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The President's Education Summit with Governors, Media Briefing Book
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Andrew Card Briefing Books Files
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Originally Processed With FOIA(s):
FOIA Number:
2007-0107-F; 2025-0373-S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin: Chief of Staff, White House Office of
Series:
Card, Andrew, Files
Subseries:
Briefing Books
OA/ID Number:
CF00555/2
Folder ID Number:
CF00555-009
Folder Title:
The President's Education Summit with Governors, Media Briefing Book
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Section:
Shelf:
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15
22
3
1
Charlottesville, Virginia
September 27-28, 1989
MEDIA BRIEFING BOOK
"
EDUCATION IS OUR MOST ENDURING LEGACY,
EVERYTHING WE ARE AND CAN BecoMe."
ay Bush
STATE LEGISLATURES
HELENA, MONTANA
SEPTEMBER 18, 1989
TABLE OF CONTENTS
I.
Biographies
A. The President
B. The Governors
C. The Cabinet
D. White House Administration Officials
E. President of the University of Virginia
II. Presidential Remarks
A. Teacher of the Year Award Ceremony
B. The American Association of Community and Junior
Colleges
C. National Governor's Association Conference
D. Signing Ceremony for New Executive Order on Historically
Black Colleges and Universities
E. Fact Sheet for the Educational Excellence Act of 1989
III. Education Backgrounders
A. Education Department's 1989 Back to School Forecast
B. Teaching Quality
C. Learning Environment
D. Governance
E. Choice
F. Competitiveness and the Workplace
G. Post Secondary Education
H. Education Department's Budget Summary
I. Education Excellence Act of 1989 - Legislative Update
IV. National Governor's Association Historical Information
A. Historical Summit Information
V.
University of Virginia Historical Background
A. University Overview
B. Thomas Jefferson: America's First Education President
C. Paper on Historical Architecture
BIOGRAPHIES
THE WHITE HOUSE
washington
BIOGRAPHY OF
PRESIDENT GEORGE BUSH
On January 20, 1989, George Herbert Walker Bush was sworn in as
the 41st President of the United States.
Mr. Bush was born in Milton, Massachusetts, on June 12, 1924. He
graduated from Phillips Academy, Andover, Massachusetts, in June
1942, and on his 18th birthday, he enlisted in the U.S. Navy
Reserve as a Seaman 2nd Class. Receiving his wings and
commission while still 18, Mr. Bush became the youngest pilot in
the U.S. Navy at the time.
On active duty from August 1942 to September 1945, he flew
torpedo bombers off the USS San Jacinto, fighting in the Pacific
Theater. He was awarded the Distinguished Flying Cross and three
Air Medals.
When the war ended, he entered Yale University, completed his
economics degree in 1948, graduated Phi Beta Kappa, and captained
the varsity baseball team.
After graduation, Mr. Bush moved to Texas, where he worked as a
trainee and then as a supply salesman for Dresser Industries in
West Texas and California from 1948 to 1950. He co-founded a
small royalty firm, Bush-Overby Oil Development Company, in 1951.
In 1953, he co-founded Zapata Petroleum Corporation, and one year
later, Mr. Bush became president and co-founder of a third firm,
Zapata Off-Shore Company. The fledgling firm pioneered in
experimental offshore drilling equipment.
He was elected to the U.S. House of Representatives in 1966 from
Texas' 7th District. One of the few freshman members of Congress
ever elected to serve on the Ways and Means Committee, Mr. Bush
was re-elected to the House without opposition two years later.
From 1971 to 1973, he served as the United States Ambassador to
the United Nations, and as Chairman of the Republican National
Committee from January 1973 to September 1974. In October 1974,
Mr. Bush traveled to Peking and served for more than a year as
Chief of the U.S. Liaison Office in the People's Republic of
China.
- 2 -
In 1976, Mr. Bush served as Director of Central Intelligence. He
is given credit for helping restore the morale of the CIA and for
strengthening the Intelligence Community, as well as helping
write the Executive Order that guaranteed the protection of civil
rights of U.S. citizens.
In July 1930, Mr. Bush was selected by Ronald Reagan to be his
running mate at the 1990 Republican Convention; on November 4,
was elected Vice President-designate of the United States; and on
January 20, 1981, was sworn in as the 43rd Vice President c ≤ the
United States. On January 20, 1985, he was sworn in to a second
term. As Vice President, he served as President of the Senate
and as a close advisor to President Ronald Reagan.
In June 1985, Mr. Bush was named to coordinate the Reagan
Administration's activities to combat international terrorism.
He headed similar efforts on the Presidential Task Force on
Regulatory Relief and The National Narcotics Border Interdiction
System (NNBIS). At President Reagan's direction, he traveled to
74 foreign countries to consult with world leaders on matter c =
bilateral and international concern.
He is married to the former Barbara Pierce of Rye, New York.
They are the parents of five children: George, Jeb, Neil,
Marvin, and Dorothy Bush LeBlond. The Bushes have ten
grandchildren. His father, the late Prescott Bush, served as a
U.S. Senator (R-CT) from 1952 through 1962.
The President and Mrs. Bush are residents of Houston, Texas, and
are members of St. Martin's Episcopal Church, where he is a
former vestryman. When in Washington, the Bushes attend St.
John's Episcopal Church. He has served on the vestry of St.
Ann's Episcopal Church Foundation, Kennebunkport, Maine, and is
on the board of the Episcopal Church Foundation.
ALABAMA
GUY HUNT was born in Cullman County: Ala-
bama. He was raised on 1 farm and graduated from
Holly Pond High School in 1950. In 1987 he received
honorary doctor of law degrees from Troy State
University. the University ot North Alabama. and
Alabama A&M University: He served in the U.S.
Army during the Korean conflict and was awarded
the Certificate of Achievement for outstanding per-
formance of military duty. In 196+ Governor Hunt
was elected probate judge for Cullman County and
was reelected in 1970 for a second six-year term.
From 1981 to 1985. he was state executive director
of the Agricultural Stabilization and Conservation
Service of the U.S. Department of Agriculture. He
resigned from the post to campaign for Governor.
He served as state chairman for Ronald Reagan in
1976 and 1980. He also has served as Cullman
County chairman of the Lurleen Wallace Cancer
Drive to raise funds for the Birmingham Cancer
Hospital; chairman of the United Fund: treasurer of
the American Red Cross: an officer and member of
the board of the Mental Health Association: charter
member of the Holly Pond Lions Club: and mem-
ber of the Probate Judges Association and the Juve-
nile Court Judges Association. Governor Hunt has
served for sixteen years as the elected moderator of
the Mt. Zion Association of Churches.
Birthdate:
June 17. 1933
Family:
Married. four children
Religion:
Primitive Baprist
Party:
Republican
Inauguration:
January 1987
Term Expiration:
January 1991
ALASKA
AMERICAN SAMOA
STEVE COWPER was born in Petersburg. Vir-
PETER TALI COLEMAN was born in Pago Pago.
ginia. and grew up in Kinston. North Carolina. He
American Samoa. After completing high school in
received baccalaureate and law degrees from the
Hawaii. he enlisted in the army during World War
University of North Carolina at Chapel Hill. After
II. rising to the rank of captain. He has been inducted
service in the U.S. Army Medical Corps and Army
into the U.S. Army Infantry Hall of Fame. After the
Reserve. he spent three years as a maritime lawyer in
war he completed his education and received bache-
Nortolk. Virginia. Governor Cowper moved to Fair-
lor's and law degrees from Georgetown University:
banks. Alaska, in 1968 and worked as assistant dis-
He then returned to the Pacific to practice law in
trict attorney for rural Alaska and Fairbanks. In
American Samoa as a private practitioner in West-
1970 he went to Vietnam as a freelance correspon-
ern Samoa and as attorney general of the territory:
dent and traveled throughout Asia. Returning to
He became the tirst native Samoan to be appointed
Fairbanks and his law practice in 1971. he entered
Governor and served from 1956 to 1961 and later
into a number of ventures. He became a partner in
became American Samoa's first elected Governor.
an air taxi and cargo business. authored a political
serving from 1978 to 1981. He was reelected in
column for the Fairbanks Daily News-Miner. taught
1980 and served a third term before stepping down
a college course on Alaska lands. and was a diver for
in 1985 as required by law. Berween his appointive
a University of Alaska marine research team. He
and first elective terms, he served seventeen years in
was elected to the Alaska House of Representatives
Micronesia as chief executive of the Marshalls and
in 1974 and served two terms. He also has served as
the Marianas and as deputy high commissioner of
board chairman of the Alaska Permanent Fund. the
the Trust Territory: After leaving office in 1985.
state's $10 billion savings account. He currently is
Governor Coleman reopened a law practice. estab-
NGA's lead Governor on energy.
lished a consulting firm. and undertook a number of
special assignments for the Reagan administration.
Birthdate:
August 21. 1938
He also was counsel to the Pacific Advisory Com-
mittee of George Bush's Fund for America's Future.
Family:
Married. three children
He also served as honorary consul for the Republic
Party:
Democrat
of Nauru in American Samoa. He is the founding
chairman of the Republican Party of American Samoa
Inauguration:
December 1986
and currently serves as Republican national com-
Term Expiration:
December 1990
mitteeman for American Samoa.
Birthdate:
December 8. 1919
Family:
Married. thirteen children
Religion:
Catholic
Party:
Republican
Appointed to Office: October 1956
Inauguration:
January 1978
Reelection:
November 1980. 1988
Term Expiration:
January 1993
ARIZONA
ARKANSAS
BILL CLINTON was born in Hope. Arkansas. He
ROSE MOFFORD was born in Globe. Arizona.
She has been involved in state government for forty-
received a bachelor's degree in international affairs
in 1968 from the Georgetown University School of
eight years. She worked in the Arizona treasurer's
office and the tax commission and served as business
Foreign Service and attended Oxford University as a
Rhodes Scholar. After graduating from Yale Law
manager of tizzona Highways magazine before becom-
School in 1973. Governor Clinton joined the start
ing assistant secretary of state in 1953. a position she
of the University of Arkansas School of Law and
held for twenty-two years. In 1975 she became assis-
tant director in the department of revenue in charge
practiced law in Fayerteville. In 1976 he was elected
of administration. and in 1977 she succeeded Ves-
attorney general. and in 1978 he won his first bid for
Governor. In 1981 he joined the Little Rock law tirm
ley Bolin as secretary of state when Bolin became
Governor. She won election to her first full term in
of Wright. Lindsey, and Jennings. Governor Clin-
ton was reelected Governor in 1982. 1984. and 1986.
1978 and was reelected by a wide margin in 1982
and 1986. She is involved in numerous civic organi-
making him only the second person in Arkansas
zations and has received many awards for her service
history to be elected to four terms as Governor.
Governor Clinton is the chairman of the Demo-
from groups such as the Cystic Fibrosis Foundation.
cratic Governors' Association and past chairman of
the Arizona Retarded Citizens. St. Jude's Children's
the Education Commission of the States. for which
Research Hospital. the National Guard of Arizona,
and the Arizona chapter of the Association of the
he authored a report on leadership in education
United States Army. She has been active in the
reform. Speaking of Leadership. In 1986 he served as
chairman of the Southern Growth Policies Board
Benevolent Protective Order of the Elks. the Crime
Prevention League. the Valley of the Sun School
and appointed the third Commission on the Future
of the South. He served as chairman of the National
and Rehabilitation Center. the Alcoholism Council
of Tucson, the National Council on Alcoholism.
Governors' Association from August 1986 to August
and the Lion's Sight and Hearing Foundation. She
1987. overseeing the year-long initiative "Making
America Work: Productive People, Productive Poli-
has served as president of the National Association
cies" and leading an effort to develop a national
of Secretaries of State and was the first woman
elected as director of the Central Arizona Water
welfare reform policy. He currently is a member of
the National Governors' Association Executive Com-
Board.
mittee. chairman of the Task Force on Children.
Birthdate:
June 10. 1922
and a lead Governor on welfare reform for NGA.
Religion:
Catholic
Birthdate:
August 19, 19+6
Party:
Democrat
Family:
Married. one child
Sworn in:
April 1988
Religion:
Baptist
Term Expiration: January 1991
Party:
Democrat
Inauguration:
January 1979
Reelection:
November 1982. 1984. 1986
Term Expiration:
January
1991
CALIFORNIA
COLORADO
GEORGE DEUKMEJIAN was born in Menands.
ROY ROMER was born in Garden City: Kansas.
New York. He graduated from Sienna College in
and grew up in Holly in southeastern Colorado.
1949 with a degree in sociology and earned his law
During his high school years, he ran a small country
degree from St. John's University in 1952. The
grain elevator and assisted in family farm and ranch
Governor served in the U.S. Army with the Judge
operations. He received a bachelor's degree in agri-
Advocates Corps from 1953 to 1955. He was elected
cultural economics from Colorado State University
to the California State Assembly in 1962. represent-
and a law degree from the University of Colorado.
ing Long Beach. and served as minority whip. After
He also studied ethics at Yale University: A member
serving tour years in the assembly. he was elected to
of the U.S. Air Force. he was a military prosecutor
the state senate. where he served for twelve years. As
during assignment in Germany: From 1958 to 1966
a legislator. he authored 180 laws. including the
he served in the Colorado House of Representatives
death penalty initiative. the death penalty statute,
and in the Colorado State Senate. Governor Romer
and the "Use a Gun, Go to Prison" law. In 1978 he
returned to public service in 1975. first as Colo-
was elected attorney general of California. Four
rado's commissioner of agriculture. then as the Gov-
years later he was elected Governor and in 1986 was
ernor's chief of staff. He was appointed state treasurer
reelected to a second term by one of the largest vote
in 1977 and was later elected to two four-vear terms.
margins in state history: As Governor. he paid off an
from 1978 to 1986. Fascinated by flying, he opened
inherited $1.5 billion deficit and established a $1
a tlying school. He also has operated a ski area and
billion reserve for emergencies.
has been involved in land development. His busi-
ness career later expanded into the equipment busi-
Birthdate:
June 6. 1928
ness. and he has owned and operated John Deere
outlets in four states. He currently is vice chairman
Family:
Married. three children
of the NGA Committee on Economic Develop-
Religion:
Episcopalian
ment and Technological Innovation.
Party:
Republican
Birthdate:
October 31. 1928
Inauguration:
January 1983
Family:
Married. seven children
Reelection:
November 1986
Religion:
Presbyterian
Term Expiration:
January 1991
Party:
Democrat
Inauguration:
January 1987
Term Expiration:
January 1991
CONNECTICUT
DELAWARE
WILLIAM A. O'NEILL was born in Hartford.
MICHAEL NEWBOLD CASTLE was born in
Connecticut. He was educated at New Britain Teach-
Wilmington. Delaware. He received a bachelor's
ers College and the University of Hartford. He
degree from Hamilton College in 1961 and a law
served as a combat tlier with the U.S. Air Force
degree from Georgetown University in 1964. He
during the Korean War and is a member of the
served as state deputy attorney general from 1965 to
American Legion and the Veterans of Foreign Wars.
1966 before his election to the Delaware General
The Governor was elected to six terms in the Con-
Assembly: A member of the Delaware House for
necticut House of Representatives and served as
two years. Governor Castle subsequently was elected
majority leader in 1975-76 and 1977-78. He also
to the state senate. where he represented Wilming-
served the House as an assistant minority leader and
ton from 1968 to 1976. While in the senate. he was
assistant majority leader. He was elected lieutenant
elected to serve as minority leader in 1975 and 1976.
governor in 1978. He succeeded to the governor-
Elected lieutenant governor in 1980. Governor Castle
ship on December 31. 1980. when former Governor
served as chairman of the Governor's Task Force on
Ella Grasso resigned because of ill health. Governor
Education for Economic Growth. which developed
O'Neill was elected to a four-year term as Governor
more than seventy proposals for the improvement
in November 1982 and was reelected to a second
of the state's education system. He also headed the
term in November 1986. He is a former chairman of
state's Task Force on Drunk Driving and served as
the Coalition of Northeastern Governors. He cur-
chairman of both the Ad Hoc Committee on Resti-
rently is president of the Council of State Govern-
tution and the Small Business Council. His efforts
ments and is vice chairman of the New England
in restoring Rockford Village earned him recogni-
Governors' Conference.
non by the Greater Wilmington Development Coun-
cil in 1978. Governor Castie is chairman of the
Birthdate:
August 11. 1930
NGA Committee on Justice and Public Safety: He
also serves as a lead Governor on welfare reform for
Family:
Married
NGA
Religion:
Catholic
Birthdate:
July 2. 1939
Party:
Democrat
Religion:
Catholic
Succeeded to Office: December 1980
Party:
Republican
Election:
November 1982
Inauguration:
January 1985
Reelection:
November 1986
Reelection:
November 1988
Term Expiration: January 1991
Term Expiration:
January
1993
FLORIDA
GEORGIA
BOB MARTINEZ was born in Tampa. Florida.
JOE FRANK HARRIS was born in Bartow County:
He attended the University of Tampa. graduating in
Georgia. He attended Cartersville public schools
1957 with a bachelor's degree in education, and
and received a bachelor's degree in business admin-
later went to the University of Illinois. where in
istration from the University of Georgia in 1958. He
196+ he received a master's degree in employee and
was tirst elected Governor in 1982 after serving for
industrial relations. He was elected mayor of Tampa
eighteen years in the Georgia House of Representa-
in 1979 and was reelected in 1983. Governor Martinez
rives. He is known for his role in devising. passing.
was a featured speaker at the 1984 and 1988 Repub-
and implementing the Quality Basic Education Act.
lican National Conventions and was one of the six
the most comprehensive education reform legislation
original national co-chairmen of the George Bush
in the state's history. As Governor. he has presided
for President campaign. Governor Martinez was
over unprecedented economic activity, evidenced by
appointed by President Ronald Reagan to serve on a
international investment. new jobs, state revenue
number of federal commissions and task forces.
growth. and the relocation of many national and
including the Advisory Committee on Intergovern-
international headquarters to Georgia. expansion of
mental Relations. the Commission on Accreditation
the manufacturing sector in the state's economy.
of Law Enforcement Agencies. and the White House
and increasing air, rail, and port traffic. He has
Task Force for a Drug Free America. He serves as
initiated campaigns this term to raise public aware-
the only Governor on the federal Commercial Space
ness of drug abuse and adult illiteracy: He has been
Advisory Committee. In his first year in office. Gov-
chairman of the Southern Governors' Association.
ernor Martinez was designated NGA's lead Gover-
the Southern Regional Education Board. the South-
nor on immigration and refugee affairs and currently
ern Growth Policies Board. and the Appalachian
serves as the lead Governor on substance abuse and
Regional Commission.
drug trafficking.
Birthdate:
February 16. 1936
Birthdate:
December 25. 1934
Family:
Married. one child
Family:
Married. two children
Religion:
Methodist
Religion:
Catholic
Party:
Democrat
Party:
Republican
Inauguration:
January 1983
Inauguration:
January 1987
Reelection:
November 1986
Term Expiration:
January 1991
Term Expiration:
January 1991
GUAM
HAWAII
JOSEPH F. ADA was born in Guam. where he
JOHN WAIHEE was born in Honokaa. Hawaii.
graduated from John F. Kennedy High School. He
He received his bachelor's degree in history and
attended the College of Guam for two years before
business from Andrews University in Michigan. com-
enrolling at the University of Portland. Oregon.
pleted requirements for a master of arts degree in
where he graduated with a bachelor's degree in
urban planning from Central Michigan University:
corporate finance in 1968. He then returned to
and received a law degree from the University or
Guam and served as assistant general manager of
Hawaii in 1976. He was engaged in private practice
Ada's. Inc. In 1970 he was appointed deputy direc-
in law from 1975 to 1982. In 1980 he was elected to
tor of the Department of Public Works. Governor
the Hawaii House of Representatives. and in 1982
Ada served five terms with the Guam Legislature
he was elected lieutenant governor of Hawaii. Gov-
and was chosen by his colleagues to serve as speaker
ernor Waihee was a delegate to the 1978 Constitu-
in 1975 and in 1979. He was lieutenant governor
tional Convention and the Democratic Party State
from 1979 to 1982. Governor Ada has initiated
Convention in 1972, 1974. 1976. 1978. and 1982.
efforts to reduce the budget deficit and improve the
He has served as a board member of the Hawaii Bar
Association. director of the Legal Aid Society of
quality of education on Guam.
Hawaii, and a member of the Judicial Salary Com-
Birthdate:
December 3. 1943
mission. He currently is a member of the Kalakaua
Lions Club. the Filipino and Japanese Chambers of
Family:
Married, three children
Commerce. and the Kalihi-Palama Hawaiian Civic
Party:
Republican
Club. He also serves as a board member of Alu Like
and the Native Hawaiian Legal Services Corpora-
Inauguration:
January 1987
non. He is NGA's lead Governor on tourism.
Term Expiration: January 1991
Birthdate:
May 19. 1946
Family:
Married. two children
Party:
Democrat
Inauguration:
December 1986
Term Expiration:
December 1990
IDAHO
ILLINOIS
CECIL D. ANDRUS was born in Hood River.
