order to 

attain the goal of significantly reducing incidence of handicaps in children. 

Increased Need for Manpower in Four National Areas Having Implications in Mental 

Retardation Programs 

Projection to 1975 assumes national goals for 

continued improvement in American life, then 

depicts manpower needed to support those 

goals. Year 1962 is for comparison. 

Source: Adapted from Manpower Report 

of The President, 1968; Page 306. 
2. Involve representatives from 

neighborhoods or communities served in 

their work and planning. 

Such involvement is more than desirable; it is 

essential. In the final analysis, the community 

accomplishes only what its citizens decide must 

be accomplished. 

Nor is it enough for the national offices of locally 

serving organizations, both public and private, 

merely to give their local units a policy 

permission and a blessing to move to meet local 

needs. Many local units, with every good will and 

intention, do not know how to go about 

organizing for effective action in neighborhoods 

with which they have no previous contact, do not 

know how to cultivate and apply resources of all 

kinds, do not know how to assess needs and 

build constructive, innovative responses to 

those needs. 

National organizations must help their 

local units do these things through targeted 

application of practical consultation, 

assignment of special staff and investment of 

new-program seed money. 

MR 69: 

There are neglected special groups of the 

mentally retarded whose needs and potentials 

call for new study and action. 

Mentally retarded teenagers often slip into limbo 

on completion of school programs designed for 

them. Few communities have either social 

interest or vocational preparation programs to 

capture and hold these young people. 

We recommend that city and county 

governments, in cooperation with 

voluntary groups interested in the 

retarded, move to remedy such neglect. 

In every community and in every public 

institution for the retarded, there are retarded 

adults capable of living and working 

independently. In addition, retarded persons 

being trained for independent community living 

need a base from which to launch into the 

community. 

These purposes and possibilities can be 

admirably served together through group homes 

—private residences in which a small number of 

adult retarded persons live with an individual or 

couple employed as "house parents." Such 

residences are already in successful operation in 

several states. 

We urge their development in every state as 

combined residences and sources of counseling 

and guidance in daily living problems for 

the adult retarded living in the community. 
CHANGING PATTERNS OF 

OCCUPATIONS WILL 

ALLOW MORE MENTALLY 

RETARDED TO BE EMPLOYED IN SERVICE JOBS 

13 

12 

11 

10 

9 

8 

7 

6 

5 

4 

3 

2

1

 1965 1975 1965 1975 

Service Jobs in Laundries, Farm Employment 

Restaurants, Building Maintenance, Opportunities Are 

etc., Will Increase Declining 

Source: Adapted from 

Manpower Report of the 

President, U.S. Department of 

Labor, March 1969. 

Improved Manpower 

Recruitment And Training Programs 

For Work With The Mentally Retarded 

Must Be Developed. 

The gap between needed and available services 

in mental retardation programs grows wider 

daily. A major cause of this situation is lack of 

hands to provide the services. Why this lack? 

Programs are often so inadequately funded that 

they cannot attract and keep either professional 

or support staff. And even available workers are 

poorly deployed in many cases. 

Shortages of professional skills, serious though 

they are, are not as great as those of supportive 

workers—attendants, aides and other specialists'

assistants. Here the shortages can have 

disastrous effects. Supportive workers are more 

often and regularly in contact with the retarded 

than any other workers in residential programs and 

make a crucial contribution in community 

programs. 

The kind of day-to-day life a retarded person 

lives often depends directly on the number and 

quality of supportive workers. The great 

shortage of supportive workers in mental 

retardation programs, this Committee 

believes, is the key problem in the retardation 

program manpower field. It must be solved. 

The public and private agencies that 

employ supportive workers in their 

programs for the retarded should 

undertake a general upgrading of those 

personnel and their positions by whatever 

practicable means they can devise. 

We recognize that such an upgrading cannot 

be carried out overnight. Nor can it be carried 

out in a vacuum in which the managers of 

programs for the retarded are left to work out 

new procedures as best they can. 

In mental retardation programs operated by 

the states, the state itself—its legislators and 

officials—must move to change laws and 

regulations that have fastened archaic 

personnel-
Practices on public programs for 

the handicapped and needy. 

Citizens themselves should demand and be 

prepared to support upgrading in status and 

salaries for supportive workers in private 

agency programs for the handicapped. 

Citizen groups, colleges and universities 

and professional organizations can make 

invaluable contributions to the success of 

this effort. The many civic and service 

organizations that have long prided 

themselves on support of scholarships for 

students training as professional specialists 

might now also consider establishing 

scholarships for the training of assistants to 

such specialists. 

Colleges and universities should establish 

practical, work-related courses leading to 

professional certification for assistants in 

social and institutional service programs. 