JAMES R. THOMPSON was born in Chicago.
Oregon. He attended Oregon State University and
He attended the University of Illinois in Chicago
served in the U.S. Navy during the Korean War.
and Washington University in St. Louis and re-
After the war. he moved to Orotino. Idaho. where
ceived a law degree in 1959 from Northwestern
he worked as a lumberjack and managed a sawmill.
University Law School. where he was a faculty mem-
Governor Andrus was elected to the first of four
ber from 1964 to 1969. Governor Thompson served
terms in the Idaho State Senate in 1960 at age
as a prosecutor in the Cook County State's Attor-
twenty-nine. He concentrated his legislative efforts
ney's Office. as chief of the Department of Law
in the areas of agriculture. conservation. business.
Enforcement and Public Protection. as tirst assis-
and education. He was first elected Governor of
tant U.S. attorney, and as U.S. attorney. He has
Idaho in 1970. and was reelected in 1974. In 1977 he
received the Outstanding Federal Prosecutor Award
was appointed secretary of the U.S. Interior Depart-
of the Chicago chapter of the Federal Bar Associa-
ment. the only Idahoan ever to serve in a presiden-
tion and the National Law and Social Justice Lead-
tial cabinet. After serving a full four-year term. he
ership Award. In 1981 he was named co-chairman
returned to Idaho to set up a private business as a
of the Attorney General's Task Force on Violent
natural resource consultant. As Governor. he has
Crime and was a member of the Presidential Advi-
presided or an economic revitalization that has
sory Committee on Federalism. He was named Man
seen Idaho reach record high levels of employment
of the Year by Goodwill Industries in 1982 and was
and near record low rates of joblessness. Governor
named Swedish American of the Year by the Vasa
Andrus has led the state's efforts to improve the
Order of the Americas in 1986. He was national
quality and funding of public schools and colleges
co-chairman of the Campaign to Protect Our Chil-
and universities. He also has pushed for better pro-
dren in 1986 and a member of the National Com-
rection and health care for children. He is a past
mission to Prevent Infant Mortality in 1987-88. He
chairman of the National Governors' Association
served as vice chairman of the Martin Luther King
and the Western Governors' Association.
Jr. Federal Holiday Commission. He has served as
chairman of the National Governors' Association.
Birthdate:
August 25. 1931
Republican Governors Association. and the Council
of Great Lakes Governors. He currently is chair-
Family:
Married. three children
man of the NGA Task Force on Transportation
Religion:
Lutheran
Infrastructure and a lead Governor on out-of-state
sales tax collections.
Party:
Democrat
Birthdate:
May 8. 1936
Inauguration:
January 1971
Family:
Married. one child
Reelection:
November 1974. 1986
Religion:
Presbyterian
Term Expiration:
January 1991
Party:
Republican
Inauguration:
January 1977
Reelection:
November 1978. 1982. 1986
Term Expiration:
January
1991
INDIANA
IOWA
EVAN BAYH was born in Terre Haute. Indiana.
TERRY E. BRANSTAD was born in Leland. Iowa.
and lived his early years on his family's farm near
He received a bachelor of arts degree in political
Shirkieville before his family moved to Washington.
science from the University of Iowa in 1969 and a
D.C.. following his father's 1962 election to the
law degree from Drake University Law School in
U.S. Senate. He earned a bachelor's degree with
1974. He served in the U.S. Army for two years and
honors in business economics in 1978 from Indiana
received the Army Commendation Medal. He was
University in Bloomington and a law degree in 1981
elected lieutenant governor in 1978. In 1982. after
from the University of Virginia. After graduating.
his election as Governor. he sold his interest in
he served as law clerk to the chief judge for the U.S.
Branstad and Schwarm. attorneys-at-law: He still
district court for the southern district of Indiana.
maintains an active interest in the Branstad family
He also practiced law with the Indianapolis law firm
farm operation. He was reelected as Governor in
of former Governor Matthew E. Welsh. Bingham.
1986. Governor Branstad is a presidential appointee
Summers. Welsh & Spilman. He was elected secre-
to the Harry S. Truman Scholarship Foundation.
tary of state in 1986. In this position. he was Indi-
He is a member of the American Legion. Lions
ana's chief election official and tirst ever chairman
Club. Farm Bureau. and the Lake Mills Chamber of
of the Indiana State Recount Commission. supervis-
Commerce. and is a founding member of People
ing the 1986-87 recount of the nation's closest con-
United for Rural Education. He has served as chair-
gressional race. He also was responsible for the
man of the Midwest Governors' Association and
Securities Division, the investor protection agency
currently serves as vice chairman of the National
within Indiana state government. Governor Bayh is
Governors' Association. He previously served as
the tirst member of his party to be elected Governor
chairman of the NGA Committee on Agriculture
in twenty-four years. His inauguration also marked
and the Task Force on Rural Development.
the transfer from one of the most senior Governors
Birthdate:
November 17. 19+6
to the youngest Governor in the nation.
Family:
Married. three children
Birthdate:
December 26. 1955
Religion:
Catholic
Family:
Married
Party:
Republican
Religion:
Christian
Inauguration:
January 1983
Party:
Democrat
Reelection:
November 1986
Inauguration:
January 1989
Term Expiration:
January 1991
Term Expiration:
January 1993
KANSAS
KENTUCKY
MIKE HAYDEN was born in Arwood. Kansas. He
WALLACE G. WILKINSON was born in Casey
received his bachelor's degree in wildlife conserva-
County Liberty Kentucky. Governor Wilkinson
non from Kansas State University and a master's
began a business career while a student at the Uni-
degree in biology from Fort Hays State University:
versity of Kentucky. founding the Kentucky Paper-
He is the nation's only sitting conservation-trained
back Gallerv. 1 retail bookstore in Lexington. He
Governor. As an infantry company commander for
subsequently left the university to devote full atten-
the U.S. Army: Governor Hayden spent thirteen
non to the book business. The Kentucky Paperback
months in Vietnam, where he was promoted from
Gallerv evolved into what is known today as Wal-
second lieutenant to first lieutenant and received
lace's College Book Company. which operates retail
the Soldiers Medal. two Bronze Stars. and the Army
bookstores nationwide and a wholesale textbook com-
Commendation Medal. He began his career in pub-
pany. It is one of the largest companies of its kind in
lic service as a state representative. serving from
the United States. Governor Wilkinson also has
1972 to 1986. In 1983 and 1985 he was unanimously
been involved in commercial and retail real estate
elected speaker of the Kansas House of Represen-
development. exporting, tarming. transportation.
tatives. His legislative career was highlighted by
banking, coal interests. and construction. Governor
numerous conservation and environmental achieve-
Wilkinson has served as a director or member of
ments. As Governor. he has been successful in im-
such organizations as the Lexington Economic De-
proving the tiscal condition of the state. In 1988
velopment Commission. Lexington Area Chamber
Kansas was among the top three states in reducing
of Commerce. Kentucky River Task Force. Lexing-
state taxes. Other administrative priorities have in-
ton Center (Rupp Arena) Board. Kentucky Educa-
cluded conservation of the state's natural resources.
tional Foundation. and Kentucky Opera Board.
rural community preservation. and efforts to com-
Restructuring Kentucky schools and economic de-
bat drug and alcohol abuse. In November 1988.
velopment have been the focus of Governor Wilkin-
Governor Hayden was elected chairman of the Re-
son's tirst year in office. 1988 was a record year in
publican Governors Association. He also is active in
job creation and new investment in the common-
wealth. Also, 1988 saw the passage of a statewide
the Kansas Republican Party:
lottery, which Governor Wilkinson had pledged in
Birthdate:
March 16. 1944
his campaign. He is on the executive committees of
the Southern Growth Policies Board and the Coun-
Family:
Married. two children
cil of State Governments and the board of directors
Religion:
United Methodist
of the Southern States Energy Board. He is vice
chairman of the NGA Committee on Transporta-
Party:
Republican
tion, Commerce. and Communications.
Inauguration:
January 1987
Birthdate:
December 12. 19+1
Term Expiration:
January 1991
Family:
Married. two children
Religion:
Christian
Party:
Democrat
Inauguration:
December 1987
Term Expiration:
December 1991
LOUISIANA
MAINE
BUDDY ROEMER was born in Shreveport. Loui-
JOHN R. McKERNAN JR. was born in Bangor.
stana. He attended public schools in Bossier Parish
Maine. and attended Bangor public schools. where
and graduated as student body president and vale-
he was a standout athlete. In 1970 he received a
dictorian of his class. He received a bachelor's de-
bachelor's degree from Dartmouth College. where
gree in government and economics from Harvard
he was selected (i the All-Ivy League Tennis Team.
University in 196+ and a master's degree in business
After graduation. he joined the Army National Guard.
and finance from Harvard Business School in 1967.
and then enrolled in the University of Maine Law
He then returned to Bossier city, where he founded
School in 1971. While still a student. he was elected
two banks and ran a computer company and a polit-
to the Maine House of Representatives. Governor
ical consulting firm. He was elected as a delegate to
McKernan received his law degree in 1974 and was
the Louisiana Constitutional Convention in 1972
elected to a second term in the Maine legislature.
and became a state congressional representative in
where his colleagues selected him as assistant Re-
1980. He was reelected three times without opposi-
publican tloor leader. Governor McKernan prac-
tion. In Congress. he served on the House Banking.
riced law in Bangor before leaving the state legislature
Finance. and Urban Affairs Committee and the Small
in 1976 and joining a Portland law firm. He later
Business Committee. and founded and co-chaired
returned to public service and was elected to the
the House Grace Caucus. a bipartisan group recom-
U.S. House of Representatives in 1982 and reelected
mending cost-saving measures for the federal gov-
in 1984. He has served on the advisory committee of
ernment. As Governor. he is focusing on reform
the Bangor Community College. was coordinator
efforts in education. economic development. and
of a major fundraising drive for Mercy Hospital in
governmental organization.
Portland, and in 1982 was appointed to the Com-
mission on Presidential Scholars. Governor McKer-
Birthdate:
October +. 1943
nan is the state's first Republican Governor in more
than two decades. He serves as chairman ot the New
Family:
Married. three children
England Governors' Conference and is a member
Religion:
Methodist
of the executive committee of the Republican Gov-
ernors Association. He currently is chairman of the
Party:
Democrat
NGA Task Force on Research and Technology and
March 1988
is NGA's lead Governor on telecommunications.
Inauguration:
Term Expiration:
March 1992
Birthdate:
May 20. 1948
Family:
Married. one child
Religion:
Protestant
Party:
Republican
Inauguration:
January 1987
Term Expiration: January 1991
MARYLAND
MASSACHUSETTS
WILLIAM DONALD SCHAEFER was born in
MICHAEL S. DUKAKIS was born in Brookline.
West Baltimore. Maryland. He graduated from Bal-
Massachusetts. He received a bachelor's degree in
amore City College in 1939 and received his bache-
political science from Swarthmore College in 1951
lor of law degree in 1942 and his master of law
and a law degree from Harvard Law School in 1960.
degree in 1951 from the University of Baltimore.
Governor Dukakis served in the C.S. Army in Ko-
Governor Schaefer served in the U.S. Army during
rea from 1955 to 1957. In 1963 he entered the
World Who II as a hospital administrator in Europe
Massachusetts House of Representatives and served
from 1942 to 1945. He retired with the rank of
eight consecutive years. Governor Dukakis was as-
colonel. U.S. Army Reserve. Returning to Balti-
sociated with the Boston firm of Hill and Barlow
more. he formed his own law firm with two col-
from 1960 to 1974. He was the moderator for public
leagues. Governor Schaefer was first elected to the
television's "The Advocates" from 1971 to 1973. In
Baltimore City Council in 1955 and served three
1975 he was inaugurated as the sixty-fifth Governor
terms. Rather than seek a fourth term as council
of the Commonwealth of Massachusetts. From 1979
member. he successfully ran for council president in
to 1982 he was a lecturer and director of intergov-
1967. He was elected mayor of Baltimore in 1971
ernmental studies at Harvard University's John F.
and served four consecutive terms until his election
Kennedy School of Government. Governor Dukakis
as Governor in 1986. During his tenure as mayor, he
was the Democratic nominee for the presidency in
emphasized urban redevelopment, enlisting the sup-
1988. He is a past chairman of the New England
Governors' Conference and the Democratic Gover-
port of business. government. and the private sector
and revitalizing Baltimore's Inner Harbor. Gover-
nors' Association. He also previously served as
nor Schaefer was elected fifty-eighth Governor of
chairman of the NGA Committee on Economic
Maryland by an 82 percent plurality, the largest in
Development and Technological Innovation and as
state history: He currently is NGA's lead Governor
the co-chairman of the Task Force on Jobs. Growth.
on ocean dumping.
and Competitiveness.
November 2. 1921
Birthdate:
November 3. 1933
Birthdate:
Episcopalian
Family:
Married. three children
Religion:
Religion:
Greek Orthodox
Party:
Democrat
Inauguration:
Party:
Democrat
January 1987
Term Expiration:
January 1991
Inauguration:
January 1975
Reelection:
November 1982. 1986
Term Expiration:
January 1991
MICHIGAN
MINNESOTA
JAMES JOHNSTON BLANCHARD was born
RUDY PERPICH was born in Carson Lake. Min-
in Detroit. Michigan. He received a bachelor's de-
nesota. He served in the U.S. Army for two years.
gree in 196+ and a master's degree in 1965 from
He attended Hibbing Junior College and received 1
Michigan State University: In 1968 he received a law
D.D.S. degree from Marquette University in 1954.
degree from the University of Minnesota. Governor
He practiced dentistry until 1974. Governor Perpich
Blanchard worked as a legal aide to the Michigan
served on the Hibbing Board of Education from
secretary of state from 1968 to 1969 and as a Michi-
1956 to 1962. He was elected to the state senate in
gan assistant attorney general from 1970 to 1973.
1962 and reelected in 1966. In 1970 he was elected
He was elected to the U.S. House of Representa-
lieutenant governor and was reelected in 1974. He
tives in 1974 and served four terms. Governor
served as Governor of Minnesota from December
Blanchard has received several honorary doctor of
1976 to January 1979. He then served as vice presi-
laws degrees. the Outstanding Achievement Award
dent of World Tech. Inc., a subsidiary of Control
from the University of Minnesota, and the Tree of
Data Corporation. before being elected Governor
Life Award from the National Jewish Fund. He has
in November 1982. He currently is chairman of the
chaired the Democratic Governors' Association and
NGA Subcommittee on Education and is 1988-89
was chairman of the 1988 Democratic National Plat-
chairman of the Education Commission of the States.
form Committee. Governor Blanchard is a member
Birthdate:
June 27, 1928
of the National Governors' Association Executive
Committee and is chairman of the NGA Task Force
Family:
Married. two children
on Domestic Markets.
Religion:
Catholic
Birthdate:
August 8, 1942
Party:
Democrat
Family:
One son
Succeeded to Office: December 1976
Religion:
Unitarian
Election:
November 1982
Party:
Democrat
Reelection:
November 1986
Inauguration:
January 1983
Term Expiration: January 1991
Reelection:
November 1986
Term Expiration:
January 1991
MISSISSIPPI
MISSOURI
RAY MABUS was born in Choctaw County: Mis-
JOHN ASHCROFT attended public schools in
sissippi. He attended Ackerman public schools and
Springfield. Missouri. He graduated with honors
the University of Mississippi. He then received a
from Yale University in 196+ and received 1 law
Woodrow Wilson Fellowship at Johns Hopkins Uni-
degree from the University of Chicago in 1967. He
versity. where he earned a master's degree in gov-
was an associate professor on the business faculty at
ernment. Governor Mabus volunteered for the U.S.
Southwest Missouri State University in Springfield.
Navy, where he served aboard a guided missile cruiser.
He and his wife. Janet. have coauthored two busi-
After military service. he attended Harvard Law
ness law textbooks. In addition. Governor Ashcroft
School. graduating magna cum laude. He returned
has authored numerous professional articles. He
to Mississippi in 1980 to work on the staff of Gover-
was appointed state auditor in 1972. was elected
nor William Winter. where he helped draft the
state attorney general in 1976. and was reelected in
Education Reform Act of 1982. He served as state
1980. He is a former president of the National
auditor from 1984 to 1987. As auditor. he elimi-
Association of Artornevs General. Governor Ashcrott
nated a cumulative backlog of state. county, and
was appointed by the Reagan administration to serve
school district audits of more than +00 years and
on the U.S. Attorney General's Task Force on Fam-
began a major crackdown on public corruption. In
ily Violence in 1983. In Missouri. he established a
his tirst year as Governor. he successfully pushed for
statewide Council on Crime Prevention. In 1986
a $200 million increase in public education funding,
President Ronald Reagan appointed Governor
a commission to study streamlining state govern-
Ashcroft to the Advisory Council on Intergovern-
ment. and a sweeping county government reform
mental Affairs. He was elected Governor in 1984
package. He has made education and economic de-
and reelected in 1988. He has made excellence in
velopment his top priorities as Governor. He was
education. economic development. and welfare re-
elected 1988-89 chairman of the tifteen-state South-
form among his top priorities as Governor. He has
ern Regional Education Board and currently serves
served as chairman ot the Education Commission of
as chairman of the NGA Task Force on Foreign
the States. He currently is vice chairman ot the
Markers.
NGA Committee on International Trade and For-
eign Relations.
Birthdate:
October 11, 1948
Birthdate:
May 9. 1942
Family:
Married
Family:
Married. three children
Religion:
Methodist
Religion:
Assembly of God
Party:
Democrat
Party:
Republican
Inauguration:
January 1988
Inauguration:
January 1985
Term Expiration:
January 1992
Reelection:
November 1988
Term Expiration:
January 1993
MONTANA
NEBRASKA
STAN STEPHENS was born in Calgary: Alberta.
KAY A. ORR was born in Burlington. Iowa. She
He has worked in all phases of broadcasting. His
was educated in schools in [owa and California and
thirty-eight-year broadcast career has involved news
attended the University of Iowa. In 1963 she and
and editorial writing. as well as unnouncing for ra-
her family moved to Lincoln. Nebraska. where she
dio operations in Canada. Korea. and the United
became an active leader in the Republican Party at
States. He also has served as chief executive officer
the local. state. and national levels. She was elected
for three cable TV systems in Montana. During his
as a delegate to the national conventions of 1976.
broadcast career. he received many state and na-
1980. 1984. and 1988. She served as the co-chair of
tional awards for excellence in news and editorial
the party's platform committee in 1984 and was
writing. including the 1975 Edward R. Murrow award
committee chairman for 1988. She is Nebraska's
for journalistic excellence in editorials. uncovering a
tirst woman Governor. and the first female Republi-
scandal in Montana's Worker's Compensation Pro-
can Governor in the United States. Governor Orr
gram. He represented his home community of Ha-
served as Nebraska state treasurer from 1981 to
VTe in the Montana Senate for sixteen years beginning
1986, and as regional vice president of the National
in 1969. He is the only Montana legislator elected
Association of State Treasurers. She has served on
by his peers to every leadership position in the
the U.S. Department of Agriculture's National Ag-
senate. He served as senate Republican floor whip
ricultural Research and Extension Users Advisory
in 1977, majority leader in 1979 and 1981, senate
Board. and on the President's Advisorv Committee
president in 1983. and minority leader in 1985. He
on the Arts for the John F. Kennedy Center for the
retired from the Montana Senate in 1986. That
Performing Arts. She currently is a member of the
same year he was recognized by the National Re-
Commission on Presidential Debates. She also is
publican Legislators Association as one of the coun-
chairman of the NGA Committee on Transporta-
trv's ten most outstanding state lawmakers. He was
tion. Commerce. and Communications.
elected Governor of Montana in November 1988.
Birthdate:
January 2. 1939
and his term as the state's nineteenth chief executive
will include presiding as the centennial Governor in
Family:
Married. two children
1989.
Religion:
Presbvterian
Birthdate:
September 16. 1929
Party:
Republican
Family:
Married. two children
Inauguration:
January 1987
Religion:
Lutheran
Term Expiration: January 1991
Party:
Republican
Inauguration:
January 1989
Term Expiration: January 1993
NEVADA
NEW HAMPSHIRE
BOB MILLER was born in Chicago. Illinois. He
JUDD GREGG was born in Nashua. New Hamp-
earned his bachelor's degree in political science from
shire. and attended Nashua public schools. He gradu-
the University of Santa Clara in 1967 and his law
ated from Phillips Exeter Academy in 1965 and
degree from Lovola Law School in Los Angeles in
from Columbia University in 1969. He received his
19-1. He served as part-time deputy sheriff for Los
law degree in 1972 from Boston University Law
Angeles and Las Vegas from 1967 to 1971, deputy
School and his degree in tax law in 1975. Upon
district attorney from 19-1 to 1973. first legal ad-
graduating from law school. he returned to Nashua
viser for the Las Vegas Metropolitan Police Depart-
and became a partner in the law firm of Sullivan.
ment from 1973 to 1975. and justice of the peace for
Gregg. and Horton. His tirst political venture came
the Las Vegas Township from 1975 to 1978. He was
in 1974. when he was elected as a delegate to the
elected Clark County District Attorney in 1979 and
New Hampshire Constitutional Convention. He later
was reelected in 1982. He was elected lieutenant
served as chairman of the Nashua Republican City
governor of Nevada in 1986 and while in office
Committee and coordinated the New Hampshire
chaired the Nevada Commission on Economic De-
presidential primary campaigns of Ronald Reagan
velopment and the Nevada Commission on Tour-
in 1976 and George Bush in 1980. Governor Gregg's
ism. He also has served as president of the Nevada
experience in state government dates back to 1978.
District Attorneys Association and the National Dis-
when he was elected to the tive-member New Hamp-
trict Attorneys Association. As lieutenant governor.
shire Executive Committee. an institution that pre-
he became Governor after Governor Richard H.
dates the American Revolution and must approve all
Brvan was elected to the U.S. Senate in November
state expenditures and appointments made by the
Governor. In 1980 he was elected to the first of four
1988.
consecutive terms in the U.S. House of Representa-
Birthdate:
March 30. 1945
tives. and his contributions during his service in
Congress have been recognized through numerous
Family:
Married. two children
awards from groups representing a variety of public
Religion:
Catholic
interests. Always active in community service. Gov-
ernor Gregg served as a campaign chairman for the
Party:
Democrat
Greater Nashua United Way: president of the Nashua
Succeeded to Office: January 1989
Community Council. treasurer of the Nashua Fresh
Air Camp. a member of the New Hampshire Salva-
Term Expiration: January 1991
tion Army advisory board. and an alternate member
of the Greenfield Planning Board. He currently is
vice president of the Crotched Mountain Rehabili-
tation Foundation. a center for the multiply handi-
capped located in Greenfield. New Hampshire. which
has been the focus of much of his attention for many
years.
Birthdate:
February 1+. 1947
Family:
Married. three children
Religion:
Protestant
Party:
Republican
Inauguration:
January 1989
Term Expiration:
January 1991
NEW JERSEY
NEW MEXICO
THOMAS H. KEAN was born in New York City:
GARREY E. CARRUTHERS grew up on a farm
A graduate of Princeton and Columbia universities.
near Azrec. New Mexico. in San Juan County: He
Governor Kean served with New Jersey's 50th Ar-
received a bachelor's degree in agriculture in 1964
mored Division. He has taught American history
and a master's degree in agricultural economics in
and English at the high school level and has directed
1965 from New Mexico State University: After re-
a camp for disadvantaged children. He also taught
ceiving a doctorate in economics in 1968 from Iowa
political science at Rurgers University and was a
State University, he returned to New Mexico State
commentator and consulting reporter for New Jer-
University to teach agricultural economics and agri-
sey Nighty News. He was majority leader of the
cultural business. He was a White House Fellow
New Jersey Assembly from 1971 to 1972. speaker
from 1974 to 1975: acting director of the New
from 1972 to 1974. and minority leader from 1974
Mexico Water Resources Research Institute from
to 1977. Among his numerous awards are the 1984
1976 to 1978; and state chairman of the Republican
Man of the Year by the New Jersey NAACP. the
Party of New Mexico from 1977 to 1979. From
Mertie Wreath Award from Hadassah. and the Pub-
1981 to 1984 he served in two administrative posi-
lic Service Award from the Anti-Detamation League
nons at the U.S. Department of the Interior. He was
of B'nai B'rith. Governor Kean is former chairman
elected Governor in 1986. He has served as chair-
and president of Realty Transfer Company of Eliza-
man of the Border Governors' Commission and as a
beth. New Jersey: His grandfather served as a U.S.
member of the President's Privatization Commis-
senator from 1929 to 1935. and his father was a
sion. the National Public Lands Advisory Council.
member of Congress from 1938 to 1958. Governor
and the advisory committee to the U.S. Department
Kean currently is a member of the National Gover-
of the Interior on public lands and natural resource-
nors' Association Executive Committee and chair-
related policies. He currently serves as president-
man of the Task Force on International Education.
elect of the Education Commission of the States.
He also is vice chairman of the NGA Committee on
Birthdate:
April 21. 1935
Human Resources and the lead Governor on health.
Family:
Married. three children
Birthdate:
August 29. 1939
Religion:
Episcopalian
Family:
Married. three children
Party:
Republican
Religion:
Methodist
Inauguration:
January 1982
Party:
Republican
Reelection:
November 1985
Inauguration:
January 1987
Term Expiration:
January 1990
Term Expiration:
December 1990
NEW YORK
NORTH CAROLINA
MARIO M. CUOMO was born in Queens. New
JAMES G. MARTIN was born in Savannah. Geor-
York. He graduated with highest honors from St.
gia. He received a bachelor of science degree from
John's University in 1953 and was tied for first in his
Davidson College in 1957 and his Ph.D. from
class at St. John's School of Law, graduating in
Princeton University in 1960. From 1960 to 1972
1956. Governor Cuomo played professional base-
he taught chemistry at Davidson College. In 1966
ball and later was associated with a Long Island law
he began the first of three terms as Mecklenburg
tirm. He also was an adjunct law protessor at St.
County commissioner and served as chairman. He
also tounded the nine-county Centralina Council of
John's University: He was elected lieutenant gover-
nor of New York in 1978, and while in that office.
of Governments. He served as commission chair-
he chaired the Urban Affairs and Rural Affairs cabi-
man from 1968 to 1972. In 1970 he was elected
nets and the State Advisory Council on the Disa-
president of the North Carolina Association of
bled. He also was the state's first ombudsman.
County Commissioners. Governor Martin also served
assisting citizens in dealing with the various state
two terms as vice president of the National Associa-
agencies. He was New York's secretary of state from
tion of Regional Councils. From 1973 to 1984 he
1975 to 1979. In 1984 he gave the kevnote address
was a member of the U.S. House of Representatives.
at the Democratic National Convention. He is the
where he served six terms and was chairman of the
author of The Crisis of Low-Income Housing, pub-
House Republican Research Committee and the
lished in 1974. and Diaries of Mario M. Cuomo: The
House Republican Task Force on Health. He is a
Campaign for Governor. published in 1984. He is the
past president of the Council of State Governments
fifty-second Governor of New York. Governor
and a past chairman of the Southern Regional Edu-
Cuomo is a past chairman of the Coalition of
cation Board. He was reelected for a second tour-
Northeastern Governors. He currently is chairman
year term in November 1988.
of the NGA Task Force on the Federal Budget
Birthdate:
December 11. 1936
Deficit.
Family:
Married. three children
Birthdate:
June 15, 1932
Religion:
Presbyterian
Family:
Married. five children
Party:
Republican
Religion:
Catholic
Inauguration:
January 1985
Party:
Democrat
Reelection:
November 1988
Inauguration:
January 1983
Term Expiration:
January 1993
Reelection:
November 1986
Term Expiration:
January 1991
NORTH DAKOTA
NORTHERN MARIANA
ISLANDS
GEORGE A. SINNER grew up in Casselton. North
Dakota. He received a bachelor's degree in philoso-
PEDRO P. TENORIO was born on the island of
phy from St. John's University in 1950. He served
on active duty with the U.S. Air Force in 1951 and
Saipan. He completed his secondary education on
Guam and attended the Territorial College of Guam
1952. He was elected to the North Dakota Senate in
1962 and served through 1966. He was a member of
(now the University of Guam). He spent several
the State Board of Higher Education from 1967 to
years as a supervisor for the Naval Technical and
1974 and was board chairman in 1970. He was the
Training Unit. as an intermediate school teacher.
and as an executive manager for a private business in
driving force behind the Tri-College University,
formed in 1970. In 1972 he was a delegate to the
Saipan. He later served in the House of Representa-
North Dakota Constitutional Convention. His ag-
rives of the Congress of Micronesia and subsequently
became a member of the Marianas District Legisla-
ricultural background led to his involvement with
ture. In 1978. when the Northern Marianas became
the Red River Valley Sugar Beet Growers Associa-
a commonwealth. the Governor was elected vice
cion. where he served as president of the board from
1975 to 1979. He also was the chief proponent and
president of the senate and chairman of the Pro-
the tirst chairman of the Northern Crops Institute.
grams Committee. In 1980 Governor Tenorio be-
a four-state international marketing institute located
came president of the senate. a position in which he
served until he was elected Governor in November
in Fargo. North Dakota. He was elected to the
North Dakota House of Representatives in 1982.
1981 for a four-year term. He was reelected in
November 1985.
He served as the first chairman of the Southeast
Regional Mental Health and Retardation Clinic. He
Birthdate:
April 18. 1934
also was instrumental in establishing the American
Energy Assurance Council and currently chairs the
Family:
Married. eight children
council. He is the first Governor elected to serve
Religion:
Catholic
more than one year as chairman of the twenty-nine-
state Interstate Oil Compact Commission. He was
Party:
Republican
elected vice chairman of the Western Governors'
Association in 1988. He currently is chairman of the
Inauguration:
January 1982
NGA Committee on Agriculture and Rural Devel-
Reelection:
November 1985
opment and is a lead Governor on out-of-state sales
tax collections for NGA.
Term Expiration:
January 1990
Birthdate:
May 29. 1928
Family:
Married. ten children
Religion:
Catholic
Party:
Democrat
Inauguration:
January 1985
Reelection:
November 1988
Term Expiration:
December 1992
OHIO
OKLAHOMA
RICHARD F. CELESTE was born in Lakewood.
HENRY BELLMON was born near Tonkawa.
Ohio. He graduated magna cum laude from Yale
Oklahoma. He received his bachelor's degree in
University and taught at Yale for one year as a
agriculture from Oklahoma Agricultural and Me-
Carnegie Teaching Fellow. In 1961 he went to Ox-
chanical College now Oklahoma State University)
ford University as Ohio's Rhodes Scholar. Gover-
in 1942. The same year. he joined the Marines and
nor Celeste returned to Yale in 1963 for graduate
served as tank platoon leader during World War [I.
study. working as curriculum adviser and part-time
He participated in landings on four Pacific islands.
CIVICS teacher. He accepted a six-month assignment
including [wo Jima. and was awarded the Legion of
as a staff liaison with the Peace Corps' Division of
Merit and the Silver Star. He returned to farming
Volunteer Support to Lacin America. The Governor
and was elected to the Oklahoma House of Repre-
served as executive assistant to the U.S. ambassador
sentatives in 19+6. He was elected Oklahoma's first
to India during the Kennedy administration. In 1967
Republican Governor in 1962 but was limited to
he joined the National Housing Corporation in
one term by state law at the nme. In 1968 Governor
Cleveland. His career in politics began in 1970 when
Bellmon was elected to the U.S. Senate: he was
he was elected to the first of two terms in the Ohio
reelected in 1974 and retired in 1981. Governor
State House of Representatives. He was elected lieu-
Bellmon has served as director of a variety of com-
tenant governor in 1974. After an unsuccessful bid
panies. foundations. and organizations. and has re-
for Governor in 1978. Governor Celeste was ap-
ceived numerous public service awards. He was
pointed director of the Peace Corps by President
national co-tounder and co-chairman for the Com-
Jimmy Carter in 1979. He was first elected Gover-
mittee for a Responsible Federal Budget. In 1983 he
nor in 1982. He currently is chairman of the Mid-
was appointed interim director of the Oklahoma
west Governors' Conference and the Council of
Department of Human Services. Governor Beilmon
Great Lakes Governors. The Governor also chairs
also joined the RAM Group. working to assist fi-
the NGA Committee on Human Resources and is
nancially troubled farmers. Founder of the Okla-
NGA's lead Governor on science and technology.
homa Academy for State Goals. he has served as a
professor/lecturer at Oklahoma City University; Cen-
Birthdate:
November 11. 1937
tral State University. Oklahoma State University.
and the University of Oklahoma. He was elected
Family:
Married. six children
Governor of Oklahoma for the second time in No-
Religion:
Methodist
vember 1986. He currently is chairman of the South-
ern States Energy Board and vice chairman of the
Party:
Democrat
NGA Committee on Energy and Environment.
Inauguration:
January 1983
Birthdate:
September 3, 1921
Reelection:
November 1986
Family:
Married. three children
Term Expiration:
January 1991
Religion:
Presbyterian
Party:
Republican
Inauguration:
January 1963
Reelection:
November 1986
Term Expiration:
January 1991
OREGON
PENNSYLVANIA
NEIL GOLDSCHMIDT was born in Eugene. Ore-
ROBERT P. CASEY grew up in Scranton. Penn-
gon. He is a graduate of the University of Oregon.
sylvania. where he was valedictorian of Scranton
where he was president of the student body. He
Prep School. A cum laude graduate of Holv Cross.
earned a law degree from the University of Califor-
he received his law degree from George Washing-
nia's Boalt School of Law in 1967 and was a legal
ton University: Governor Casey served in the state
aide lawyer from 1967 until his election to the Port-
senate from 1963 to 1967: was first vice president of
land City Council in 1970. He became the nation's
the State Constitutional Convention in 1967-68:
youngest mayor when he was elected in 1972. His
and was state auditor general from 1969 to 1977. As
tenure as mayor led to the revitalization of Portland,
Governor. he has formed the Pennsylvania Eco-
including new businesses and expansion of existing
nomic Development Partnership and the Gover-
businesses. a healthy downtown core. transit invest-
nor's Response Team to create jobs and business
ments. and protection of inner-city neighborhoods.
opportunities: has created PENNVEST. a $2.5 bil-
Governor Goldschmidt was named secretary of the
lion program to rebuild the state's clean water intra-
U.S. Department of Transportation in July 1979,
structure: and has enacted a comprehensive statewide
and was known for his initiatives to revive the ailing
recycling program as well as a new toxic waste cleanup
automobile industry: He returned to Oregon in 1981
law. His first two budgets have included unprece-
and served as the first vice president of international
dented increases in state support for education. and
marketing for NIKE. Inc., a sports equipment and
he successfully pushed a landmark education reform
apparel company: He later was president of NIKE
program to improve the teaching profession and
Canada. Governor Goldschmidt has tocused on de-
encourage better performance by the schools. Re-
veloping an "Oregon Comeback" to revitalize Ore-
cently, the legislature passed the Governor's local
gon's economy, prison construction. school funding
tax reform legislation to reduce Pennsylvania's tra-
reform. and development of a children's agenda that
ditional reliance on property taxes to fund local
emphasizes community planning and business par-
governments. He is past chairman of the Coalition
ricipation. He currently is NGA's lead Governor on
of Northeastern Governors and currently is vice
immigration and refugee affairs.
chairman of the NGA Committee on Justice and
Public Safety.
Birthdate:
June 16. 19+0
Birthdate:
January 9. 1932
Family:
Married. two children
Family:
Married. eight children
Religion:
Jewish
Religion:
Catholic
Party:
Democrat
Party:
Democrat
Inauguration:
January 1987
Inauguration:
January 1987
Term Expiration: January 1991
Term Expiration:
January [991
PUERTO RICO
RHODE ISLAND
RAFAEL HERNANDEZ-COLON was born in
EDWARD D. DiPRETE was born in Cranston.
Ponce. Puerto Rico. He received a bachelor's de-
Rhode Island. He graduated from the Coilege or
gree from Johns Hopkins University in 1956 and a
the Holy Cross and served in the U.S. Navy: hold-
law degree from the University of Puerto Rico in
ing the rank of lieutenant commander in the Naval
1959. Governor Hernandez-Colon has held numer-
Reserve. He has received honorary degrees from
ous public offices in Puerto Rico. including associ-
Holy Cross. Providence College. Bryant College.
ate public service commissioner from 1960 to 1962.
and Roger Williams College. The Governor began
secretary of justice from 1965 to 1967. president of
his political career in 1970 with election to the
the Puerto Rican Senate from 1969 to 1972, and
Cranston School Committee. He was reelected in
Governor from 1972 to 1976. He has received hon-
1972 and served as chairman until 1974. The Gov-
orary doctorate degrees from Johns Hopkins Uni-
ernor was elected as an at-large member of the
versity and the Catholic University of Puerto Rico.
Cranston City Council in 1974 and was reelected in
He has received several awards and recognitions,
1976. He was elected Cranston mayor in 1978 and
including the Duarte, Sanchez. and Mella Gran Cruz
was reelected in 1982. Prior to his election as mayor.
degree from the Dominican Republic in 1985 and
he was vice president of the Frank A. DiPrete Realty
the Gran Estrella de Oro from the Cuenca del Caribe
Company: Governor DiPrete has received recogni-
magazine in 1986. In 1987 he was given the Harvard
non and honors from many organizations for his
Foundation Award: the Spirit of the Caribbean award
public service contributions. including the Tree of
from the Caribbean Resources Development Foun-
Life Award from the National Jewish Fund. He is
dation: La Gran Cruz de Isabel la Catolica from
past chairman of the Coalition of Northeastern Gov-
Juan Carlos I. King of Spain. and the government of
ernors and the New England Governors' Conter-
Spain: and El Gran Cordon de la Orden del Liberta-
ence. In addition. he serves as chairman ot the Rhode
dor Simon Bolivar, the highest decoration presented
Island Port Authority and the Rhode Island Part-
to a government leader by the government of Vene-
nership for Science and Technology: He currently is
zuela. In 1988 he received honorary degrees from
chairman of the NGA Committee on Economic
Seton Hall University and the University of South
Development and Technological Innovation and is a
Carolina. He is the author of numerous books and
member of the executive committee of the Republi-
articles on law and is a member of Phi Beta Kappa,
can Governors Association.
Phi Eta Mu. National Honor Society. Academy of
Birthdate:
July 8, 1934
Law and Sciences, American Academy of Political
Science. and the Interamerican Association of Lawyers.
Family:
Married. seven children
Birthdate:
October 2+, 1936
Religion:
Catholic
Family:
Married. four children
Party:
Republican
Religion:
Catholic
Inauguration:
January 1985
Party:
Popular Democratic Party
Reelection:
November 1986. 1988
Inauguration:
January 1972
Term Expiration:
January 1991
Reelection:
November 1984, 1988
Term Expiration:
January
1993
SOUTH CAROLINA
SOUTH DAKOTA
CARROLL A. CAMPBELL JR. was born in Green-
GEORGE S. MICKELSON was born in Mobridge.
ville. South Carolina. His political career began in
South Dakota. His father was the eighteenth Gov-
1970 when he was elected to the South Carolina
ernor of South Dakota. Governor Mickelson re-
House of Representatives. where he served for tour
ceived his bachelor's degree in 1963 and his juris
years. After an unsuccessful campaign for lieutenant
doctorate in 1965 from the University of South
governor in 1974. he was named executive assistant
Dakota. He served in the U.S. Army in Vietnam.
for Governor James B. Edwards. From 1976 to 1978
attaining the rank of captain. Governor Mickelson
he served in the South Carolina Senate. In 1978 he
served as assistant attorney general. as a special
became the first Republican since Reconstruction to
prosecutor in the attorney general's office. and as
represent South Carolina's fourth district in the
Brookings County state's attorney: He served SIX
U.S. House of Representatives. After coming to
years in the South Dakota House of Representa-
Congress. Governor Campbell earned his master's
tives. where he was elected Speaker of the House.
degree in political science at American University
He served four years as chairman of the State Board
and was elected to Pi Sigma Alpha national honor
of Pardons and Paroles. Governor Mickelson also
society: He has been active in state and national
has been chairman of the Brookings United Way:
Republican politics. serving in 1976 on the national
active in the Boy Scouts. where he received the
platform committee. in 1980 and 1984 in the House
Dakotah District Award of Merit: fundraising chair-
Core Group for Reagan. and in 1988 as southern
man for the Olympic Committee: board member
campaign chairman for George Bush. He received
and chairman of the State Easter Seal Society Per-
the Legislative Service Award from the National
sonnel Committee: a member of the Brookings and
Rehabilitation Association in 1985. In addition to
State Chambers of Commerce: and a member ot the
his political work. Governor Campbell has been
Industry Development Committee in Brookings.
involved in the real estate business and owned a
Governor Mickelson currently is vice chairman of
chain of parking lots and garages. He is 1988-89
the NGA Committee on Agriculture and Rural
chairman of the Southern Growth Policies Board
Development.
and previously chaired the Southern Technology
Birthdate:
Council. Governor Campbell was co-chair of the
January 31. 1941
National Werlands Policy Forum and is a member
Family:
Married. three children
of the Anthony Commission on Public Finance. He
is a member of the National Governors' Association
Religion:
Methodist
Executive Committee and is vice chairman of the
Party:
Republican
Task Force on the Federal Budget Deficit.