Community colleges and 2-year colleges, 

especially, have an important contribution to 

make in this area through programs of 

training that are geared directly to 

community needs and on-job experience. 

And professional organizations, in the 

interest of their own members' greater 

professional effectiveness, should analyze 

the application of work and skills in social 

service settings with a view to redefining 

the roles and functions of specialists and 

their trained assistants. Aim of this 

analysis: to obtain maximum spread of 

available people and skills to meet needs. 

These measures will bring a new deployment 

of staff resources in which all participants 

will be personally and professionally 

effective, competent and recognized. Such 

a revamped system, we believe, will 

reduce the proportion of public and private 

monies needed for mental retardation 

program personnel resources. 

The major responsibility for making this 

reform belongs to the states and to the 

private, voluntary organizations that serve 

the retarded in the community. But the 

federal government, too, should take a 

leading part. 
Cooperatively, through the Departments 

of Labor and Health, Education, and 

Welfare, the federal government should 

furnish a counseling service through which 

field teams of expert community and 

institution service organizers help states 

and private organizations plan and carry 

out supportive staff upgrading and over-all 

improvements in staff deployment in 

programs for the retarded and other 

handicapped persons. 

Better deployment of supportive staff in 

programs for the retarded will help reduce 

present shortages of professional specialists. 

But preparation of such specialists to meet 

tomorrow's mental retardation services needs 

must continue. 

The existing federal grant, scholarship and 

work training programs for specialists in 

work with the handicapped should be 

continued and expanded, with greater 

tuition assistance being made available for 

college undergraduates. 

In addition, we now need to make longterm, federally-supported utilization of 

experience from the immensely successful, 

low-cost programs through which 

disadvantaged youth, college students and 

senior citizens have been working as aides 

in programs for the retarded. 

Among these have been the Student Work 

Experience and Training (SWEAT), Volunteers 

in Service to America (VISTA) and Foster 

Grandparent programs. 

Finally, the widespread and fast-growing 

interest of youth and college students in 

volunteer service with the retarded should be 

put to meaningful work by every agency and 

group concerned with the retarded. Their 

interest is already being expressed in scores of 

voluntary organization activities with the 

handicapped. It is exemplified in the growth of 

the NARC-Youth membership to 97,000 in 2 

years. From the ranks of these teenagers and 

young adults will come many of the coming 

decade's program leaders, staff, volunteers and 

community supporters. 

14 
Fuller, More Imaginative Use Of Resources–

Including The Resource Which The Retarded 

Themselves Represent–Is Needed At All Levels. 

The belief that large infusions of federal money 

alone can produce better programs and facilities is 

as mistaken in the mental retardation field as in 

any other. If there is to be long-term healthy 

growth and effectiveness in mental retardation 

programs and facilities, state and local 

governments—with citizen, corporate, foundation 

and private agency participation—must furnish the 

majority of their support. 

No less mistaken, however, is the belief among 

some federal government planners that a federal 

fund cut-off or reduction will bring state or local 

government assumption of the costs of the 

affected program. Such action more often 

sounds the program’s death knell. 

We urge, therefore, that federal funding for 

mental retardation research, training and 

demonstration-improvement programs 

(including university-affiliated programs) 

continue, with evaluation of the effectiveness 

and results of these activities being made 

within the next year. 

We also recommend that mental retardation 

facilities construction and staffing 

appropriates be maintained so that the intent 

of Congress in providing (in Public Law 88-

164) for a national network of operating 

mental retardation research and training 

centers can be realized. 

At the same time, we urge state, county and 

local government planners of mental 

retardation services and facilities to develop 

their long-term program operations on the 

foundation of their jurisdictions’ tax bases.

MENTALLY RETARDED ADULTS 

JOB TITLE NUMBER 

Animal Caretaker ...................................................5 

Bindery Worker .................................................5 

Building Maintenance Wkr. ......................114 

Buoy Maintenance Helper ................................2 

Card Punch Operator .................................. 51 

Carpenter ..............................................................1 

Carpenter Helper .......................................................5 

Cartographic Aide ............................................3 

Charman ................................................. 2 

Clerk ................................................................629 

Clerk, File ................................................158 

Clerk (Money Counter) ............................... 3 

Clerk (Numbering) ...................................... 2 

Clerk-Receptionist.................................... 1 

Clerk-Typist............................................ 89 

Control Clerk............................................ 6 

Cook........................................................... 1 

Currency Examiner.................................. 1 

Dishwasher................................................ 5 

Elevator Operator .................................. 11 

Engineering Aide ...................................... 6 

Farm Laborer ........................................... 7 

Food Service Worker ........................... 219 

Forest Worker ........................................ 14 

Furniture Repairman Helper .................. 3 

Garageman................................................ 3 

Groceryman .............................................. 2 

Ground Maintenance Worker............... 27 

Housekeeping Aide............................... 109 

Janitor....... ........................................... 341 

Laboratory Worker................................ 28 

Laborer................................................ 1303 

Laundry Marker ...................................... 4
EMPLOYED BY THE FEDERAL 

GOVERNMENT 

JOB TITLE NUMBER

Laundry Worker ............................ 273 

Library Assistant .............................. 7 

Mail Clerk ....................................... 170 

Mail Clk. (Motor Veh. Opr.).......... 1 

Mail and File Clerk........................... 27 

Mail Handler....................................... 186 

Medical Technician .......................... 8 

Messenger ................................................ 296 

Mess Attendant..................................... 445 

Nursery Worker ............................... 3 

Office Draftsman................................ 2 

Office Machine Operator................. 164 

Paint Worker ........................................ 2 

Photocopy Operator ......................... 8 

Photographic Processing Aide ........... 7 

Physical Science Aide......................... 5 

Porter .............................................. 18 

Press Cleaner ....................................... 9 

Presser (Flatwork) ............................. 15 

Printing Plant Worker....................... 22 

Publications Supply Clerk ............. 17 

Radio Repairer Helper .................. 1 

Sales Store Worker .............................. 16 

Small Arms Repairer Helper ........ 6 

Stock Clerk ................................. 77 

Substitute Mail Handler ................ 734 

Supply Clerk.................................... 23 

Telephone Operator ......................... 1 

Vehicle Maintenance Wkr................. 10 

Ward Attendant ............................ 13 

Warehouseman ............................... 26 

Washman ........................................ 15 

Washman Helper ............................. 17 

TOTAL: 5784 

The U.S. Civil Service Commission has 

written agreements with 42 federal departments 

and agencies to employ the mentally retarded in 

accordance with federal personnel practices. In 

mid-1969, the government employed 5,784 

mentally retarded persons in 66 job titles. 

Source: Adapted from Reports by the 

U.S. Civil Service Commission and the 

President's Committee on Employment of 

the Handicapped, 1969. 

The essence of stimulating healthy 

development and change (where needed) in 

programs for the retarded throughout the nation 

lies in persuading local and state authorities 

such as county commissioners and state 

legislators that they must give serious attention 

to how effectively, in terms of results in 

people's lives, are spent the huge sums—now 

three-quarters of a billion dollars a year—that 

they appropriate for mental retardation 

programs. 

Unless mental retardation program leaders and 

interested citizens throughout the nation accept 

this challenge and bring retardation needs into 

priority focus in citizen thinking and 

governmental action in their own states and 

communities, the national effort to combat 

mental retardation and improve life and 

prospects for the retarded will be essentially 

rootless. 

MR 69: 

Perhaps the most overlooked resource of all 

in the mental retardation field is ... the retarded 

themselves. 

Some three-quarters of this nation's retarded 

people could become self-supporting if 

given the right kind of training early enough. 

Another 10 to 15 percent could become 

partially self-supporting. 

Are we capturing this potential and putting it to 

work? Some of it, yes. Most of it, no. 

Hundreds of thousands of retarded persons 

who could be trained and educated to useful 

work and life in American society are being 

wasted. Why? 

One reason is that the nation's public school 

systems have not, in the main, accepted 

responsibility to educate all children. 

A few states now require education programs 

for all children of school attendance age. 

Most, however, effectively exclude many 

handicapped children by offering few or no 

programs for them, while tens of thousands of 

retarded children, too mildly affected to be 

assigned to traditional classes for the educable 

or trainable retarded,
stumble as best they can through regular 

classes. These drop out of school as soon as 

they can, often to fall into the marginal 

subsistence spawning grounds of chronic 

welfare, health and social problems. 

Another reason (closely related to the preceding 

one) that many retarded people arrive at 

adulthood unprepared for job or daily living is 

that many educators look at what a retarded 

child isn't, not at what he is. 

The resulting curricula, developed with the 

retarded child's deficiencies rather than his 

abilities in mind, merely simplify and water 

down the course of instruction given normal 

children. Such programs require achievement in 

the academic areas where the retarded child is 

weaker and give little or no encouragement to 

the pragmatic skill areas in which he can 

accomplish something. 

Moreover—compounding the error to an 

incalculable degree—the school program for a 

retarded young person often takes no account of his 

age, offering the same content and approach when 

he is 16 as when he was 6. 

Most retarded young people need training that 

develops skills and attitudes for daily work and 

living. 

For most, this should be a program that looks to 

the pupil's eventual independent living in the 

community. For some, it should point toward 

sheltered work and living arrangements. 

It should in any case be a realistic curriculum 

that readies individuals to meet the actual 

demands of daily living and to work in jobs that 

actually exist in the community. 