Inauguration:
January 1987
Birthdate:
July 2+, 19+0
Term Expiration:
January 1991
Family:
Married. two children
Religion:
Episcopalian
Party:
Republican
Inauguration:
January 1987
Term Expiration:
January
1991
TENNESSEE
TEXAS
WILLIAM P. CLEMENTS JR. was born in Dal-
NED RAY McWHERTER was born in Palmers-
las. Texas. He attended Southern Methodist Uni-
ville. Tennessee. He grew up during the Depression
versity: In 1937 he began working as a roughneck in
on a small Weakley County farm on which his par-
the oil fields and a driller on drilling rigs. In 1947 he
ents were sharecroppers. He operated several small
tounded SEDCO. Inc., and served as chairman of
businesses and a farm headquartered in Dresden.
the board and chief executive officer. Governor Clem-
Tennessee. and served on the boards of several Ten-
nessee corporations and financial institutions before
ents served as deputy secretary of the U.S. Depart-
ment of Defense from 1973 to 1977. He first served
being elected as Governor. Governor McWherter
as Governor of Texas from 1979 to 1983. He was
was elected to the Tennessee House of Representa-
tives in 1969 and served until being elected Gover-
awarded the Department of Defense Medal for Dis-
nor in 1986. Before being sworn in as Governor. he
ringuished Public Service in 1975. President Gerald
Ford awarded him the Bronze Palm in 1976. Gover-
competed a record seventh consecurive two-year
nor Clements has served as president of the Ameri-
term as Speaker of the Tennessee House of Repre-
can Association of Oil Well Drilling Contractors.
sentatives. Governor McWherter is a former mem-
ber of the board of governors of the Council of
director of the Independent Petroleum Association
of America. chairman of the Southern Methodist
State Governments and of the executive committee
of the Southern Legislative Conference. He was
University Board of Governors. trustee of the Texas
Research Foundation. and chairman of the Inter-
married to the late Bette Jean Beck McWherter.
state Oil Compact Commission. He also was a mem-
Birthdate:
October 15. 1930
ber of the Republican Governors Association
Executive Committee. He currently is a member of
Family:
Two children
the Boy Scouts National Executive Board.
Religion:
Methodist
Birthdate:
April 13. 1917
Party:
Democrat
Family:
Married. two children
Inauguration:
January 1987
Religion:
Episcopalian
Term Expiration: January 1991
Party:
Republican
Inauguration:
January 1979
Reelection:
November 1986
Term Expiration:
January 1991
UTAH
VERMONT
NORMAN H. BANGERTER was born in Granger.
MADELEINE M. KUNN was born in Zurich.
Utah. He attended Brigham Young University and
Switzerland. She graduated from the University of
the University of Utah. A building contractor and a
Massachusetts in 1956 and received a master's de-
veteran of twenty-five years in Utah's homebuilding
gree from Columbia University in 1957. In 1957 she
and real estate development industries. Governor
moved to Vermont. She earned a master's degree
Bangerter is former president of NHB Construc-
from the University or Vermont and has worked as a
non. a former partner in Bangerter and Hendrickson.
journalist. author. and college protessor. First elected
and former secretary of Dixie-Six Land Develop-
to the Vermont House of Representatives in 1972,
ment. Governor Bangerter served in the U.S. Army
she was selected Democratic whip in her second
in Korea and served tor ten years in the Utah legis-
term. In her third term she chaired the Appropria-
lature. Beginning in 1980. he held a variety of lead-
tions Committee. She was elected lieutenant gover-
ership posts in the legislature. including speaker of
nor in 1978 and won reelection in 1980. During the
the Utah House of Representatives. majority leader.
spring of 1983 she taught at the Kennedy School of
and assistant minority whip. He was named as one
Government at Harvard University. Governor Kunin
of the top ten legislators in America by the national
also taught at Middlebury College and St. Michael's
Republican Party in 1983. Governor Bangerter served
College. She sits on the board of visitors at Dart-
on the governing board of the Council of State
mouth College and is a former trustee of Norwich
Governments and the Legislative Management Com-
University. She is the first woman and the third
mittee of the National Conference of State Legisla-
Democrat ever elected Governor of Vermont. Gov-
tures. He is a former chairman of the Western
ernor Kunin is former chair of the New England
Governors' Association. He currently is a member
Governors' Association. She currently chairs the
of the National Governors' Association Executive
NGA Committee on Energy and Environment.
Committee.
Birthdate:
September 28. 1933
Birthdate:
January +. 1933
Family:
Married. four children
Family:
Married. six children
Religion:
Jewish
and one foster son
Party:
Democrat
Religion:
Latter-Day Saint
Inauguration:
January 1985
Party:
Republican
Reelection:
November 1986. 1988
Inauguration:
January 1985
Term Expiration:
January 1991
Reelection:
November 1988
Term Expiration:
January 1993
VIRGINIA
VIRGIN ISLANDS
GERALD L. BALILES was born in Patrick County:
ALEXANDER A. FARRELLY was born in St.
Virginia. He attended Fishburne Military School
Croix. U.S. Virgin Islands. He grew up in the town
and later received a bachelor's degree from Wesleyan
of Fredericksted on St. Croix. largest of the three
University and a law degree from the University of
Virgin Islands. After graduation from high school.
Virginia. After law school. Governor Baliles joined
Governor Farrelly entered the United States Army:
the Virginia attorney general's office. where he be-
where he served until 19+6. He received a bache-
came recognized for his work in environmental law.
lor's degree in history and government from St.
He then entered private practice and won a seat in
John's College in New York City in 1951. He con-
the Virginia House of Delegates. In 1981 he was
tinued his education at St. John's University Law
elected attorney general, and in 1985 was elected
School. receiving his law degree in 1954. Governor
Governor. Governor Baliles' legislative initiatives.
Farrelly practiced law in New York City, and in 1959
designed to prepare Virginia for a twenty-first cen-
was appointed to the professional staff or the United
tury economy, have included a major transportation
Nations by the secretary-general ot the United Na-
program for the improvement of roads. seaports,
tions. as a Caribbean area specialist. In 1961 Gover-
airports. and mass transit: programs to fight illiter-
nor Farrelly received a master's in law degree from
acv: and continued efforts to end pollution of the
Yale Law School. Upon completion. he returned to
Chesapeake Bay: He also has placed a special em-
the Virgin Islands to become assistant U.S. attorney
phasis on international trade in world markets. Gover-
for the District of the Virgin Islands. Following this.
nor Baliles has served as chairman of the Southern
he was appointed judge of the Municipal Court of
Growth Policies Board and the Southern States En-
the Virgin Islands. He served the court until 1966.
ergy Board. He currently is chairman of the Na-
when he was elected senator-at-large to the legisla-
tional Governors' Association.
ture of the Virgin Islands. After serving two terms as
a legislator. Governor Farrelly campaigned as a Dem-
Birthdate:
July 8. 1940
ocratic candidate for Governor in the first popular
Governor's election ever held in the Virgin Islands.
Family:
Married. two children
He campaigned again in 1974. He was elected as
Party:
Democrat
Democratic National Committee chairman in 1976.
and was elected as a delegate to the Virgin Islands'
Inauguration:
January 1986
Third Constitutional Convention. He was married
to the late Catherine Spenceley:
Term Expiration:
January 1990
Birthdate:
December 29. 1923
Family:
Three children
Religion:
Catholic
Party:
Democrat
Inauguration:
January 1987
Term Expiration:
January 1991
WASHINGTON
WEST VIRGINIA
BOOTH GARDNER was born in Tacoma. Wash-
GASTON CAPERTON was born in Charleston.
ington. He received a bachelor's degree in business
West Virginia. Upon graduation from the Univer-
from the University of Washington in 1958 and a
sity of North Carolina in 1963. he worked at a small
master's degree in business administration from Har-
insurance company: He became president of the
vard University in 1963. In 1966 he served as assis-
McDonough-Caperton Insurance Group in 19-6.
tant to the dean of Harvard Business School. From
Under his leadership the tirm grew from twelve
1967 to 1972 he was director of the School of
employees to more than 500 in SIX West Virginia
Business and Economics at the University of Puget
cities and eight other states. Today the company is
Sound in Tacoma. He served as a state senator from
one of the nation's twenty largest insurance brokers.
1970 to 1973. From 1972 to 1980 he was president
He is a tounder and past president of the West
of the Laird Norton Company. a building materials
Virginia Education Fund. which provides business
and supply firm doing business in eleven states.
support to outstanding principals and teachers in
From 1981 to 1984 he served as the Pierce County
public schools. He also has been active with such
Executive. He is a member of the Young Presidents
community organizations as the United Way: the
Organization and has served on the board of direc-
Sulvation Army. and Goodwill Industries. His elec-
tors of the Weyerhaeuser Company: Metropolitan
tion as Governor in 1988 was his first venture
Building Corporation: Puget Sound National Bank:
politics. He campaigned on his Partnership for
Washington Mutual Savings Bank: University of
ress plan. a strategy to bring together business
Puget Sound: the National Council of Foundations:
bor. government. and education leaders for economic
Washington Commission for the Humanities: and
growth.
the Troubleshooters, the state advocacy agency for
Birthdate:
February 21. 19+0
the developmentally handicapped. He tounded the
Seattle Mental Health Institute and the Central Area
Family:
Married. two children
Youth Association. He also coaches a women's soc-
cer team that has won numerous state and national
Religion:
Episcopalian
honors. Governor Gardner is the immediate past
Party:
Democrat
chair of the Vestern Governors' Association and is
on the steering committee for the Education Com-
Inauguration:
January 1989
mission of the States. He also is chairman of the
Term Expiration:
January 1993
NGA Committee on International Trade and For-
eign Relations.
Birthdate:
August 21. 1936
Family:
Married. two children
Religion:
Protestant
Party:
Democrat
Inauguration:
January 1985
Reelection:
November 1988
Term Expiration:
January 1993
WISCONSIN
WYOMING
TOMMY THOMPSON was born in Elroy: Wis-
MICHAEL (MIKE) J. SULLIVAN was born in
consin. He received his bachelor's degree in polici-
Omaha. Nebraska. He grew up in Douglas. Win-
cal science in 1963 and his law degree in 1966 from
ming, graduating with honors from the Converse
the University of Wisconsin. He is a former Army
County High School in 1957. He received a bache-
captain and a member of the U.S. Army Reserve.
lor of science degree in petroleum engineering and
Governor Thompson was tirst elected to the Wis-
a law degree. with honors. from the University of
consin Assembly in 1966 and was elected assistant
Wyoming in 1964. Before becoming Governor. he
minority leader in 1973. In 1981 he was elected
practiced law in Casper. Wyoming. with primary
Republican floor leader. In the assembly he served
emphasis on trial practice associated with defense of
on the Joint Committee on Employment Relations.
personal injury and medical malpractice litigation.
Joint Committee on Legislative Organization. Leg-
He served as Wyoming's representative to the In-
islative Council. Rules Committee. Strategic Devel-
terstate Oil Compact Commission. for ten years as
opment Commission, and the Select Committee on
trustee of the Natrona County Memorial Hospital.
the Future of the University System. He is a mem-
and is a past member of the state Department of
ber of the State Bar Association. the Juneau County
Economic Planning and Development Advisory
Bar Association. the Juneau County Republican Party:
Board. He currently is a member of the National
and St. Patrick's Catholic Church. He is NGA's lead
Governors' Association Executive Committee.
Governor on U.S.-Canada Trade Relations.
Birthdate:
September 22. 1939
Birthdate:
November 19. 19+1
Family:
Married. three children
Family:
Married. three children
Party:
Democrat
Religion:
Catholic
Inauguration:
January 1987
Party:
Republican
Term Expiration:
January 1991
Inauguration:
January 1987
Term Expiration:
January 1991
THE WHITE HOUSE
WASHINGTON
WILLIAM J. BENNETT
William J. Bennett assumed the post of Director of the Office of
National Drug Control Policy, on March 10, 1989, after
confirmation by the United States Senate. Prior to being named
by President Bush as Director, Dr. Bennett was president of the
Madison Center, a public policy education and research
organization located in Washington. He served as United States
Secretary of Education from February 6, 1985 through September
20, 1988.
A native of Brooklyn, New York, Dr. Bennett holds a bachelor of
arts degree in philosophy from Williams College, a doctorate in
political philosophy from the University of Texas, and a law
degree from Harvard. He taught at the University of Southern
Mississippi, the University of Texas, Harvard University, Boston
University, and the University of Wisconsin, before becoming
president of the National Humanities Center in North Carolina.
In 1981, he was selected by President Reagan to be Chairman of
the National Endowment for the Humanities, where he served until
being named Secretary of Education.
As Secretary of Education, Dr. Bennett was a vigorous advocate of
education reform and a leader in anti-drug efforts. In 1986, Dr.
Bennett released Schools Without Drugs, a handbook that served as
the cornerstone of the Education Department's efforts to prevent
drug use by school children. As Secretary, Dr. Bennett
implemented over $250 million in new anti-drug programs, aimed at
students.
THE WHITE HOUSE
WASHINGTON
ROGER B. PORTER
Roger B. Porter is Assistant to the President for Economic and
Domestic Policy
Mr. Porter was IBM Professor of Government and Business at
Harvard University and Faculty Chairman of the Program for Senior
Managers in Government. His teaching and research focused on the
relationship between business and government, the management of
Federal policy development, the Presidency, and the formulation
of domestic and international economic policy.
Mr. Porter served as Deputy Assistant to the President and
Director of the White House Office of Policy Development. He
also served as Executive Secretary of the Economic Policy Council
and as Counselor to the Secretary of the Treasury. He was
Executive Secretary of the Cabinet Council on Economic Affairs
from 1981-1985.
Mr. Porter received his B.A. degree from Brigham Young University
and was selected as a Rhodes Scholar and Woodrow Wilson Fellow,
receiving his B.Phil. degree from Oxford University. He received
his M.A. and Ph.D. degrees from Harvard University.
Mr. Porter as Assistant Dean and Tutor in Politics at the Queen's
College, Oxford, from 1971 to 1972. He served as Associate
Director of the Utah Local Government Modernization Study in 1972
and has been actively involved in state constitutional revision
efforts. He has taught government and economics at Harvard
University and oxford University.
Mr. Porter was a White House Fellow from 1974 to 1975, joining
the White House staff in August 1974. He was appointed Special
Assistant to the President and served as the Executive Secretary
of the President's Economic Policy Board from 1974-1977. He also
served as secretary to the presidential transition team in August
1974.
Mr. Porter has been on the faculty at the School of Government
and Graduate School of Business at Harvard since 1977. He was
appointed a member of the President's Commission on White House
Fellowships by Gerald R. Ford in 1976, and reappointed by Ronald
Reagan in 1982. He is a member of Phi Kappa Phi, Pi Sigma Alpha,
Phi Eta Sigma, and Phi Alpha Theta. He is the author of two
books, Presidential Decision Making and The U.S.-U.S.S.R. Grain
Agreement, and numerous articles.
He was selected as one of the Ten Outstanding Young Men in
America for 1981 by the United States Jaycees. He and his wife
Ann and their three children live in Belmont, Massachusetts.
THE WHITE HOUSE
WASHINGTON
BIOGRAPHY OF JOHN H. SUNUNU
John Henry Sununu, 49, of Salem, New Hampshire, was
commissioned Chief of Staff to the President of the United States
on January 23, 1989. As Chief of Staff, Governor Sununu oversees
the daily operation of the White House and the entire White House
staff apparatus. He is responsible for overseeing such areas as
domestic and foreign policy development, the general counsel's
office, presidential scheduling, communications, and relations
with the press, the Congress, the Cabinet, and state and local
governments.
Governor Sununu served as the National Co-Chairman of the
Bush campaign after playing an influential role in President
Bush's New Hampshire primary victory. During the general
election, the Governor became one of the most active surrogate
speakers on the campaign trail, and travelled extensively across
the country.
Governor Sununu became New Hampshire's 93rd Governor on
January 6, 1983, and served three consecutive terms before
joining the White House staff.
Governor Sununu assumed office with a background of nearly
20 years' experience and service as an educator, engineer, small
businessman and community leader.
The Governor gained both regional and national recognition
through his chairmanship of the Coalition of Northeastern
Governors, the chairmanship of the Republican Governors'
Association, and his election in 1987 to the chairmanship of the
National Governors' Association.
Within the National Governors' Association, Governor Sununu
served as chairman of several committees. He was particularly
active as Chairman of the New Technology Education Task Force
which two years ago issued "Time for Results, the Governors' 1991
Report on Education." Also through his efforts, the NGA and
later the New Hampshire Legislature endorsed innovative acid rain
legislation.
Governor Sununu is a member of the National Academy of
Engineers' Committee on Public Engineering Policy and has served
as a member of the President's Council on Environmental Quality
Advisory Committee; the New England Regional Energy Advisory
Council; the board of trustees of the Northeast Solar Energy
Center; and as chairman of the board of directors of Consumer
Alert.
The Governor attended the Massachusetts Institute of
Technology at both the graduate and undergraduate levels, and
earned his Ph.D there in 1966 in mechanical engineering. From
1968 to 1973, he was associate dean of the College of Engineering
at Tufts University where he was an associate professor of
mechanical engineering since 1966. He was invited to join the
Advisory Board of the Technology and Policy Program at MIT in
August 1984.
From 1965 until his election as Governor, he served as
president of JHS Engineering Company and Thermal Research Inc. ,
in addition to helping found and serve as chief engineer for
Astro Dynamics Inc. from 1960 to 1965.
The Governor married the former Nancy Hayes in 1958, and
they have eight children.
PRESS
DEPARTMENT OF STATE
PR NO . 10
January 30, 1989
JAMES A. BAKER, III
SECRETARY OF STATE
James A. Baker III was sworn in as the 61st Secretary of State
at the Department of State on January 25., 1989, and at a formal
ceremony at the White House on January 27, 1989. He was
nominated by President-elect Bush on November 9, 1988 and
confirmed by the Senate on January 25, 1989.
James A. Baker, III served as the 67th Secretary of the
Treasury from February 1985 to August 1988. In August 1988, he
assumed the role of Campaign Chairman for the presidential
campaign of Vice President George Bush.
Prior to serving as Secretary of the Treasury, Mr. Baker had
been appointed by President Reagan as Chief of Staff to the
President of the United States, a position which he occupied
from January 1981 through January 1985. while at the White
House he was a member of the National Security Council and
remained a member as Secretary of the Treasury. While at
Treasury he was also Chairman of the President's Economic
Policy Council.
In 1980, Secretary Baker served as Senior Adviser to the
Reagan/Bush general election campaign. From January 1979 to
May 1980 he was the Chairman of Vice President Bush's campaign
for the 1980 Republican Presidential nomination.
Secretary Baker was the Republican Party's nominee for Attorney
General of the state of Texas in 1978. He is a native
Houstonian and practiced law there with the firm of Andrews &
Kurth from 1957 to 1975.
In August 1975, Secretary Baker was appointed by President Ford
to be the Under Secretary of Commerce. Secretary Baker joined
President Ford's presidential campaign in May 1976 as Deputy
Chairman for Delegate Operations and in August became National
Chairman of the President Ford Committee.
For further information contact:
PR NO . 10
- 2 -
Secretary Baker graduated from Princeton University in 1952.
After two years of active duty as a Lieutenant in the United
States Marine Corps, he entered the University of Texas School
of Law at Austin. He received his J.D. with honors in 1957.
A member of the American, Texas and Houston Bar Associations,
the American Judicature Society, and the Phi Delta Phi honorary
legal fraternity, Secretary Baker also serves on the Board of
Trustees of the Woodrow Wilson International Center for
Scholars at the Smithsonian Institution. He has served on the
governing bodies of the Texas Children's Hospital and the M.D.
Anderson Hospital and Tumor Institute.
Secretary Baker has been the recipient of the Jefferson Award
for distinguished public service from the American Institute
for Public Service, an award for Distinguished Public Service
from the John F. Kennedy School of Government at Harvard and
the Woodrow Wilson Award for distinguished achievement in the
nation's service from Princeton University. Secretary Baker
was selected in 1986 as a Distinguished Alumnus of the
University of Texas. He has received numerous honorary degrees
Secretary Baker was born April 28, 1930. He and his wife, the
former Susan Garrett, reside in Washington, D.C. They have
eight children.
****
OF
THE
TRLASURY NLWS
THE TRIASLAY
17nq
Department of the Treasury . Washington, D.C. . Talephone 566-2041
September 21, 1988
NICHOLAS F. BRADY
SECRETARY OF THE TREASURY
Nicholas F. Brady became the 68th Secretary of the Treasury
on September 15, 1988.
Secretary Brady served in the United States Senate from
April 20, 1982 through December 27, 1982. During that time he
was a member of the Armed Services Committee and the Banking,
Housing and Urban Affairs Committee.
In 1984 President Reagan appointed Secretary Brady Chairman
of the President's Commission on Executive, Legislative and
Judicial Salaries. He has also served on the President's
Commission on Strategic Forces (1983), the National Bipartisan
Commission on Central America (1983), the Commission on Security
and Economic Assistance (1983), and the Blue Ribbon Commission on
Defense Management (1985). Most recently, Secretary Brady
chaired the Presidential Task Force on Market Mechanisms (1987).