Business, industry and labor could play a much 

more significant role in this effort than they 

presently do. 

Among the needed measures requiring business 

and labor expertise are: 

 Cooperative school-business programs to 

develop and assure training and work experience 

opportunities for mentally retarded students in 

special and vocational education classes. 

 More direct, cooperative relationships 

between industry and vocational rehabilitation 

programs, so that there is a minimum of time 

loss between completion of training and job 

placement of handicapped workers. (ManyEDUCATION SERVICES FOR MENTALLY RETARDED CHILDREN BY REGION 

New England 38,500 

Mid East 227,000 

South East 303,500 

Great Lakes 295,500 

Plains 136,000 

Rocky Mountain 18,000 

South West 92,000 

Far West 126,000 

Outlying Areas 18,000 

National Total 1,254,500 

Source: Adapted from Report by Bureau of Education for the Handicapped, U.S. Office of 

Education; 1968.

18 
trained retarded workers are lost to the work 

force during this period.)

 Special attention, in job training programs 

for the core city disadvantaged, to the mentally 

retarded job candidate. The National Alliance 

of Businessmen should be asked to develop 

programs and approaches that could make a 

significant contribution in this connection. 

 Application of business and labor 

techniques and expertise to job redesign, job 

training and retraining, and the operation of 

special work facilities for the severely 

handicapped. 

In particular reference to the last, occupational 

centers for the handicapped are often in 

desperate need of contract, materials and other 

support coordination. Industry, local 

government and private agencies should 

work together on these problems to develop 

coordinated procedures that assure maximum 

cost-effectiveness of center operations. 

 Promotion of trained retarded 

workers' employability and job success 

should be intensified to reach the 

broadest possible spectrum of business 

and industry. 

More industry-wide training and 

employment projects—of the kind that the 

National Association for Retarded Children, 

President's Committee on Employment of the 

Handicapped and the Department of Labor 

have been so ably promoting—should be 

stimulated and carried out. Industry should 

develop in-plant centers for handicapped 

workers and integrate the work of these 

centers into their regular production lines. 

Finally, an on-going counseling service should 

be available to the retarded who are on their 

own in the community. (See also Page 11.) 

Today's complex challenges of living 

and working pose puzzling enough 

dilemmas to people with normal 

intelligence and adaptive abilities. The 

retarded need special, expert guidance in 

coping with problems. The community 

should furnish that guidance. 
More Public-Private 

Partnership In Mental Retardation 

Programs Planning, Services And 

Research Should be Developed. 

One such partnership, a PCMR-proposed 

national mental retardation information and 

resource system, is now moving toward 

initial build-up. When this system is in 

operation, probably as a federal governmentdata systems corporation partnership 

operating under the direction of an 

independent board representing both public 

and private agency interests in the mental 

retardation field, it will bring together and 

store research and program information for 

quick retrieval nationwide. 

Other such partnerships include the Project 

FINE mentioned earlier, which is partially 

funded by a Department of Health, Education, 

and Welfare grant, and the National Association 

for Retarded Children-Department of Labor 

On-the-Job Training Project. 

Growth of public-private partnerships—many of 

them informal cooperative arrangements—has 

been particularly noticeable at the grassroots 

community level, where the crunch of small 

budgets and large need for services is most 

urgently felt. 

But these fragmentary efforts are only a 

beginning to the partnership effort needed to 

help join public agency, voluntary organization 

and business-labor resources in a concerted 

application to meeting mental retardation needs. 

Many of the measures recommended earlier 

in this report and in previous reports could and 

should be developed through such joint action. 

Among them: 

 Comprehensive health and child development 

centers in poverty neighborhoods. 

 Vocational and job education, training and 

employment programs for the retarded and 

other handicapped as well as job analysis and 

redesign to better fit retarded workers' skills 

and capabilities to work norms and needs, 

in both service and manufacturing industries. 

 Establishment and operation of 

developmental training facilities for the 

retarded living in rural areas. 

 Government-foundation partnerships 

formed to develop and carry out innovative, 

demonstration and special-need programs in the 

mental retardation field. Such partnerships 

might also absorb some of the cut when federal 

funding of local-based mental retardation 

programs is reduced before the community and 

its agencies are able to assume full program 

support. 

 Development and cooperation of high quality 

residential care facilities that will permit parents 

or guardians of retarded individuals a free 

choice among varying program options. Such a 

choice is available today only to the affluent. 

In addition, states should enter public-private 

partnerships for the development and operation 

of community group homes for the retarded. 

 Continuing operation of a national mental 

retardation public information and education 

campaign. An initial partnership in this area-
was conducted through the Advertising 

Council by the President's Committee on 

Mental Retardation, the Department of 

Health, Education, and Welfare, The Joseph 

P. Kennedy, Jr., Foundation, and the 

National Association for Retarded Children. 

Press, radio and television media made 

space and time contributions worth some $40 

million during the 31

/2-year period of this 

campaign to build awareness and 

understanding of the retarded. 

But the work is just begun. The public is now 

beginning to be aware of the retarded and their 

needs, and many have committed themselves to 

help in service and prevention activities. 

Such commitment, however, has been made 

by too few as yet. A genuine broad acceptance 

of retardation as a major problem of our 

society and of the retarded as fellow human 

beings having individuality, dignity and a 

personal stake in daily life and work is, 

regrettably, still far off. 
6 Million mentally retarded have enough problems without you adding to 

them. Now, you’re probably saying to yourself, “Why blame me? I didn’t do 

anything.” That’s the problem. 

Basic Research In Mental 

Retardation And Rapid Translation 

Of Research Results Into Service 

Program Uses Need Continued 

Encouragement. 

Man's curiosity has led him to explore 

the remotest crannies of his planet, go to 

the sea bottom at its deepest, conquer the 

highest mountain peaks, fly out from his 

earth and contemplate voyages to the 

stars.

But there is no greater wonder to be met in 

these voyages than the creature who makes 

them: Man himself. 

And of him we know very little. Almost any of us 

knows more about astrophysics than about how 

the human creature grows and learns. 

Mental retardation is a result of imperfect 

development in the human growing and learning 

processes. Research into its causes, effects, 

prevention and treatment can reveal much to us 

about normal development as well. Thus, 

mental retardation research has implications far 

beyond the condition itself. 

Human development research in recent years 

has made findings of incredible portent. We can 

now see the tiny "tape" of matter, called 

DNA, by which human life in all its individual 

variants is passed from generation to 

generation. We can already make out some of 

the codings on that "tape" and see how 

variations on the tape are forerunners of 

differences—some of them "normal" variations 

such as eye color, some of them developmental 

anomalies—in individual human beings. 

As we become more expert at reading the 

codings, we discover that we know enough in 

some cases to predict possibilities and degrees 

of developmental problem risk. Thus, for 

example, from our present knowledge of some 

human chromosome-child development 

abnormality relationships, we can discover some 

of the couples who may produce a retarded 

child.

At the same time, major strides have been made 

in educational, behavioral and social science 

research. Fully as important as the biomedical 

research reported above, studies in behavior 

and the social sciences have found that human 

behavior can be modified in constructive ways, 

that the time of most rapid human growth and 

development is in earliest childhood, and that 

the "programming" from which the individual 

operates throughout his life in making his 

choices and decisions is largely set before his 

formal school learning process begins. 

The basic research that has produced these 

historic findings continues critically needed, 

as does the research and experimentation 

that makes the outcomes of such findings 

conveniently, economically available to every 

American needing them. We urge that 

human development research be included 

in the first rank of the nation's action 

priorities and that broad-based public and 

private support from the health, education, 

social service, behavior and related fields be 

given to such research. 

In this connection, we applaud President Nixon's 

action, in early May, directing the Secretary of 

Health, Education, and Welfare to initiate 

detailed research into the relationship between 

malnutrition and mental retardation. 

Equally important for the mentally retarded as 

well as all other Americans is the need for more 

and better information about how we learn. 

Research in this vital area is being carried on in 

often unrelated small fragments throughout the 

nation's 20,000 school districts and 5,000 

institutions of higher education. Much of this 

research is so narrow-targeted, so esoteric in 

interest and so locked into a single professional 

discipline as to have little general use or value. 

To stimulate and coordinate research into 

the basic human learning processes, 

therefore, we urge action now on the 

establishment of a 
national learning institute or foundation. 

This foundation would particularly 

promote investigations of human learning 

processes and potential that join a number of 

disciplines. The foundation should be a 

public-private partnership organized and 

funded in much the same way as the 

National Science Foundation. 

An aspect of research of critical importance in 

today's fast-changing and explosively growing 

communities is the study of service delivery 

needs and development of workable grassroots 

systems in response to those needs. Research 

breakthroughs in human development and 

learning will be useless unless the findings can 

be translated into services that reach and aid 

people in their homes, schools and work. 

We recommend, therefore, that public 

agencies and private organizations having 

programs related to human development 

and learning problems such as mental 

retardation earmark a steady portion of 

their budgets to the cooperative evaluation 

and application of new information 

affecting their programs. 

The Special Needs Of The Mentally 

Retarded Should Be Taken Into Account 

In Social And Residential Care Planning 

For The Coming Decades 

Until major mental retardation preventive 

measures have been established and are 

producing results, we must expect and accept 

the fact of a large number of mentally retarded 

individuals in the U.S. population. The best 

estimates place that number presently at 

around 6 million individuals. The total, of 

course, will grow with the population. 