Secretary Brady's career in the banking industry spans
34 years. He joined Dillon, Read & Co. Inc. in New York
in 1954, rising to Chairman of the Board. He has been a
Director of the NCR Corporation, the MITRE Corporation, and
the H. J. Heinz Company, among others.
He has also served as a trustee of Rockefeller University and
a member of the Board of The Economic Club of New York. He is a
member of the Council on Foreign Relations, Inc. He is a former
trustee of the Boys' Club of Newark.
Mr. Brady was born April 11, 1930 in New York City. He was
educated at Yale University (B.A., 1952) and Harvard University
(M.B.A., 1954). He and his wife, Katherine, have four children.
NB-9
DEPARTMENT OF EDUCATION ATION
UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
UNITED STATES or AMERKA
LAURO F. CAVAZOS
Lauro F. Cavazos was asked by President George Bush to continue as Secretary of Education following
the November 1988 presidential election. Secretary Cavazos was originally nominated for the post by
President Ronald Reagan on August 9. 1988, and was unanimously confirmed by the Senate on
September 20. 1988.
A sixth generation Texan. Secretary Cavazos was born on January 4. 1927 on the vast King Ranch in
South Texas. where his father was a foreman. He earned a B.A. in zoology and an M.A. in cytology at
Texas Tech University. and holds a doctoral degree in physiology from lowa State University.
Dr. Cavazos has served in various professional and administrative positions. He has taught at the Medical
College of Virginia: at Tufts University School of Medicine, where he was also Dean for five years: and
returned to Texas Tech University in 1980 as the first Hispanic and first graduate of the school to become
its president.
Secretary Cavazos has received a number of awards recognizing his efforts in education. in 1984
President Reagan presented him with an award for Outstanding Leadership in the Field of Education. in
1985 he was awarded the Distinguished Service Medal from the Uniformed Services University for the
Health Sciences, and in 1987 he accepted an award designed in his honor from the Texas Tech University
Ex-Student Association. The next year he received the National Hispanic Leadership Award in the field of
education from the League of United Latin American Citizens.
Secretary Cavazos has vigorously served both the field of medicine and the field of education. in
medicine, he has been a consultant to national and international health organizations. including the World
Health Organization and a variety of inter-American health groups. He is author or co-author of
approximately 75 publications in the areas of physiology of reproduction. fine structure of cells and
tissues, and medical education.
Dr. Cavazos has served education as a member or leader of numerous councils of higher education at
both the state and national levels, and his beliefs about education are the result of wide familiarity with a
broad spectrum of schools and educational institutions. He has made numerous personal visits to grade
schools. high schools. and universities. His efforts have concentrated on raising the funding for and
quality of research projects and campus facilities: strengthening minority student programs: providing
leadership in special programs on drug and alcohol abuse. AIDS education. and career planning. -e has
also provided guidance for raising academic standards. increasing teacher accountability developing
plans to raise academic standards. and reviewing the core curriculum.
-e is married to the former Peggy Murdock. They have ten children.
400 MARYLAND AVE.. S.* WASHINGTON. D.C. 20202-0100
Richard B. Cheney
Secretary of Defense
Richard 13. Cheney was nominated by President Bush 111 14. See retary of
Defense on March 10. 1989, was confirmed by the United States Senate on
March 17, 1989, and touk the oath of office on March 21, 1989.
Mr. Cheney was burn January 30, 1941, in Lincoln, Nebraska, and moved to
Casper. Wyoming, at a young age with his parents, Richard 11. and Marjorie
Chency.
He attended elementary schools in Casper. graduated in 1959 from Natrona
County High School, and earned B.A. and M.A. degrees in political science
from the University of Wyoming in 1965 and 19th. I le was a Ph.D. candidate
in political science at the University of Wisconsin in 1968.
Mr. Cheney began his public service in 1965, when he served as an intern in
the Wyoming State Legislature in Cheyenne. In 1960 he was selected by the
National Center for Education in Politics to intern on the staff of Warren
Knowles, then Governor of Wisconsin. In 1968, the American Political
Science Association selected him for its Joseph E. Davies Congressional Fel-
lowship, which he served as an assistant to the late Congressman William
A. Steiger. R-Wisconsin.
in May 1969, following the fellowship, Mr. Chency began several years of
federal service under Presidents Nixon and Ford. From May 1969 to
December 1970, he was Special Assistant to the Director of the Officent Economic Opportunity. From December 1970 to September
1971, he served as Deputy to Donald Rumsfeld. the White I louse Presidential Counsellor. And from September 1971 to March
1973. he was Assistant Director for Operations of the Cost of Living Council.
In March 1973, Mr. Cheney left government service to become Vice President of Bradley, Woods and Company, Inc., an investment
advisory firm.
In August 1974, when Gerald R. Ford assumed the presidency. Mr. Cheney served on the Ford transition team and. beginning in
September. as a Deputy Assistant to the President. In November 1975, he was named Assistant to the President and White House
Chief of Staff, a position he held through the remainder of the Ford Administration, until January 1977. In 1976, Mr. Cheney was
named by the U.S. Jaycees as one of the ten outstanding young men in America.
ie returned to his home state of Wyoming in May 1977 to resume private lite. Mr. Cheney was elected to Congress in November
1978. He was re-elected in 1980, 1982. 1984, 1986, and 1988.
For the 1981-82 Congress. he was chosen by his Republic an colleagues to serve as Chairman of the I louse Republican Policy
Committee. becoming one of the few members ever elee ted ton leadership position after only one term in office. He was re-elected
to the Policy Committee Chairmanship for the 98th, 99th, and 100th Congresses.
In June 1987, he was unanimously elected Chairman of the I louse Republican Conference, which functions as the party's caucus
and provides the information to its members on pending legislation. The Conterence Chairman is the third-ranking House COP
leader.
In December. 1988, he was unanimously elected I louse Republican Whip for the 101st Congress, the second-ranking Republi-
can leadership position. The whip is responsible for polling Republican members on pending legislation, keeping them informed
of the agenda on the House floor, and acting as Republican leader whenever the I louse minority leader is absent.
Mr. Cheney was a member of the I louse Committee on Interior and Insular Affairs, where he served on two subcommittees -
National Parks and Public Land. and Water and Power Resources. He was also a member of the House Permanent Select
Committee on Intelligence. serving as ranking Republican on its Subcommittee on Program and Budget Authorization. He was
ranking Republican on the 15-member I louse Select Committee to Investigate Covert Arms Deals with Iran.
Mr. Cheney married Lynne Vincent of Casper on August 29. 1964 They have two daughters--Elizabeth, born July 28, 1966. and
Mary. born March 14. 1969.
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF management AND BUDGET
WASHINGTON. D.C. 20503
THE DIRECTOR
RICHARD =. DARMAN
On January 25, 1989, the Senate confirmed Richard G.
Darman as Director of the Office of Management and Budget,
and President Bush named him to his Cabinet.
Prior to joining the Bush Cabinet, Mr. Darman was a
Managing Director of Shearson Lehman Hutton Inc. He joined
Shearson in April 1987 upon resigning from service as the
Deputy Secretary of the U.S. Treasury.
At Treasury, Mr. Darman was a key negotiator of the
comprehensive tax reform legislation enacted in 1986, and of
the international economic policy agreement known as "Plaza
I" and related agreements among the Group of Five and Group
of Seven industrial countries.
Prior to assuming his position as Deputy Secretary of
the Treasury in February 1985, Mr. Darman served in the
Reagan White House from January 1981 to January 1985 as
Assistant to the President of the United States and Deputy
to the Chief of Staff. He helped negotiate the budget and
tax acts of 1981, the tax reform act of 1982, and the Social
Security compromise of 1983. He was a member of the U.S.
delegation to the summit meetings of industrialized
countries from 1981 through 1986.
In the Ford Administration, Mr. Darman served as
Assistant Secretary of Commerce for Policy. In addition to
serving at the White House and OMB, Mr. Darman has held
senior policy positions in six U.S. Cabinet Departments:
HEW, Defense, Justice, Commerce, State and Treasury.
Mr. Darman's private sector experience has included the
following in addition to his tenure at Shearson: Fellow of
the Woodrow Wilson International Center for Scholars;
Principal and Director, ICF Incorporated; member of the
faculty of Harvard's Graduate School of Government;
Director, American Capital and Research Corporation;
Trustee, the Brookings Institution; and Contributing Editor,
U.S. News and World Report.
Mr. Darman was born in North Carolina on May 10, 1943;
and was raised in Rhode Island and Massachusetts. An honors
graduate of Harvard College and Harvard Business School, he
is married to Kathleen Emmet, Ph.D., a writer. They have
two sons and live in Virginia.
Department of
Veterans Affairs
THE HONORABLE EDWARD J. DERWINSKI
Secretary of Veterans Affairs
Edward J. Derwinski. President Bush's choice to become the first Sec-
retary of the newly created Cabinet-level Department of Veterans Af-
fairs. was confirmed by the Senate on March 2. and swom in on March
15. 1989.
Secretary Derwinski directs the activities of the federal government's
second largest department. responsible for a nationwide system of
health-care services and benefits programs for America's 27.3 million
veterans.
A member of the U.S. House of Representatives from 1959 to 1983.
representing Illinois's 4th congressional District. he was senior minority
member of the House Foreign Affairs committee and the House Post
Office and Civil Service committee. He played a major role in the pas-
sage of landmark Civil Service Reform. Postal Service Reorganization.
and Foreign Service Reform legislation. As a congressman he handled
his own casework for numerous veterans in the Chicago area.
Mr. Derwinski also served as a delegate to the United Nations General
Assembly in 1971. From 1970-72. and from 1978-80. he was chairman of the U.S. delegation to the Interpartiamen-
tary Union. an international body of legislators from over 100 countries.
From 1983 until his nomination as Secretary of Veterans Affairs. Mr. Derwinski served at the State Department. first
as Counselor and later as Under Secretary of State for Security Assistance. Science and Technology. As Counselor.
he participated in developing congressional strategy. conducted special international negotiations with Canada. Ice-
land and nations in the Pacific. coordinated policy with respect to international sports events (such as the Olympics
and the Pan American Games) and acted as senior advisor for refugee policy and programs. As Under Secretary. he
was responsible for implementing the President's worldwide security assistance and arms transfer programs. prevent-
ing the diversion of sensitive U.S. technology to unfriendly nations. and overseeing international communications
and environmental. oceans and science policy. His most recent awards include the Secretary or State's Distinguished
Service Award and the Icelandic Order of the Falcon.
Mr. Derwinski was born September 15. 1926. in Chicago. entered the U.S. Army as a private in 1945. and served in
the Pacific Theater and the Japan occupation. He graduated from Loyola University Chicago) with a Bachelor of
Science in History. He is married to the former Bonita Hickey of Chicago. Mr. Derwinski has a daughter. Maureen.
and a son. Michael.
April. 1989
ELIZABETH DOLE
Secretary of Labor
Elizabeth Dole was sworn in by President Bush as the 20th
Secretary of Labor in a ceremony at the Labor Department's
headquarters on January 30, 1989.
As a member of the Cabinet, Mrs. Dole serves as the
President's chief advisor on labor issues, as well as a key
economic policy advisor. She guides a federal agency of nearly
19,000 employees, with a budget of more than $31 billion.
The laws enforced by the department range from child labor
prohibitions to the security of retiree pensions.
Secretary Dole is responsible for protection of the wages,
health and safety, and employment rights of working people;
administering job training, unemployment insurance and workers'
compensation programs; promoting equal employment opportunity;
collecting, analyzing and publishing labor statistics, and
strengthening free collective bargaining.
Secretary Dole is determined:
To ensure that American workers are the world's best
trained and most highly skilled, placing special emphasis on the
disadvantaged;
To develop policies that make work and family
complementary;
To establish sound and comprehensive pension and
retirement policies;
*
To see that the American workplace is as safe, as healthy,
and as secure as we can make it, and
To encourage management and labor to continue to move
beyond confrontation and conflict and to work together on behalf
of interests held in common.
As the longest-serving Secretary of Transportation-- from
February 1983 until October 1987- Elizabeth Dole made safety her
highest priority. Thanks to that commitment, and the changes she
made at the Department of Transportation, the United States
enjoyed the safest years in its history in all three major
transportation areas-- rail, air and highway.
Bringing the same commitment to the Labor Department, Mrs.
Dole has effectively worked to assure the safety and health of
every worker in America-- whether on offshore drilling rigs, in
aircraft at 35,000 feet, or in mines miles underground.
THE UNITED STATES TRADE REPRESENTATIVE
Executive Office of the President
Washington, D.C. 20506
AMBASSADOR CARLA ANDERSON HILLS
Ambassador Carla A. Hills was sworn in as United States Trade
Representative on February 6, 1989. As a member of President
Bush's Cabinet, Ambassador Hills is the President's principal
advisor on international trade policy. She is also the nation's
chief trade negotiator, representing American interests in the
major international trade organizations.
Before joining the Bush Administration, Ambassador Hills was co-
managing partner of the Washington, D.C. office of the law firm
of Weil, Gotshal & Manges, which also has offices in New York,
Houston, Miami, and Dallas.
Ambassador Hills served as Secretary of the United States
Department of Housing and Urban Development in the Ford
Administration (the third woman to hold a cabinet position). In
1974-1975, she was Assistant Attorney General, Civil Division,
United States Department of Justice. In 1976, TIME magazine
named her as one of its ten Women of the Year.
Born in Los Angeles, California, Ambassador Hills received her
bachelor's degree from Stanford University, her law degree from
Yale University, and has studied at Oxford University. She
served for three years as Assistant United States Attorney, Civil
Division, Los Angeles, and co-founded a Los Angeles law firm
where she was a partner from 1962-1974. At the same time, she
was an Adjunct Professor at the University of California at Los
Angeles Law School, teaching antitrust law. She was editor and
co-author of Antitrust Adviser, which was published in 1971.
Until recently, Ambassador Hills served on the boards of Interna-
tional Business Machines Corporation, Corning Glass Works, the
Federal National Mortgage Association, Chevron Corporation,
American Airlines and The Henley Group, Inc.
Ambassador Hills was Chairman of the Urban Institute from 1983
through 1988, and was a member of the Executive Committee of the
American Agenda, co-chaired by Presidents Ford and Carter. In
1981-1982, she served as Vice-Chairman of President Reagan's
Commission on Housing and in 1985-1986 as a member of the
President's Commission on Defense Management. She has also
served as a Trustee of the Brookings Institution, the Rand
Corporation and as a member of the Trilateral Commission.
Ambassador Hills has been active in the American Bar Association,
serving as Chairman of Section of Antitrust Law in 1982-1983, and
as Chairman of the Conference of Section Chairmen in 1983-1984.
Ambassador Hills resides in Washington, D.C. with her husband,
Roderick M. Hills. They are the parents of four children.
U.S. Department of Housing and Urban Development
Washington, D.C. 20410
T
February 1989
Biography
Jack Kemp
Secretary
U.S. Department of Housing and Urban Development
Jack Kemp was nominated by President Bush to be Secretary of Housing and Urban Development on
Monday, December 19, 1988. He was confirmed unanimously by the Senate on February 2, and sworn into
office on February 6, 1989.
As HUD Secretary, Mr. Kemp serves as the nation's top community development and housing official. with
responsibility for a wide variety of federally-assisted housing, economic development, and fair housing
enforcement activities across the nation.
His major responsibilities-carried out through a Headquarters office in Washington, D.C., 10 regional offices.
and 81 field offices-include helping local communities provide housing assistance for low-income families:
helping first-time and inner-city homebuyers obtain private financing to buy their own home; and assisting
towns, cities, and counties meet extraordinary development needs through public/private partnerships and
federally-assisted economic development.
Prior to his appointment to President Bush's Cabinet, Mr. Kemp served in the United States House of Rep-
resentatives for nine terms, from 1970 to 1988. He served for seven years in a leadership position as the
Chairman of the House Republican Conference. Mr. Kemp was a member of the House Appropriations
Committee and a ranking member of the Foreign Operations subcommittee; was a member of the Select
Committee on Children, Youth and Families; and also had served on the Budget, Education and Labor. and
Select Small Business Committees.
Jack Kemp came to Congress in 1970 after 13 years as a professional football quarterback, where he helped lead
the Buffalo Bills to the American Football League Championships in 1964 and 1965. He was named Most
Valuable Player in the League in 1965, and twice was All AFL Quarterback-in 1960 with the San Diego
Chargers and 1965 with the Buffalo Bills. He co-founded the AFL Players Association, and was elected
President, a position he held for five terms. In 1983, Jack Kemp received the National Football Foundation
and Hall of Fame's Gold Medal for excellence in leadership, both on the football field and in Congress.
Born in Los Angeles, in 1935. Mr. Kemp attended California public schools and graduated from Occidental
College with a Bachelor of Arts degree in 1957. He pursued graduate studies at Long Beach State University
and California Western University. He was first elected to the 92nd Congress on November 3. 1970.
representing New York State's 31st Congressional District. He is the author of An American Renaissance:
Strategy for the 1980's, and The American Idea: Ending the Limits to Growth.
He is married to the former Joanne Main. The couple have four children: Jeffrey, Jennifer, Judith and
James, and two grandchilden. They reside in Bethesda, Maryland.
DEPARTMENT of the INTERIUR
news release
4
BIOGRAPHY
SECRETARY MANUEL LUJAN, JR.
On February 3, 1989, Congressman Manuel Lujan, Jr. was sworn in as the
46th Secretary of the Interior.
First elected to Congress in 1968, Mr. Lujan represenced the First
District of New Mexico for 10 terms. He served on the House Interior and
Insular Affairs Committee from 1969 until his retirement in January 1989.
including a four-year term from 1981 to 1985 as the Committee's Ranking
Republican Member. He also served on the Joint Committee on Atomic Energy
from 1969 to 1977. and on the House Committee on Science. Space, and
Technology from 1977 until his recirement, where he was that Committee's
Ranking Republican Member since 1985.
Mr. Lujan's major interests during his legislative career included
natural resource and space policy. energy and scientific research.
education and fiscal responsibility in government.
Mr. Lujan was born in San Ildefonso, New Mexico, on May 12. 1928. He was
raised in Santa Fe where his father, Manuel Lujan, St., served three terms
as Mayor. Mr. Lujan received a B.A. from the College of Santa Fe and
worked in the insurance business prior to his election :: Congress.
Mr. Lujan and his wife. the former Jean Couchman. have four children.
Terra. Jay, 3arbara and Jeff.
Robert Adam Mosbacher
28th Secretary of Commerce
Nominated Secretary of Commerce bv President-Elect George Bush on
December 6. 1988. He was confirmed 100-0 bv the United States
Senate on January 31. 1989.
Formerly:
Chief Executive Officer and Chairman of Mosbacher Energy
Company
Director or Texas Commerce Bancshares, Houston. Texas
Director Enron Corporation, Houston, Texas
Director New York Life Insurance Company. New York
Past chairman of the National Petroleum Council
Charter member and past chairman or the All American Wildcatters
Association
Past president of the American Association of Petroleum Landmen
Member of the Executive Committee and Board or Directors or the
American Petroleum Institute
DEPARTMENT OF COMMERCE
Past chairman of the Mid-Continent Oil and Gas Association
Twice Past Chairman of the Board of Visitors of the Texas
M.D. Anderson Cancer Institute
Former member of Board of Trustees of the Texas Heart Institute
UNITED STATES OF AMERICA
Former National Trustee, Boys Clubs of America Southwest Region
Past Active Trustee of the Aspen Institute for Humanistic Studies
Member of Washington Roundtable and Co-Chair of Houston
Roundtable of Center for Strategic and International Studies
Mosbacher served as National Finance Chairman for George Bush
for President
National Finance Chairman or the Fund for America's Future
Chairman of Victory '88
Co-Chairman of the Republican National Finance Committee
Member or the Executive Committee for Reagan-Bush
National Finance Chairman for the President Ford Committee in
1976
Won both the North American and World Sailing Championships
in the Olympic classes (Dragon and Soling)
Won the Southern Ocean Racing Circuit
Won the Gold Cup twice
Born in White Plains, New York, Mosbacher has lived in Houston.
Texas since 1948. He graduated from Washington and Lee Univer-
sity in Lexington, Virginia in 1947.
Mosbacher is married to the former Georgette Paulsin and is the
father of four Diane. Robert Jr.. Kathrvn and Lisa) and grandfather of
five. The Mosbachers reside in Washington.
May 1989
News:
U.S. Department of
Transportation
Office of the Assistant Secretary for Public Affairs
Washington DC 20590
SAMUEL KNOX SKINNER
SECRETARY OF TRANSPORTATION
Samuel K. Skinner became the tenth U.S. Secretary of Transportation on February
1, 1989. He was nominated by President George Bush on December 22, 1988, and
confirmed by the Senate on January 31, 1989.
From 1984 until his confirmation, he served as Chairman of the Regional
Transportation Authority of Northeastern Illinois. Skinner also was a senior partner in
the Chicago office of the international law firm of Sidley & Austin.