We must plan for the lives and careers of 

these retarded in tomorrow's communities, 

schools, working places, leisure-time 

programs and residential facilities. 

And we must make as great as possible 

integration of the retarded into normal 

community living and working patterns 

the objective of that planning. 

In the community of the future there 

should be no such thing as a separate 

population of mentally retarded people for 

whom there are special group programs. 

The total integration of the retarded into normal 

community living, working and service 

patterns is a long-range objective. But now is the 

time to begin working toward it by creating the 

channels through which both the regular and 

special services needed by the retarded can be 

given in a unified group of public and private 

programs working to help all handicapped 

people realize their full potential. 

One part of meeting the challenge of bringing 

the retarded humanely and effectively into the 

community of human concern and endeavor 

must be the final eradication of the system that 

crowds large numbers of retarded people 

together in warehouse-like living conditions. 

26 
No matter how many individuals may be involved—whether 5, 50 or 5,000—

residential and other programs for the 

retarded that are group custodial in nature 

destroy the potential for growth and 

development among those confined in them. 

Such programs are a standing reproach to our national professions of concern for the 

individual. 

Every state that has large, mass custody 

programs for the retarded should move 

vigorously to develop quality programs that are 

aimed at habilitation of retarded individuals 

for fullest possible participation in community 

living and work. 

MR 69: 

Lastly, but far from least significantly, 

every state should review and reform its 

laws that affect the status and rights of the 

mentally retarded. 

Almost all such laws were written half a 

century or more ago and reflect views of the 

retarded that are obsolete. Most, in their 

assumption of incapacity on the part of the 

retarded are, at the least, patronizing. At their 

worst, they deny the retarded individuals 

any opportunity to express his views and 

take part in the decisions affecting his life 

and career. 

We also recommend that the nation's 

voluntary associations working for the 

retarded redouble their efforts to involve state 

legal and judicial groups in the study and 

revision of guardianship, commitment, 

minority and other laws as they affect the 

retarded. 

Nationally, these same groups should also 

cooperate in the development of a "Bill, of 

Rights" of the retarded. (See Page 30.) 

The retarded are due the same inalienable 

rights to life, protection of the laws, dignity of 

person and opportunity as all other 

Americans. They, too, have responsibilities 

to themselves and their fellow citizens to be 

as significant, producing members of the 

community as they can. These basic 

rights and responsibilities should be 

expressed in state laws affecting the 

retarded. Only a few states, however, have 

taken steps in this direction. 
MR 69: 

MR. President: 

The nation has made significant accomplishments in mental retardation programs, prevention 

and research during the past two decades.

Credit for this achievement belongs to countless people in all walks of life. It belongs 

equally to professional specialists and the parents of retarded children, to agency planners 

and administrators as well as to community volunteers, to students and researchers, to 

teachers, to you and your three immediate predecessors in the Presidency of the United 

States. 

The effort has prospered, and will continue to prosper, in direct ratio to the interest, 

involvement and commitment of the American people. 

The fact of some success, however, should not blind us to the vast job yet to be done. 

While some of the retarded now receive the help they need to live contributing, fulfilling 

lives and many receive some help, most still live much as before. They are untouched by 

the hope which new programs, methods, knowledge and understanding can bring to them. 

In short, we have only begun to do what needs to be done to overcome the baleful 

undertow of mental retardation in American life. Now we must move toward decisive 

advance of that work during the coming decade. This will require a mobilization of 

concern, expertise and practical action at all levels in American society, public and 

private. Your interest and support in this endeavor will give new impetus toward ultimate 

success. 

Within the next few months, Mr. President, we will have for your and the nation's 

consideration specific reports, with recommendations for local, state and national action, on 

the following aspects of mental retardation needs and activities: 

• Habilitation and employment of the retarded (a joint report with your Committee on 

Employment of the Handicapped) 

28 
 The relationships between poverty and mental retardation. 

 Education programs for the retarded, including suggested curricula. 

 Research completed and under way into the relationship between malnutrition and 

mental retardation. 

 Lead poisoning as a cause of mental retardation. 

We shall be holding work conferences bringing together program experts, community 

planners, parents, educators and scientific authorities to explore and make recommendations on: 

 Problems of education in the inner city, with special reference to the needs for special 

education programs for handicapped learners. 

 The introduction and implementation of change in residential services for the 

mentally retarded. 

 Recruitment, training and deployment of manpower resources to meet mental 

retardation service needs. 

Also in preparation are reports, with recommendations, on: 

 The economic costs and impact of mental retardation in the national economy. 

 Nationwide needs, problems and change patterns in special education for the retarded 

as well as other handicapped. 

 Special needs and problems of the adult mentally retarded. 

 Special needs and problems of the retarded who live in rural areas. 

We ask your aid, Mr. President, in endorsing the release of this report to the public and in 

urging action at all levels for a continuing, effective national attack on the problem of mental 

retardation. 

29 
Declaration of General and Special Rights 

 of the Mentally Retarded 

WHEREAS the universal declaration of human rights, adopted by the United Nations, 

proclaims that all of the human family, without distinction of any kind, have equal and 

inalienable rights of human dignity and freedom; 

WHEREAS the declaration of the rights of the child, adopted by the United Nations, 

proclaims the rights of the physically, mentally or socially handicapped child to special 

treatment, education and care required by his particular condition. 

Now Therefore 

The International League of Societies 

for the Mentally Handicapped 

expresses the general and special 

rights of the mentally retarded as 

follows: 

ARTICLE I. The mentally retarded 

person has the same basic rights as 

other citizens of the same country 

and same age. 

ARTICLE II. The mentally retarded 

person has a right to proper medical 

care and physical restoration and to 

such education, training, habilitation 

and guidance as will enable him to 

develop his ability and potential to 

the fullest possible extent, no matter 

how severe his degree of disability. 

No mentally handicapped person 

should be deprived of such services 

by reason of the costs involved. 

ARTICLE III. The mentally retarded 

person has a right to economic 

security and to a decent standard of 

living. He has a right to 

productive work or to other 

meaningful occupation. 

ARTICLE IV. The mentally retarded 

person has a right to live with his 

own family or with foster parents; 

to participate in all aspects of 

community life, and to be provided 

with appropriate leisure time 

activities. If care in an institution 

becomes necessary it should be in 

surroundings and under circumstances 

as close to normal living as possible. 

ARTICLE V. The mentally retarded 

person has a right to a qualified 

guardian when this is required to 

protect his personal well-being and 

interest. No person rendering 

direct services to the mentally 

retarded should also serve as his 

guardian. 

ARTICLE VI. The mentally retarded 

person has a right to protection from 

exploitation, abuse and degrading 

treatment. If accused, he has a right to 

a fair trial with full recognition being 

given to his degree of responsibility. 

ARTICLE VII. Some mentally 

retarded persons may be unable, due 

to the severity of their handicap, to 

exercise for themselves all of their 

rights in a meaningful way. For 

others, modification of some or all 

of these rights is appropriate. The 

procedure used for modification or 

denial of rights must contain proper 

legal safeguards against every form of 

abuse, must be based on an evaluation 

of the social capability of the 

mentally retarded person by 

qualified experts and must be subject 

to periodic reviews and to the right 

of appeal to higher authorities. 

Above All The Mentally Retarded Person Has The Right To Respect 

October 24, 1968. 

The International League of Societies for the Mentally Handicapped 
A Brief Summary Of 

Recommendations Made By The Committee In Late 1968 

On mental retardation 

in poverty areas 

 Every U.S. child has the right to 

health and education services from 

birth. 

 Supportive manpower for low income 

area health, educational and social services should be aggressively promoted 

and developed. 

 Rural-serving agencies should pool 

resources to develop regional health, 

special education and social service 

programs. 

 A community living service, modeled 

on the U.S. Agricultural Extension Service, should be formed. 

 The nation's youth organizations 

should expand service and involvement 

activities for and with low income area 

young people. 

 Community development agencies 

should include the needs of the retarded 

as a factor in their planning. 

 Voluntary family planning and birth 

control services should be available 

through community agencies. 

 Facilities should be located for best 

service to all of a community's mentally 

retarded people. 

On manpower for 

mental retardation programs 

 Increased efforts should be made to 

bring both professional specialists and 

supportive workers into mental retardation programs. 

 Specialists' functions should be evaluated with a view to transfer of as many 

functions as possible to trained supportive workers. 

 Federal grants should be made to 

states to assist in volunteer service 

program development. 

 Mental retardation programs should 

develop employee education and training 

programs. 

 The federal government should develop a mental retardation program staff 

exchange activity. 

On residential services 

for the retarded 

 Improved standards and a system of 

accreditation for residential programs for 

the retarded should be developed. 

 The federal government's Hospital 

Improvement and Hospital In-Service 

Training Programs should be expanded. 

 A program for relocating and rebuilding obsolete residential facilities should 

be established. 

 A system to give parents and guardians a free choice in selecting residential 

services should be established. 

 A system of loans or grants should be 

established to help private organizations 

develop alternative forms of residential 

service for the retarded. 

 Welfare agencies should earmark a 

portion of their resources for services to 

the retarded and their families. 

 Mental health agencies should take 

leadership in developing services for 

the retarded who are emotionally disturbed.