Skinner served in the office of the United States Attorney for the Northern
District of Illinois, from 1968 to 1975, first as an Assistant United States Attorney and
then as First Assistant to the U.S. Attorney. In 1975, Skinner was appointed United
States Attorney for the Northern District - at that time the first career prosecutor in
the history of the Northern District of Illinois to have been named to the position.
During his tenure as U.S. Attorney, Skinner also was a member of the Department
of Justice White-Collar Crime Committee and the United States Attorney General's
Advisory Committee. Twice he received the Department of Justice Outstanding
Service Award. In 1983, Skinner was appointed to the President's Commission on
Organized Crime, where he served as Vice Chairman.
From 1961 to 1968, Skinner was employed in various marketing and managerial
positions in the data processing division of IBM Corporation. In 1967, he was designated
one of the company's outstanding salesmen in the United States.
Skinner has served as Chairman of the Illinois Capital Development Board, the
Governor's Fraud Prevention Commission and the Governor's Task Force on Energy
Conservation and Coal Conversion. He also has served on numerous boards and civic
committees. Skinner has received numerous awards, and was named one of the Chicago
Junior Chamber of Commerce's ten outstanding young citizens and chosen as one of the
outstanding alumni of DePaul University.
Skinner received his undergraduate degree in accounting from the University of
Illinois in 1960. He then served as an officer in the United States Army during 1960 and
1961. In 1966, he received his degree from DePaul University College of Law in
Chicago, where he was a member of the law review.
He is 50 years old and has three children - Thomas, a Chicago lawyer presently
serving as Assistant to the Governor for Economic Development; Steven, a third-year
law student at the University of Chicago; and Jane, a senior at Northwestern
University.
#####
HUMAN SERVICES USA
HEALTH
or
DEPARTMENT
DR. LOUIS W. SULLIVAN
Secretary of Health and Human Services
Louis W. Suilivan, M.D., was sworn in as secretary of health and human services March 10,
1989, by U.S. Circuit Judge A. Leon Higginbotham Jr. He was nominated by President Bush
Jan 20, 1989, and confirmed by the Senate March 1, 1989.
As head of the Department of Health and Human Services, Dr. Sullivan oversees the federal
agency responsible for the major health, welfare, food and drug safety, medical research and
income security programs serving the American people.
Dr. Sullivan came to HHS from the Morehouse School of Medicine in Atlanta, Ga. In July
1975, Dr. Sullivan had become founding dean and director of the medical education program at
Morehouse College. Since July 1, 1981, when the School of Medicine became independent from
Morehouse College, he had served as its first dean and president. In April 1985, the Morehouse
School of Medicine was fully accredited and on May 17, 1985, the school awarded the M.D.
degree to its first 16 graduates.
Dr. Sullivan was born in Atlanta Nov. 3, 1933. He received a bachelor of science degree,
magna cum laude. from Morehouse College, 1954; and earned his medical degree. cum laude,
from Boston University, 1958. He did his internship (1958-1959) and medical residency
(1959-1960) at New York Hospital's Cornell Medical Center. After a pathology fellowship at
Massachusetts General Hospital (1960-1961), Dr. Sullivan became a fellow in hematology at the
Thorndike Research Laboratories of Harvard Medical School at the Boston City Hospital.
He was an instructor in medicine, Harvard Medical School, 1963-1964, and an assistant pro-
fessor of medicine, New Jersey College of Medicine, 1964-1966.
In 1966, he became co-director of hematology at Boston University Medical Center. From
1966 to 1975, he was, successively, assistant professor of medicine, associate professor of
medicine and professor of medicine at Boston University School of Medicine. During 1972-1975,
he also was co-project director and project director of the Boston Sickle Cell Center and direc-
tor of Hematology at Boston City Hospital.
Dr. Sullivan returned to Morehouse, his alma mater, in 1975 as professor of biology and
medicine.
He is a member of the American Medical Association, the National Medical Association,
Atlanta Medical Association, Medical Association of Atlanta, Medical Association of Georgia
and the Georgia State Medical Association. He has been certified in internal medicine and in
hematology. His research interests are in hematology.
Over
Dr. Sullivan was the founding president of the Association of Minority Health Professional
Schools. He is a former member of the Joint Committee on Health Policy of the Association of
American Universities and the National Association of Land Grant Colleges and Universities.
Professional honors received by Dr. Sullivan include election to Alpha Omega Alpha Honor
Medical Society in 1957, election to the American Society of Clinical Investigation in 1970, to
Phi Beta Kappa in 1974, to the Institute of Medicine (National Academy of Sciences) in 1975 and
to fellowship in the American College of Physicians in 1980. From 1985 to 1987 he was vice
chairman of the Commission on Health and Human Services of the Southern Regional Educa-
tion Board.
He served as associate editor of Nutrition Reports International, 1969-1973; on the Editorial
Board of the American Journal of Hematology, 1975-1977; and on the Editorial Board of the Jour-
nal of Medical Education, 1977-1978. He has served as consultant and adviser to numerous
organizations and agencies including several in HHS' Public Health Service and for the
Veterans Administration. Prior to becoming Secretary, Dr. Suilivan was a member of the
National Cancer Advisory Board of the National Cancer Institute, National Institutes of Health.
He is a member of the boards of Friends of the National Library of Medicine and the Boy Scouts
of America. He has been a member of the Atlanta Rotary Club since 1977.
Other honors received by Dr. Sullivan include: Boston University Alumni Award for
Distinguished Public Service in 1985; Honoree of the Year of the State Committee on the Life
and Health of Black Georgians in 1983; the Drum Major Award by the Southern Leadership Con-
ference in 1982; establishment of the annual lectureship at the Morehouse School of Medicine
in his honor in 1980; the Outstanding Alumnus Award from New York University's Cornell
Medical Center in 1984; honoree of the National Association of Minority Medical Educators
(NAMME) for outstanding contributions to the education of minorities in medicine in 1984; the
first Martin Luther King Visiting Professorship at the University of Michigan in 1986; the
Equitable Southeastern Regional Black Achievement Award for Education in 1986; and the
Atlanta Urban League Award for Outstanding Community Leadership in 1987. He was a member
of then-Vice President George Bush's official 12-member delegation to seven African countries
in mid-November, 1982.
Dr. Sullivan and his wife, Ginger, have three children.
March 10, 1989
Department of Justice
DICK THORNBURGH
ATTORNEY GENERAL OF THE UNITED STATES
Dick Thornburgh became the 76th Attorney General of the
United States on August 12, 1988, following unanimous
confirmation by the Senate.
From 1987 to 1988, Mr. Thornburgh served as Director of the
Institute of Politics at Harvard's John F. Kennedy School of
Government and as a partner in the Pittsburgh law firm of
Kirkpatrick & Lockhart.
Mr. Thornburgh served two terms as Governor of Pennsylvania.
He was elected in 1978, re-elected in 1982, and named by his
fellow governors in a 1986 Newsweek poll as one of the nation's
most effective big-state governors.
Prior to becoming Governor, he served as United States
Attorney for Western Pennsylvania (1969-1975), prosecuting a
number of drug traffickers, major organized crime figures and
corrupt public officials.
He also served (1975-1977) as Assistant Attorney General of
the United States in charge of the Criminal Division of the
Department of Justice during the administration of President
Gerald Ford. He established the Public Integrity Section to
spearhead the Justice Department's actions against corrupt public
officials.
In 1973, he received a Special Medallion Award from the
Federal Drug Enforcement Administration for "significant personal
efforts to help eliminate drug abuse."
Mr. Thornburgh was an elected delegate to Pennsylvania's
historic Constitutional Convention (1967-1968), where he
concentrated on efforts to reform the judicial system and
strengthen local government.
While serving as Governor, Mr. Thornburgh restored integrity
and efficiency to Pennsylvania's state government and fostered
expansion and diversification of the economy by innovative
economic development policies, reducing taxes and indebtedness
and eliminating 15,000 unnecessary positions from the state
bureaucracy. Pennsylvania's unemployment rate, among the ten
highest in the nation when he was elected, had dropped to one of
the ten lowest when he left office.
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- 2 -
His programs for welfare and education reform and for
upgrading the state's transportation system were nationally
acclaimed.
He also carried out an unprecedented crackdown on crime,
expanding the state police force, creating special units on drugs
and organized crime, winning passage of laws imposing mandatory
jail sentences for violent and repeat offenders, adopting tough
new standards for commutations, reinstating use of the death
penalty and undertaking the largest prison expansion in the
state's history.
During his years in office, Pennsylvania's serious crime
rate dropped by more than 17 percent and consistently was the
lowest of any large state. His programs to assist crime victims,
including a Victim's Bill of Rights, and funding of rape crisis
and domestic violence centers, earned Mr. Thornburgh the first
national award ever given by the National Organization for Victim
Assistance.
In 1979, Mr. Thornburgh's calm and effective handling of the
unprecedented Three Mile Island nuclear crisis was widely
credited with having averted panic and injury.
On behalf of Pennsylvania, the nation and his fellow
governors, he has traveled extensively, meeting with leaders in
Europe, the Middle East, the Soviet Union, Japan, China,
Australia, Central and South America and Africa.
A native of Pittsburgh, Mr. Thornburgh, 56, holds an
engineering degree from Yale and a law degree from the University
of Pittsburgh, and has been awarded honorary degrees by 24 other
colleges and universities.
He has served on the Boards of Directors of Merrill Lynch &
Co. Inc., ARCO Chemical Company and Rite-Aid Corporation and is
currently a member of the National Academy of Public Admini-
stration, the Council on Foreign Relations and the Advisory
Commission on Intergovernmental Relations.
Mr. Thornburgh is married to Ginny Judson Thornburgh, a
former school teacher from New York, who is currently a
consultant to the Religion and Disability Program of the National
Organization on Disability, based in Washington. The Thornburghs
have four sons and two grandchildren. As parents of a retarded
son, Dick and Ginny Thornburgh have taken a special interest in
the needs of persons with disabilities and, along with their son,
Peter, were named "Family of the Year" by the Pennsylvania
Association for Retarded Citizens in 1985.
# # # # #
4/89
TERROMENT OF ENERGY
U.S. Department of Energy
Office of the Secretary
STATES
OF
BIOGRAPHY
Washington, D.C. 20585
202/586-5534
JAMES D. WATKINS
ADMIRAL, U.S. NAVY (RETIRED)
James David Watkins was nominated by the President to be the sixth
Secretary of Energy on January 20, 1989. Admiral Watkins was
confirmed by the United States Senate and sworn into office on
March 1, 1989.
Admiral Watkins was born in California on March 7, 1927, and claims
the city of Pasadena as his home. A 1949 graduate of the U.S.
Naval Academy, his tours as flag officer included Chief of Naval
Personnel; Commander of the Sixth Fleet; Vice Chief of Naval
Operations; and, Commander-in-Chief of the Pacific Fleet. Admiral
Watkins was selected by President Reagan to become the 22nd Chief
of Naval Operations on June 30, 1982. His military decorations
include several Distinguished Service and Legion of Merit medals,
the Bronze Star with combat "V" and other medals, campaign and
service ribbons, and decorations from many foreign nations.
Following his retirement on June 30, 1986, Admiral Watkins devoted
his time to issues regarding America's youth, and worked with a
number of philanthropic organizations to establish a national
program for personal excellence. He also served as a member of
advisory boards in both the education and energy fields and has
received several honorary doctorates and public service awards.
In October 1987, Admiral Watkins was appointed Chairman of the
Presidential Commission on the Human Immunodeficiency Virus (AIDS)
Epidemic, submitting the Commission's final report to the President
on June 24, 1988.
Admiral Watkins received his master's degree in mechanical
engineering in 1958, and is a graduate of the reactor engineering
course at the Oak Ridge National Laboratory. He was selected by
Admiral Hyman G. Rickover to enter the Navy's nuclear-powered
submarine program in 1959, and was qualified as an Engineering
Officer of the Watch at one of the Navy's land-based reactor
plants. He served for three years in the Atomic Energy Commission
as Admiral Rickover's assistant for Naval Nuclear Propulsion and
later, in a variety of assignments associated with the management
of the nuclear navy. These assignments included Commanding Officer
of a nuclear-powered submarine and Executive Officer of the world's
first nuclear-powered cruiser.
Admiral Watkins married Sheila Jo McKinney of San Diego,
California, in 1950. They have six children: Katherine Watkins
Coopersmith, Laura Jo Watkins Kauffmann, Susan, Charles, James Jr.,
and Edward. Admiral and Mrs. Watkins have eight grandchildren.
March 1989
Biography
News Division, Room 404-A, United States Department of Agriculture. Washington, D.C. 20250
SECRETARY OF AGRICULTURE CLAYTON YEUTTER
February 1989
Clayton Yeutter was unanimously confirmed by the Senate Feb. 8, 1989,
and publicly sworn in as the 23rd United States Secretary of Agriculture
Feb. 16.
Yeutter's career includes distinguished public and private-sector
service in agricultural policy development, law, economics, marketing and
trade.
From July 1985 until the end of the Reagan administration, Yeutter
served as U.S. Trade Representative. His previous USDA posts include assistant
secretary for international affairs and commodity programs from March 1974 to
June 1975, assistant secretary for marketing and consumer services from January
1973 to March 1974, and administrator of the consumer and marketing service
from October 1970 to December 1971.
Yeutter's other career highlights: president and chief executive
officer, Chicago Mercantile Exchange, July 1978 to June 1985; senior partner,
law firm of Nelson, Harding, Yeutter & Leonard, Lincoln, Neb., April 1977 to
June 1978; deputy U.S. Special Trade Representative, June 1975 to February
1977; director, University of Nebraska Mission in Colompia (a large agricul-
tural technical assistance program), September 1968 to October 1970; executive
assistant to the governor of Nebraska, January 1966 to September 1968; faculty
member, Department of Agricultural Economics, University of Nebraska, January
1960 to January 1966; operator of a 2,500 acre farming-ranching-cattle feeding
enterprise in central Nebraska, 1957-1975; and enlistee, later commissioned
officer, U.S. Air Force, 1952-1957.
Yeutter was graduated with nign distinction from the University of
Nebraska in 1952 with a bachelor's of science degree in animal husbandry. In
1963, ne obtained his law degree from the same university, graduating cum laude
and ranked first in his class. In 1966, he received his doctorate in
agricultural economics, again from the University of Nebraska, and was named
outstanding graduate student in the program.
Yeutter is a former member or chairman of many private and public-
sector boards of directors, councils and trusteeships, including: the
President's Export Council; the board of directors of the Chicago Association
of Commerce and Industry; the board of directors of the Chicago-Tokyo Bank; the
executive committee of the U.S. Meat Export Federation; the board of directors
of the Chicago Council on Foreign Relations; the executive committee of the
Farm Foundation, Oak Brook, I11.; the board of directors of Tri-Valley Growers,
San Francisco, Calif.; and the board of directors of ConAgra, Inc., Omaha, Neb.
Yeutter was born in Eustis, Neb., Dec. 10, 1930. He and his wife,
Jeanne Vierk Yeutter, have four children. He retains ownership of his Nebraska
farm, which is currently operated by a tenant. Yeutter's permanent home is in
Lincoln, Neb., but he currently resides in McLean, Va.
0136
#
171-89
ROBERT M. O'NEIL
THE
President of the University of Virginia
Charlottesville, Virginia
September 27-28. 1989
EDUCATION IS OUR MOST ENDURING
LEGACY. VITAL TO EVERYTHING
WE ARE AND CAN RECOME."
Gy Bush
Robert M. O'Neil became president of the University of Virginia and George M.
Kaufman Professor of Law on Sept. 1, 1985. For the preceding five and a half years, he was
president of the thirteen-campus University of Wisconsin System and Professor of Law at
the University of Wisconsin-Madison.
Born in Boston in 1934, O'Neil holds undergraduate, master's and law degrees from
Harvard and honorary doctor of laws degrees from Indiana University and Beloit College.
After law school, he served as law clerk to Justice William J. Brennan Jr. of the United
States Supreme Court in the 1962 Term.
O'Neil's teaching career began at the University of California-Berkeley, where he was a
member of the law faculty from 1963 to 1972, serving also as chair of the Academic
Freedom Committee of the Academic Senate. From 1970 to 1972, he also served as
General Counsel of the American Association of University Professors.
He entered administration as provost (later executive vice president) at the University of
Cincinnati and from 1975 to 1980 was Vice President-Bloomington of the Indiana University
system. Since entering administration, he has regularly taught courses in constitutional and
commercial law.
O'Neil is chairman-elect of the National Association of State Universities and Land-
Grant Colleges and a member of the Executive Committee of the Association of American
Universities. He serves also on the boards of the Educational Testing Service, the Carnegie
Foundation for the Advancement of Teaching, the Johnson Foundation, the James River
Corp. and the Commonwealth Fund.
He has published several books, including "Classrooms in the Crossfire" (1981), a study
of legal and policy aspects of textbook and curricular censorship.
He is married to the former Karen Elson, a graduate of Vassar College who holds a
master's degree from Harvard. She taught at the University of Chicago Laboratory School
and has chaired the Spouses' Council of the National Association of State Universities and
Land-Grant Colleges. She is co-author, with her husband, of "Civil Liberties: Case Studies
and the Law." The O'Neils have four children, Elizabeth (20), Peter (17), David (16) and
Benjamin (11).
September 1989
Prepared by the University of Virginia News Office
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
April 5, 1989
REMARKS BY THE PRESIDENT
DURING NATIONAL TEACHER OF THE YEAR
AWARD CEREMONY
The Rose Garden
11:41 A.M. EDT
THE PRESIDENT: Thank you, ladies and gentlemen,
Governor, distinguished members of the Congress. Well, it is my
pleasure to welcome so many distinguished guests here to the White
House, to honor a teacher who epitomizes excellence in education.
What goes on in the schools is important to me, and I
like to get out of the office and talk with the kids whenever the
chance presents itself. Last week, I was over here in James Madison I
High in Vienna, Virginia, and had lunch in the cafeteria there.
found the students interested and well-informed, the teachers engaged
and energetic. But the pizza -- (laughter.) Enough said.
But to the business at hand. The 1989 National Teacher
of the Year has made the journey to Washington from Bethel High
School in Hampton, Virginia, many times before, to give her social
studies students a firsthand look at how government really works.
But in a more important respect the journey for this year's winner,
Mary Bicouvaris, began almost 30 years ago and 5,000 miles away.
Mary -- or Mrs. Bic, as her students call her, and I
will, too -- was born in Greece, came to the United States as a
college student, and then chose to stay. Ms. Bic was inspiring good
citizenship in her students before she herself was an American
citizen. And her secret is using the real world as her classroom --
getting her students involved in programs like the model U.N. and in
political campaigns, and bringing people involved in politics in to
speak to her students.
And so now I'd like to ask Barbara to bring Mrs. Bic up
here and present this award. (Applause.) Congratulations.
And now let me just take this opportunity, with so many
distinguished educators, and governors, members of Congress present,
to lay out a plan for what we, on the federal level, can do to
improve our nation's schools. Six years ago this month, this report
that all of us remember, "A Nation At Risk," was first published and
America awakened to the crying need for fundamental change in our
educational system.
We're at a point today where there's an emerging
consensus on education reform -- and an energy of purpose to take up
the challenge. The stakes could hardly be higher. Today's first
graders will be high school graduates in the year 2000 -- a
generation on the threshold of a new century. And so we ask
ourselves what can we do today to build accountability into our
education system -- to make sure we don't pass the problem kid who
need extra help up through the system, out of the schools and then
into the society without the skills that they need?
What can we do to make sure our children stay in school,
graduate and get that diploma -- instead of dropping out and falling
into a cycle of chronic joblessness?
I had lunch yesterday with Secretary Cavazos and talked
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about some of the problems in the severely disadvantaged areas, and
some on reservations and others where the drop-out rates are simply
intolerable.
What can we do to make sure America has the additional
400,000 scientists and the National Science Foundation say that we're
going to need by the year 2000?
What can we do to guarantee that graduates in the year
2000 have the skills and knowledge to make this nation competitive in
the global marketplace?
And all of these are good questions.
And then there's the one I often hear when education is
the issue and budget constraints cloud everything on the horizon, and
the question is, well, what are you going to do about it? A fair
question. We're going to take action -- action to make excellence in
education not just a rallying cry, but a classroom reality. And we
can start by rewarding what works. We can help those most in need.
We can promote choice and flexibility for parents and school
administrators. And we can raise expectations and hold ourselves
accountable for the results.
These four simple ideas -- rewarding excellence, helping
those in need, choice and flexibility, and accountability -- are at
the heart of the legislation that I'm sending to the Congress today:
Education Excellence Act of 1989.
And I want to take a moment to detail this seven-point
plan. First, merit schools. If our aim is excellence in education,
we've go to single out excellence and reward it -- whether that means
raising test scores, lowering that drop-out rate, or making progress
of another kind.
My merit school proposal will provide cash awards to
schools with a proven formula for success -- and serve as a powerful
incentive to encourage other schools to follow their lead.
Second, merit awards for our top teachers. I'm asking
Congress to fund a President's Award for Excellence in Education, to
recognize first-rate teachers in every state, and reward them for a
job well done.
Third, science scholarships for our best high school
seniors. These awards will go to 570 of the best young scientific
minds -- at least one from every congressional district across the
country. National science scholars will receive up to $10,000 a year
for four years, to be used at the schools of their choice.
Encouraging excellence means more than rewarding
successful schools and teachers and students. It means introducing
into our educational system elements of flexibility, choice and
competition that will help promote quality education.
And that's the idea behind the next two initiatives --
magnet schools and alternative certification for teachers.
Magnet schools are an important instrument of choice -- a
means of promoting healthy competition to attract students and create
an incentive for educational innovation. My initiative calls for
$100 million a year for each of the next four years to help with
magnet school start-up or the expansion costs.
Alternative certification is a way to expand the pool of
talented teachers and administrators. Not all people who can teach
are teachers by training. Whether you're an acclaimed author like
Alex Haley or John Updike -- who aren't certified to teach the
literature courses in which their books are read -- or a businessman
from Odessa, Texas, anxious to go into the classroom to share what
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you know, our schools ought to offer that opportunity. And that's
why my education program package includes $25 million to fund
state efforts to encourage more flexible certification systems for
teachers and principals.
Above all, our children deserve a chance to learn --
especially the least advantaged among us.
And the final two initiatives, then, are aimed at
securing that change, for children in schools plagued by the drug
problem, and for college-age minority youth.
Drug-free schools. Now, this initiative involves funding
urban emergency grants, to help our hardest-hit school districts rid
themselves of drugs.
The plain fact is kids can't succeed in the classroom if
there's drug dealing in the corridors. Our aim must be to get the
drugs out, get back to basics, and let students and teachers get down
to the business in an environment where learning can take place.
(Applause.)
And the last and not the least is -- of initiatives is
expanded federal help to these historically black colleges and
universities, in the form of matching grants to build the endowments
at these vital institutions -- endowments that are lagging far behind
many other schools. Historically black schools have served as an
avenue of opportunity for millions of young men and women, and they
do deserve federal help.
Each of these seven initiatives are going to make a
difference. Let me just mention quickly three more efforts -- one,
Head Start program for disadvantaged pre-school children, the
tax-free college savings bond program to help our low- and
middle-income families cope with the costs of sending a child to
college, and the reauthorization of the Carl D. Perkins Vocational
Education Act.
The budget I introduced a couple of months ago calls for
a $250 million increase to expand Head Start, so that more children
from disadvantaged backgrounds enter school ready to learn. I'm
pleased to say that the House has moved very swiftly to approve the
increase. The college savings bond plan that I called for over a
year and a half ago is already on the books, and that's a tribute to
the foresight of many of the members of Congress that are here today.
And the legislation we will soon propose for voc-ed, for vocational
education, will advance the principles of accountability and
flexibility and excellence. Good work was done in the 100th Congress.
The 10lst can build on that work and advance education reform another
step.
These education initiatives don't constitute a cure-all,
a quick fix for whatever ails our education system. Real reform,
lasting improvement, occurs one step at a time -- one student at a
time.
And I don't have to tell you about the current federal
budget situation. Money is tight and we wish that more funds were
available to spend on all levels of education. I'm one who
recognizes the federal role and I think got it properly in my mind
that the states and local governments and private insitutions across
the country bear the significant responsibility. But the federal
government has a role. It's important that we measure our success,
though, not simply by the resources that we put into the effort, but
by the kind of students that our schools turn out. For our schools,
that's the only test that counts.
I've said before that education is long-term planning at
its best. And we'll see the payoff from the work we do in schools
today years from now. But there are few tasks that demand more
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urgent attention than the education of our kids.
Let me share a story with you -- a story about two ways
to look at the future, told by the French. The master of a house was
planning his garden, and told his gardener to plant a certain kind of
tree. And the gardener objected. And he explained that the tree was
slow-growing and would take 100 years to reach its full growth.
It's the master's response that I find interesting. "In
that case," he said, "there's no time to lose. Plant it this
afternoon." (Laughter.)
And that's why I really do believe that's the way we
ought to look at education. As the teachers here today know, the
work you do -- the seeds you plant -- bear fruit across a lifetime.
And there's no time to lose in shaping the next generation -- and no
better time to begin than today.
And so we're taking a step forward, and I ask all of you
to work with me to advance excellence in education in every possible
way.
Secretary Cavazos, why don't you -- if you would, sir,
bring Senator Kassebaum and Congressman Goodling, and our
distinguished governors up here, and Ms. Bic, if you'll join us too,
and we will sign this, and then I'll have a chance to say hello.
(The bill is signed.)
END
11:50 A.M. EDT
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 30, 1989
REMARKS BY THE PRESIDENT
TO THE AMERICAN ASSOCIATION OF
COMMUNITY AND JUNIOR COLLEGES
The Washington Hilton Hotel
Washington, D.C.
1:42 P.M. EST
THE PRESIDENT: To Dale Pernell and Jeff Parish, others,
thank you for that warm reception for Barbara and for me. And I'm
just delighted to be here. I understand we do have two governors
here -- Jim Martin, whom I saw over here, and somebody told me Carole
Campbell was here, and I want to pay my respects to them -- both
leaders in the field of education.
Before making my remarks, I do want to make a comment on
a subject that is of concern to all American today. I know that you,
like most Americans, are concerned about this massive oil spill off
the coast of Alaska. And there's no doubt this is a major tragedy,
both for the environment and for the people up there.
This morning I met with the Secretary of Transportation,
Sam Skinner; with our new able EPA Administrator, Bill Reilly; with
our Coast Guard Commandant, Admiral Yost. And they've just returned
from surveying the damage and assessing the progress of the cleanup
effort. And we're doing all we can at the federal level to speed up
this undertaking. I've directed the Department of Transportation and
the Environmental Protection Agency and the Coast Guard to continue
to give this matter top priority. I've directed Bill Reilly to
report back to me as soon as possible regarding the severity of
damage to the environment, particularly to marine life and the
Alaskan coastline, with suggestions as to what we might do to
ameliorate the situation. The cleanup will not be easy. It's in
remote areas and it's very complicated. But as with other serious
disasters, we must and we will work together at all levels, public
and private to remedy the damage that has been done, and then to
safeguard the precious environment for the future.
But I wanted you to know that we did have a good meeting.
The report was not all negative, but there -- let's be frank, there's
some very serious problems up there right now. But I'm confident
with this able team and with the work of the Alaskan citizens there
who are concerned, that we can do our very best to see that the
damage is restricted.
Now, on to the business at hand. I am delighted,
Barbara, that this distinguished group has recogized your efforts.
or put it in the third person -- I'm grateful to all of you that have
recognized her efforts to promote literacy. And to think, all this
time I thought she was cheating at scrabble. (Laughter and
applause.)
It has been said by some cynic -- maybe it was a former
president -- "If you want a friend in Washington, get a dog."
(Laughter.) Well, we took them literally -- that advice, as you
know. (Laughter.) But I didn't need that because I have Barbara
Bush -- your honoree.
As you know, Bar has taken the lead in promoting
literacy, as you so, I think, properly pointed out, for more than
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eight years now, traveling to the schools across this country. And
one day she came back from Boston and told me that she'd seen a
gentleman sitting in a chair in the corner of a schoolroom surrounded
by children who were enraptured by his storytelling and his
good-natured kidding. Every now and then, this man would ask a child
to spell a word by tracing the letters in the palm of his hand and he
would tell them whether they got it right or not. Barbara thought
that this is strange -- wondered if this was some new kind of
teaching technique that you may have designed. And, no, the
superintendant told her, "He has to teach this way. You see, he's
blind."
Think of it. He's retired. He could have found a
thousand excuses to retreat into his own world of darkness. And yet,
he ventured out into the light to teach children to read books that
he would never again see. And it's moments like these that make her
efforts on behalf of literacy so very rewarding. (Applause.)
We are deeply moved by the plight of those who lack the
skills that most of us just simply take for granted. And rest
assured, we're going to continue to work with you -- those of you out
there on the cutting edge -- to promote literacy skills. You've
bestowed on Barbara an honor that will be treasured by all in our
family for years to come. And still, she and I can't get over the
feeling that we should be giving you, the people in this room, an
award. After all, you provide adult basic education on a scale that
is nothing short of heroic.
This nation grew into greatness because early Americans
met the challenge of building an educational system second to none.
And with the dawn of a new century only 11 years away, we're faced
with a new challenge -- to revitalize and restore that system that
our forebears bequeathed to us; to ensure that an American education
is once again the best, the very best in the world. In this
important mission, we can look to leadership from an American
innovation in education -- our nation's community colleges, more than
a thousand strong.
Whole communities are enriched and enlightened by the
cultural resources you provide; vast libraries, and night schools,
and stages for local theatrical productions. And on and on it goes.
This attitude toward education as something more than a requirement
of an industrial society, as an embellishment of life, rather -- is
uniquely American.
I believe secondary and even elementary schools can learn
a lot from your success, starting with your policy of flexibility.
And by this I mean the way in which you tap local talent and draw on
the knowledge of experts from the private sector. When a Ph.D. on
sabbatical cannot volunteer as a teacher in many of our schools,
something's wrong. And that's why I've have proposed Alternative
Teacher Certification, to open classrooms to every qualified person
with the talent, and the knowledge, and mainly the desire to help the
kids, to teach.
We must all pitch in to restore our educational system.
Business must get involved, work with our schools to ensure American
competitiveness. Students must understand the value of a solid
education and personal responsibility in today's market. And
education at all levels must follow the example set by you, by the
community colleges, which are directly accountable to the needs of
students, communities and businesses. This principle of
accountability should be universally applied to all educational
institutions.
You also serve a particular need with the disadvantaged
and the disabled providing opportunity and choice for older
citizens, women, minorities, and the handicapped.
But excellence in education is our most basic shared
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principle. We share the conviction that there is no such thing as an
expendable student. We will never accept the notion that vast
numbers of illiterate and undereducated Americans can be offset by a
well-educated elite. That is not the American way. (Applause.)
For years, rescuing underachieving students has been a
quest of the heart. And today, it's also a test of our national
will, a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world leader
when it comes to producing Nobel Prize winners in physics, in
economics and literature. But what's the advantage for a nation with
Nobel Prize-winning novelists, if their books cannot be read by 27
million functional illiterates in their own country? (Applause.)
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical science and
still lose the race in the application of knowledge. H.G. Wells
wrote that "Human history becomes more and more a race between
education and catastrophe." Catastrophe may not be around the
corner, but what had a ring of truth in the 1920s sounds ominously
true in the 1980s, with our highly competitive international market.
Let me share a few stark facts with you.
In Japan, levels of functional literacy and student
achievement are extremely high, while the Japanese drop-out rate
remains very low. In America, however, functional literacy is much
lower. About one in five American high school students drop out.
And of those Americans who do graduate from high school, almost one
in five cannot read or write at the intermediate level.
While many Americans become less educated, the standards
of the workplace are becoming ever more rigorous. And the balmy days
of the Baby Boom are passing us by. Between now and the year 2000,
we're going to face a "baby bust, a shrinkage of the basic labor
pool for this country. According to Business Week, we will have to
train or retrain as many as 50 million workers in the next dozen
years alone. Think of it -- 50 million.
There is more opportunity today than ever before -- but
only for those who are prepared to take advantage of it. For those
workers who lack skills and basic education today, a comfortable
middle-class existence will be harder and harder to come by. And
when some high school grads can't find jobs in a market begging for
workers, then we've got a serious social imbalance, we have an
education gap. Let's bridge that gap. Let's bridge it as fast as we
possibly can. (Applause.)
You're doing it. Community colleges provide such a
bridge to higher education, a ready resource for vocational training
and adult remedial education. You provide access for precisely the
very people who are being summoned to alleviate the coming labor
shortage. Some of your programs spell opportunity for the most
disadvantaged members of the work force. But they also spell
opportunity for business at the same time. The disadvantaged and
business are coming together in hundreds of programs -- from Colorado
to Kansas, to Kentucky -- called employer-college partnerships. And
this friendly merger of business and academia is a sweeping force for
social improvement. Everyone must work together if America is to
remain prosperous and competitive in the years ahead.
Let me conclude by paraphrasing a few words of advice
offered at the turn of the century, but so appropriate for our modern
quest for excellence in education:
"Make no little plans. They have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble idea once
recorded will never die, but long after we are gone will be a living
thing."
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These are the words of Daniel Burnham, who was the
architect of such a big plan Washington's Union Station, which
stands out as a visual delight in a city already crowded with great
monuments and statuary. Burnham's legacy is a truly living monument,
with its vaulted ceilings and its gilded geometry above bustling
crowds of shoppers and commuters. But it would be nothing but a
wreck, an eyesore, if it had not been lovingly restored. As
important as it is to reclaim our civic capital of burnished brass
and polished marble, how much more important it is to reclaim our
human capital.
Think, then, of our educational system in this way -- as
a vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. And in this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together as a community, to help your students, to lift their vision
and lengthen their horizon.
For this, and all you are doing, and for those that
walked across this platform, a hardy thanks for all you have done.
For this, for all you do and for what you have done, you have earned
and you are earning the gratitude of a nation.
Thank you, God bless you, and God bless America. Thank
you all very, very much. (Applause.)
END
1:58 P.M. EST
THE WHITE HOUSE
Office of the Press Secretary
(Chicago, Illinois)
For Immediate Release
July 31, 1989
REMARKS BY THE PRESIDENT
TO THE NATIONAL GOVERNOR'S ASSOCIATION
Hyatt Regency
Chicago, Illinois
10:08 A.M. CDT
THE PRESIDENT: Thank you very, very much. Thank you
all. Thank you, Governor Baliles. Thank all of you -- Bill.
Before I make my remarks, I want to comment on a very
disturbing report that we've just heard. There are unconfirmed
reports that Colonel Higgins has, indeed, been executed. And I had
planned to go on out to Nevada for another appearance today and then
to go to Oklahoma tonight. But this matter is of such concern to me
and to all of you and to the American people that I think it's
appropriate that I go back to Washington.
Whether the report is true or not, I know I speak for all
here when I try to express to the American people the sense of
outrage that we all feel about this kind of brutality, this
uncalled-for terrorism. And this was a young American colonel
serving in an international force, and it is incumbent on all of us
to try to rectify this situation, if at all possible. And I have no
more to share with you on this. We have not been able to confirm
this horrible report, but I will go back to Washington and convene
our top national security people and first establish to the best of
our ability if the report is true, and then figure out what might
conceivably be done.
so I'm sorry to bring to this meeting a message of that
nature, the bad news, but I felt you would want to know about it.
Gerry, that said, thank you very much. I want to commend
you on your success as Chairman of this group. I studied Latin for
four years. Soon you will be Chairman Emeritus. "E" in Latin means
out -- "meritus" damn well deserves to be. So I will -- (laughter.)
But I want to commend you, that having been said -- commend you on
that. It's been a joy working with you.
And I want to salute our host and my friend, Jim Thompson
-- a great Governor, former NGA Chairman, who's rocked the world of
Illinois politics by announcing that he will not run for a fifth
term. They were just getting used to him out here and now he's not
going to run. But thank you for your hospitality.
I'd like to rise to John Sununu's defense -- he is not
quiet and retiring. That's all I will say about it. (Laughter.)
But I think it is good to have a Chief of Staff who knows how the
governors function and the importance of the governors in this whole
federalist system.
I think Gerry mentioned Ed Derwinski, a member of my
Cabinet, a good friend of long-standing, and I want to salute him,
and also our Secretary of Transportation -- Illinois' own Sam
Skinner, who is with me here today. Both doing outstanding jobs --
Sam digging in now, working on a national transportation strategy.
And Terry Branstad, the incoming president -- let me say
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I look forward to working with you and I hope we'll have an era of
real cooperation, just as we have with Governor Baliles.
Let's begin by saying what is the role of the governor in
the American political life? Well, de Toqueville, the great observer
of -- 19th century observer -- once asked a country politician the
same question, and the answer he got was this: "The governor counts
for absolutely nothing and is paid only twelve hundred dollars."
Well, you still can't get rich off a public salary. But
today, I don't think there's any question in the minds of the
American people that the office of governor counts for an awful lot,
counts for a great deal. In fact, leadership in America is
increasingly the sum of your efforts and of your vision. And that's
why I consider myself a federalist. I was there when President
Reagan issued the executive order on federalism, and I want you to
know that I stand by it.
We believe in federalism and, yet, we are a people, one
nation, indivisible. And just as we share our cherished
Constitution, so we also share common challenges and
responsibilities. To cure our nation of illiteracy and drug abuse
and crime, we must act in tandem, president with governor, governor
with mayor, up and down the line. And in short, we've got to find
our collective will as a nation.
And that's why I've come to Chicago to meet with all of
you, fellow chief executives. We share as executives a special
responsibility -- and some describe it as a great burden. But for
us, if it is a burden, it is one that is cheerfully accepted. And to
sit where the buck stops, to resolve disputes, to help those in need
and to set a course for the future is to know a special kind of
satisfaction.
In fact, our missions as executives are so similar that
many presidents have called on you for guidance. Teddy Roosevelt,
who called the nation's first conference of governors -- the
forerunner of this association -- convened the governors at the White
House. And he brought the nation's governors together to call for
conservation, for an end to the reckless denuding of our forests.
And they started a tradition that we are carrying on today, working
together as president and governors for a cleaner environment.
I thought you might be interested in a peripheral note
here -- I'm just back from the economic summit in Europe, and the
whole question of environment is on the minds of these Western
European leaders, unlike any time that I've ever seen. And I think
that's a good thing. And I think it is going to cause all of us to
work together internationally, just as my plea is here that we work
together inside our great country.
We have proposed, as you know, the first major revision
of the Clean Air Act in more than a decade. And I read a headline in
one of the great newspapers of this country where some say it didn't
go far enough and others said it went too far. I figured, well,
maybe we're not doing too bad on it. But it sets tough standards; it
gives states and industry the flexibility needed to reduce costs and
break the long-standing legislative logjam. The potential for
consensus is there. The American people want clean air. And we can
work together to see that they get clear air.
Then it was another Roosevelt, great President, Franklin
D. Roosevelt, who called on the governors to help him stem the
financial crisis of the Great Depression.
And today, we don't meet in a spirit of immediate crisis.
Plenty of problems out there, but the nation is fundamentally sound.
But the decline of our educational system and the threat of crime and
drugs, the economic dependency of so many, and yes, that ever-present
federal deficit and the problems that come with it -- these problems
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threaten to endanger the very leadership position of America in the
next century.
And for America to remain competitive will require your
best efforts and your executive know-how. The ultimate challenge, as
Governor Baliles put it, is "to become again the Yankee traders that
we once were." And he's not talking about George Steinbrenner. He
is referring to the clipper ships. Your creative response to our
nation's competitive position is more than perceptive; it's
forward-looking, an attribute to the best kind of leadership.
At this economic summit that I mentioned the competitive
position of our nation was an underlying theme in the discussions of
the great economic issues of trade and monetary policy and
international debt. But no less important to America was the start
of my journey that part that took us to Eastern Europe and Central
Europe. Poland and Hungary today are not the economic magnets that
we find in Western Europe or the Pacific Rim. But I saw a tremendous
potential in the awakening spirit of those lands. It is absolutely
amazing the changes that are taking place on the economic front
there and on the political front as well.
And the beauty of it is that we can boost reform without
massive government-to-government programs. We can do the most good
as American leaders by simply facilitating trade and investment, by
simply opening doors for opportunity and encouraging those
governments to move as fast as they can towards privatization.
But to open these doors will require leadership at every
level of government. You've already established a great tradition of
searching for those opportunities abroad. And now I ask you to
include Poland and Hungary on your list. While governors have no
formal role in foreign policy, you are becoming our economic envoys
and ambassadors of democracy. You're a new force in restoring
American international competitiveness and expanding world markets
for American goods and services.
And, of course, your focus is and, I think, must be on
the critical domestic issues. As chief executives, we know firsthand
how crucial our social health is to the future position of America.
A nation in which half of our youth is ignorant of
geography, in which drugs are rampant, in which a substantial
proportion of the population knows little hope -- such a nation will
not long remain competitive. And in the final analysis, improving
our schools, driving out drugs and bringing hope and opportunity to
those who need it most -- these are issues of our national
well-being, even our national security.
First and foremost are our children and their education.
Working together, we can raise the level of learning in the
classrooms of America.
On April 5, I sent a package to the Congress -- an
educational reform package based on four principles rooted in the
practical experience of the states. To have reform, excellence and
achievement must be recognized and rewarded. To have reform, federal
dollars should be targeted to those most in need. To have reform, we
need flexibility and choice -- choice for parents, choice for schools
in their selection of teachers and principals. And finally, the
essence of reform is accountability in education and reward for those
schools that show progress. If implemented, I believe that these
measures will restore the quality of American education and redeem
the future of millions of children.