31 
Principal Publications of The President's 

Committee on Mental Retardation 

MR 67: The Committee's first report. Outlines 10 areas in which 

citizen and agency action can produce progress in combating 

mental retardation. 

MR 68: THE EDGE OF CHANGE. The Committee's second report. 

Covers grassroots developments in mental retardation programs. 

Surveys needs and makes recommendations on residential services, 

manpower development and poverty- mental retardation links. 

MR 69: TOWARD PROGRESS—THE STORY OF A DECADE. 

Surveys major mental retardation research and service 

developments of the 1960's, makes recommendations for programs 

and approaches to be developed during the 1970's. 

HELLO WORLD! Popularly written general information booklet. 

Illustrates various kinds of mental retardation with case stories. 

Includes action tips for parents, community organizations, students, 

seekers of career and volunteer service opportunities. 

TO YOUR FUTURE . . . WITH LOVE. For youth and college 

students seeking meaningful volunteer and career opportunities. 

THE MENTALLY RETARDED IN MODEL CITIES. Report of a 

workshop, with suggestions for planners. 

CHANGING PATTERNS IN RESIDENTIAL SERVICES FOR 

THE MENTALLY RETARDED. A monograph on history, 

development, problems and possible future patterns of residential 

services for the retarded. 

PCMR MESSAGE. The Committee's newsletter. 6 to 8 issues a year. 

Among features in recent issues have been articles on: mental 

retardation-related papers from the XII International Congress of 

Pediatrics; the future of residential service facilities; scientific 

research and mental retardation; a reporter's look at mental retardation's public image; the community volunteer's stake in mental 

retardation action; the retarded victims of deprivation. 

INFORMATION OFFICE NEWS CLIPPING SERVICE. Topical 

clippings from the mental retardation field nationwide. 48 to 50 

issues a year. 

* U.S. GOVERNMENT PRINTING OFFICE: 1969 O – 353 - 549 

PRESIDENT'S COMMITTEE ON 

MENTAL RETARDATION 

WASHINGTON, D.C. 20201 

OFFICIAL BUSINESS 

POSTAGE AND 

FEES PAID 

U.S. DEPARTMENT 

OF HEW

MEMBERS (1968-69 year) Donald Rumsfeld, Ex Officio Mrs. Helen Caldwell 

Robert H. Finch, 

Chairman George P. Shultz, Ex Officio Mrs. Evelyn Cochran 

Kathy Farkas Robert A. Aldrich, M.D., 

Vice Chairman STAFF Mrs. Ruth Gray 

David B. Ray, Jr., Executive 

Director Barry Bingham Priscilla Riches 

Horace Busby Mrs. Naomi L. Teasley 

Francis X. Lynch, Deputy 

Executive Director Victor Bussie Mrs. Jean Turner 

Leo F. Cain, Ph.D. Mrs. Betty Jane Webb Maurice Flagg, Director, 

Robert E. Cooke, M.D. Information Services CONSULTANTS 

Patrick J. Doyle, M.D. Robert M. Gettings, 

Management Officer 

Fred J. Krause, Richard C. 

Thompson, Mary K. Walsh, 

Program Specialists 

Willard Abraham, Ph.D. Victor R. Fuchs, Ph.D. Charles E. Acuff Muriel Humphrey 

(Mrs. Hubert H.) Richard C. Allen 

Bess Harris Jones Gerard J. Bensberg, Jr., Ph.D. 

(Mrs. Herman) Mrs. Mary Z. Gray, Crozet J. Duplantier 

Assistant Director, 

Information Services 

George Jones Herbert Goldstein, Ed.D. 

Mathilde Krim, Ph.D. (Mrs. 

Arthur) Dennis E. Haggerty 

Ronald W. Conley, Ph.D., 

Coordinator Study on 

Economics of Mental 

Retardation 

Edward L. Johnstone 

Robert B. Kugel, M.D. 

Leonard W. Mayo Francis P. Kelley 

Curtis H. Krishef, Ph.D. Lloyd E. Rader, Sr. 

Jeann Edward L. LaCrosse, Ed.D. ette Rockefeller (Mrs. 

Winthrop) 

Edward A. Diephaus, 

Coordinator, Task Group on 

National Information and 

Resource Center 

Darrel J. Mase, Sr., Ph.D. 

Bernard Rosenberg Allen R. Menefee 

Kenneth J. Ryan, M.D. Walter Pozen 

George Tarjan, M.D. Norman B. Pursley, M.D. 

OFFICE STAFF Thomas A. Tucker Donald J. Stedman, Ph.D.

Mrs. Thelma Butler Raymond W. Vowell 

The Committee is grateful to the many individuals in government at all levels, in the voluntary organizations and in private life who have furnished invaluable encouragement and 

assistance.