But there is more to be done. On June 5th, I asked the
business community to study what the private sector can do to
energize and support educational reform. And there are wonderful
programs in effect now where business leaders assign people from
their companies to help in the local school districts. These have
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been pushed and fostered by many of you around this table. I want to
renew my pledge to assemble the governors in a summit to share ideas
and to explore options for educational progress.
Only twice before have the governors met with the
President on an issue of vital national importance. And now there
will be a third such conference, an historic meeting on education.
And so I invite you to work with me at a governors summit on
education, to be held on September 27th and September 28th. We have
not yet selected a place, but we want to go forward and do that.
(Applause.) And together, we can find ways to strengthen our
schools, to enlarge opportunities and to improve our nation's
educational performance.
As chief executives, we also see drugs and crime as the
most harrowing domestic threat to the future of America. And I
proposed on May 15th a common-sense approach to deter the criminals'
use of weapons, to reform the criminal justice system, to enhance
enforcement and prosecution, and to expand prison capacity to ensure
both the certainty and the severity of punishment. I proposed the
hiring of 825 new federal agents and staff; 1,600 new prosecutors and
staff; and an additional $1 billion for federal prison construction.
And I've proposed tough new laws, including mandatory
prison terms, no deals without cooperation, and the death penalty for
those who murder our police officers. But I need your leadership to
see results. Work with me. Toughen your laws and put the worst
offenders behind bars. And if you do, we will take back the streets.
And finally, America cannot continue to lead the world if
we lag in providing opportunity at home. And last year, as you know,
Congress and the administration enacted major welfare reform
legislation, the Family Support Act of 1988. And this act grew out
of a consensus that the well-being of children depends on more than
material needs. Children need a family environment that encourages
self-sufficiency. In a word -- character.
with this in mind, I reestablished the Low Income
Opportunity Board within the White House. And I've asked that board
to assist you in the complex and time-consuming process of obtaining
these federal approvals for experiments in state welfare reform. So
many innovative policies have come from the states. so we want to
work together to keep your administrations free to experiment, free
to be creative.
In fact, I have asked our Domestic Policy Council and the
Low Income Opportunity Board to make flexibility the guiding
principle, so that states will have greater freedom to experiment
with welfare reform.
And I am pleased to announce that this week the DPC --
Domestic Policy Council has committed itself to give you greater
room to maneuver; and to grant waiver requests as quickly as
possible.
Many of our responsibilities overlap in education, law
enforcement and welfare. At times, there's been friction -- a lot of
friction between the states and the "feds." And perhaps what we need
between the federal government and the states is a friendly
competition well-known to Chicagoans. Here, along the majestic
lakefront skyline, there's been an ongoing competition among
developers to retain the title of the world's tallest building. You
talk about one-upsmanship, this is it -- a whole new meaning.
Yet, this is the kind of one-upsmanship that builds, not
destroys, that lifts, not lowers, that takes us all a little closer,
a little closer to the stars.
I have committed the powers of my office to lift America
-- starting in the classrooms and the streets. Working together, I
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am absolutely convinced that we can achieve a national consensus in
spite of the overriding budgetary problems that the federal
government faces. Working together, we can make the next century an
American century.
Thank you. Thank you all for what you do for this
country and I'm just delighted to have been with you. Thank you very
much. (Applause.)
Q Thank you, Mr. President. The President has agreed
to take a couple of question. I'll call on our Vice Chairman
Governor Branstad of Iowa for the first question.
or Mr. President, we're very honored that you've
invited us in the third only presidential summit with the governors
on the topic. And I'm delighted that you've chosen education because
that's going to be an area of focus of the governors for this coming
year. And I just want to add my appreciation and say that we look
forward to working with you and developing consensus goals to improve
the quality of education and we want to involve all the people in
this nation that are concerned about rebuilding and strengthening the
quality of education. Thank you for that commitment.
THE PRESIDENT: Thank you for your question. (Laughter.)
No, but thank you, Terry, and we look forward to working with you.
Q Mr. President, first of all, we appreciate your
speech and your commitment both to fighting drugs and to improving
education.
I wonder -- I support, as I think you know, your
education position. I'm for accountability, choice, alternative
certification. One thing that concerns me in our state and I think
is a concern around the table here that I'd like to hear you comment
on is the relative lack of competitiveness of our high school seniors
with many of the other countries with which you've been negotiating
new economic, environmental and defense arrangements. What do you
think the federal role ought to be in trying to increase the number
of people who can afford to go on to college -- or who can't afford
to go on to college but need to so that they can be internationally
competitive? And do you believe that that ought to be a part of our
education summit in September?
I'm very concerned about that and that's something that
neither the states nor the federal government has adequately
addressed, in my judgement, in the has three or four years.
THE PRESIDENT: I think, clearly, the federal government
has a role. We have some programs. I know everybody would like to
see them financed more fully, thinking of Pell grants and things of
this nature. And I've been intrigued with some of the private sector
approaches. A fellow named Pat Taylor in New Orleans has a program
that I believe -- I don't know whether Governor Roemer -- I didn't --
where is he -- can comment on. I don't know whether he likes it or
not. But nevertheless, it's a program that has some applicability to
what we're talking about here. It's happened in other states. But,
yes, I think it should be a key agenda item for the summit that we're
talking about.
Again, every time we get to worthy goals, I have to say,
wait, how do we meet Gramm-Rudman's targets and all of that. But
clearly, in terms of objective, it must be that.
But, Bill, I'd also say that what we've -- you've talked
about and you've pioneered, along with others around this table -- I
can single out Governors Baliles and Kean because they'll both be
unemployed here in a few weeks. But this concept of encouraging
excellence the way your states have done it I think has great
applicability for how a high school senior goes forward and gets into
college. so anyway but it should be an agenda item.
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or
Governor Celeste of Ohio.
THE PRESIDENT: Where's Dick? I didn't recognize you,
yes. (Laughter.)
or
Mr. President, you just alluded to the notion of
worthy goals and budget realities, and this morning the governors
around the breakfast table talked at length about the problems we're
facing now with Medicaid and the mandated costs that are built in as
a consequence of decisions that have been made in the Congress. And
I think it's our feeling that we would like to, number one, share
with our congressional delegations the realities we're now contending
with as governors, but to call on them and perhaps to seek the
assistance of the administration, as well, to have a two-year
moratorium on any additional mandates in terms of Medicaid with a
commitment that all of us sit down together on a bipartisan basis --
governors, the Congress, the administration -- to look at this whole
issue of health care, how we assure coverage to those who need it,
how we deal with this problem of sort of backing into a system which
is virtually universal now for various pregnant women and small
children, and to do it in a cost efficient way. And I'm wondering
whether you would be comfortable with a notion, for example, of a
moratorium on additional mandates at this point, and whether there's
a way in which we could work together on this important issue.
THE PRESIDENT: Well, I'd like to consider it. And
certainly, you're trying to hold the line on the spiraling costs --
we're in a battle now, and I think we can resolve it properly, with
some of our doctors in terms of the increased costs of physicians
fees. But, yes, I'd -- without getting into the specifics, I'd
certainly think we could cooperate fully. (Applause.)
or
Mr. President, under our Chairman's direction this
spring and summer, I conducted a series of hearings around the nation
on our nation's transportation infrastructure. Two key facts came
out of those hearings. One, those nations which make an increased
investment in their highways, their bridges, their harbors, their air
and rail systems, their water systems, are more competitive in the
world economy than those nations who do less. And secondly, those
nations who make such investments stimulate more private investment
than those nations who do less.
I don't have a question; I have a suggestion, if I might
be so bold. Could you ask Director Darman, Secretary Brady,
Secretary Skinner and Secretary Mosbacher to form kind of a working
group to make sure that our tax laws and our transportation policies
are doing everything we can to encourage a renewal of America's
transportation infrastructure? I know it will be part of Secretary
Skinner's national strategies plan, but I think there needs to be
more focus in Washington on the benefits of infrastructure investment
and a return to our economy, especially our competitive world
economy, and I think those four good men could really help in that
effort.
THE PRESIDENT: Well, let us try, and I appreciate the
suggestion. And for those out around here from Illinois, I must say
I am very pleased to be working with Sam Skinner in this field. I
know the frustrations around this table when you see this tremendous
highway trust fund and wonder why those funds aren't available --
immediately available for the purposes for which they were earmarked.
And the answer, obviously, is budgetary. But, yes, I'd be very happy
to ask the four of them to get together.
Q
Nice to see you again, Mr. President. I just wanted
to follow up on the point that you had made and offer, for whatever
it's worth, my congratulations on the September 27th summit,
vis-a-vis education.
I would like to say that the Southern Growth Policies
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Board, which Carroll Campbell has headed for this past year and which
I will head for this next year, is concerned as the world grows
smaller, cheap is not enough, we must be flexible and smarter. And
we've undertaken, Mr. President, the goal to address adult illiteracy
in our part of America. And I would encourage your team at the
educational summit to address that question in context of the whole
nation.
It seems to me that we're going to be making more
products -- one product, one person, one sale, rather than mass
production, and it seems that the quality of our work force will be
the key to us being competitive. Not just the price of the work
force, but the quality of the work force. That's one of our
assignments in the south, and we're hoping you can help us
nationwide.
What I'm trying to say, Mr. President, is send money.
Thank you. (Laughter.)
THE PRESIDENT: I thought I heard that.
Q
I said it poorly, as usual, but -- (laughter.)
THE PRESIDENT: Let me say that, on this educational
summit, I don't view this is as something where -- like today where I
come here for two minutes and then take off. I mean, this is going
to be a session where we will have an opportunity together -- you and
me -- to take a considerable amount of time to discuss these kinds of
issues.
I think it is important -- and maybe Governor Branstad
would be the one to turn to to have a little group for the agenda on
this, and our Education Secretary will be involved -- but, sure, we
should take that up. And I want you to know I will be personally
involved in learning from this kind of involvement.
But thank you all very, very much. With permission,
could I just say hello to everybody here. (Applause.)
END
10:40 A.M. CDT
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
April 28, 1989
REMARKS BY THE PRESIDENT
DURING SIGNING CEREMONY
FOR
NEW EXECUTIVE ORDER ON
HISTORICALLY BLACK COLLEGES
AND UNIVERSITIES
The Rose Garden
2:10 P.M. EDT
THE PRESIDENT: First, my respects to our two Secretaries
here today -- Secretary Cavazos, our Secretary of Education;
Secretary Sullivan of HHS; and to our special guests -- all of you
fit that description -- and particularly to the Presidents and
supporters of a noble educational tradition who honor us with their
presence this afternoon. All of you, welcome to the Rose Garden.
Graduations are coming up, and I know you're looking forward to the
free advice you'll get from the parents.
I suggest the response of one English schoolmaster: "If
you promise not to believe everything your child says happens at this
school, I'll promise not to believe everything he says happens at
home." (Laughter.)
For over 100 years, the historically black colleges and
universities have been a special part of our heritage. At a time
when many schools barred their doors to black Americans, these
colleges offered the best, and often the only, opportunity for a
higher education. And today, thank heavens, most of those barriers
have been brought down by the law, and yet, historically black
colleges and universities still represent a vital component of
American higher education, enriching a great tradition of educational
choice and diversity in this country.
As one educator put it, "We must see that every child has
an equal opportunity to become different, to realize their unique
potential of body, mind and spirit.
Nine days before I became President, a number of you met
with me across the way in the EOB to discuss new ways to ensure that
every black child has that chance. Several of your colleagues --
Gloria Scott and Van Payton, Leroy Keith come to mind. They ask
that, first and foremost, the administration establish an advisory
committee to make sure that your voices continue to be heard. It was
a sound idea and one that I am pleased to put into effect in a few
moments when the new Executive Order I'm signing creates the
President's Board of Advisors on Historically Black Colleges and
Universities.
Staffed by the Department of Education, this new board
will assist Secretary Cavazos in developing annual plans to increase
participation by your schools in federally sponsored programs. It
also guarantees that each of you, every president of a historically
black college or university, be given an opportunity to comment on
these plans before they reach my desk in the Oval Office. We will
continue to listen. Your voices must and will be heard.
As many here have requested, today's order also
incorporates the most useful provisions of its predecessor. But more
importantly, it contains new initiatives that will increase the
private sector role in ensuring the long-term viability of the
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distinctive institutions that you represent. Now that's just
bureaucratese for the volunteer spirit -- a tradition of helping
one's neighbors well-known to black Americans.
This tradition was perhaps best exemplified by Bill and
Camille Cosby's singular gift to Spellman last fall. The New York
Times called the Cosby donation "as much a challenge as a gift."
Well, we're trying to sweeten that challenge. Some of you reminded
me in January that perhaps the most important support that the
government can provide is through incentives to increase endowments,
and that's why we have requested a total of $60 million during the
next four years over and above the existing programs for endowment
matching grants for the special schools you represent.
They say the university's usual state can be summed up by
the lady who noted, "I have enough money to last me the rest of my
life unless I buy something." Well, the new endowments program
represents a commitment to the long-term. It's not a quick fix, and
it's flexible, producing new contributions and ultimately new income
-- permitting each of your schools to decide where its money is best
spent.
These budget proposals, like the new advisory committee,
our support for the crimes bill and the appointment of capable
officials like Lauro Cavazos and Lou Sullivan are but another part of
this administration's commitment to see that the promise of the civil
rights movement, a fair society for all Americans, becomes real.
In that regard, I know that Dick Thornburgh, our Attorney
General, and our nominee to head the Civil Rights Division, Bill
Lucas, are unshakeable in their commitment to equal rights and to the
vigorous enforcement of the laws which guarantee those rights to all
Americans.
And finally, it doesn't do much good to educate our young
people if they can't get good jobs when they get out. They need work
opportunities while still students which can also provide another way
to help finance their education. By this order we also direct that
the office of Personnel Management, working together with Secretary
Cavazos and Secretary Dole, our Secretary of Labor, develop a program
to improve recruitment of your students for part-time and summer
positions in the federal government. America needs and wants their
creativity, their talent, their diversity.
We've just returned from a journey across this great
country -- from Florida, North Dakota to Texas -- I mean, California,
Virginia -- something like 7,500 miles in less than four days. And,
as we circled the continent, I thought of the coming commencements at
the schools across our land, and it is a time of new beginnings --
for those kids, new dreams. And they are exciting times for all
young Americans and especially, I think, for those black Americans --
those young kids that you have nurtured with a wonderful education.
Out of a century that began with their people still bound by the
remnants of slavery, this generation is emerging into a time rich
with opportunities unimaginable to their grandparents. And you, and
the teachers -- oh, God bless the teachers that work with you -- are
the fulfillers of your students' dreams and of your nation's destiny.
And so bless you in your mission, and now with great
pleasure and really a great sense of personal pride, I want to sign
this Executive Order to launch these new initiatives, recognizing it
is only a beginning. I think it's a good one. I want to work with
you. God bless you all. (Applause.)
END
2:18 P.M. EDT
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
September 11, 1989
REMARKS BY THE PRESIDENT
AT AMERICAN SUCCESS AWARDS CEREMONY
The Rose Garden
11:07 A.M. EDT
THE PRESIDENT: Thank you all. I'm serious. Take off
your coats if you want to. I kind of look a little more formal here,
but -- thank you, Larry -- Secretary Cavazos, our able Secretary of
Education. It's a great pleasure to see you here, and I certainly
want to welcome Senator Kassebaum. I don't know what happened to
Orrin -- Senator Orrin Hatch, but I expect he'll make the dramatic
entrance any minute now. (Laughter.) But thank you so much for
coming.
My thanks to Michael Farley, Chairman of the National
Council on Vocational Education for all his hard work. And there's
an old saying: The more things change, the more things stay the
same. Well, today I'm going to talk about our rapidly-changing work
force and the simple, proven ways America is preparing for the
future.
You know, during the administration of Abraham Lincoln,
the government made a strong commitment to what most people now
consider a current idea: vocational-technical education. And by
etablishing the land-grant colleges -- the agricultural and
mechanical, or "A&M" schools -- Lincoln ensured that American workers
were on the cutting edge of the new technologies. Well, that sounds
familiar. And since the days of Lincoln, America has been concerned
with competitiveness in the world marketplace of technology.
Lately, there's a bad rumor going around that the work
ethic is dead. And I don't believe that's true -- not when so many
of the best new jobs in the nation are going to Americans educated in
vocational-technical schools. It sounds to me like the work ethic :S
alive and well.
And it's going to stay that way. Eighteen of the 20
fastest-growing occupations within the next decade require
vocational-technical education and jobs for technicians will grow 33
percent by the year 2000 -- the fastest of any major occupational
group.
You know, there are dramatic changes in the nation's work
force -- changes that point to a brighter future for our young
people. Take, for example, the fact that our population is growing
much more slowly now that the baby boom is over -- the same time that
we're creating a record number of new jobs. The bottom line in the
year 2000 -- and this is a statistic that really is staggering -- in
the year 2000, every person who wants a job will have one if they
have the skills. And that's where you all come in.
All across America, some 26,000 vocational-technical
education institutions provide 16 million Americans with marketable
skills in over 150 occupations.
These students will be the high-tech computer programmers
and operators, equipment assemblers and communications specialists
who stand at the cutting edge of our economy. As we rely more and
more on automation in our industries, employers will be looking for
smart workers who can communicate and solve problems, from monitoring
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production rates to repairing robots, and people who are skilled on
the production line and who know how to get things done -- and
craftsmen such as computer programers and electrical engineers, and
practical nurses who keep our economy going strong.
Let's look at some of the benefits of vo-tech education
-- marketable graduates and lower unemployment. For example, one
study found that graduates of Ohio vocational education programs earn
21 percent more money four years after graduation than high school
graduates without this training. And unemployment is lower for
vo-tech graduates than for those in the general work force who are
the same age and have the same number of years of schooling. But
even beyond the numbers when vo-tech education can help young
Americans get a better start in life, then the whole country
benefits.
And here's another benefit improved learning skills.
Job training and academics are not contradictory. Actually, many
people learn academic subjects better in the context of how to use
them on a job. Students in a vo-tech school taking a "Principles of
Technology" course will learn about thermal resistance -- not from a
lab experience with beakers and test tubes, but from working the
insulation in a house. Vo-tech schools are leading the way in
educational improvement and applied academics.
The partnerships that community colleges and vo-tech
institutes have formed with businesses to provide retraining and
skills for employees are essential. There are now 23 million adults
who receive retraining through vo-tech programs which allow them to
get new or better jobs. The reality of life-long learning has
arrived.
We call it "career ladder opportunities" -- the kind of
education that builds bridges between vocational education and higher
education. It's the kind of education that puts more and more
Americans on the ladder to success.
Building a world-class work force, then, must be a
national priority. Improving America's capacity to educate and train
workers is critical to the future of this country. And that's why
today we're presenting to you -- not all of you, some of you -- the
American Success Awards. You have become American success stories
through your involvement in vocational-technical education. And
you're building a better America every day.
Each of you has lived the American dream, and each one ==
you deserves our congratulations and thanks for your work in
vocational-technical education. God bless you all and thank you 3..
for coming today.
And now, mike, let's present these American Success
Awards. (Applause.)
END
11:12 A.M. EST
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
April 5, 1989
FACT SHEET
THE EDUCATIONAL EXCELLENCE ACT OF 1989
The President outlined today a program for fostering excellence
in education. The need for reform is evident:
o
America is in an increasingly competitive world where
investment in people, in human capital, is becoming a
critical factor in a country's potential for economic
growth and prosperity.
o
Many of our young people are performing well below
their capacity and below the levels of young people in
other countries in such important subjects as science
and math.
o
Outstanding achievement by schools, teachers, and
principals too often goes unrecognized and unrewarded.
Achieving excellence in education requires high
expectations, low dropout rates, and safe and
drug-free schools.
Parents lack adequate choice in the education of their
children.
Schools often find that it is difficult to hire capable
teachers and administrators, even though many people
possess outstanding subject matter knowledge and
management skills.
Projections of the future indicate an increasing
shortage of people with advanced training in science
and mathematics.
o
Our country's historically black colleges and
universities struggle to maintain their commitment to
educational excellence.
The Educational Excellence Act would authorize several
initiatives designed to address these problems.
This legislation builds on the accomplishments of the last
Congress, which enacted into law the Augustus F. Hawkins-Robert
T. Stafford Elementary and Secondary School Improvement
Amendments of 1988. That law took significant steps toward
improving elementary and secondary education by improving
program accountability, reauthorizing the magnet school program
and expanding parental choice, providing greater flexibility to
local school districts in the implementation of bilingual
education programs, enhancing parental involvement in programs
for disadvantaged children, and stimulating education innovation
and reform. The President's initiative proposes new efforts but
complements in numerous ways the important work of the 100th
Congress in pursuing educational excellence.
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2
This legislation is based on four basic principles. These are:
1.
Recognition of excellence -- Recognizing and rewarding
our best schools, teachers and students will serve as
an incentive for all schools, teachers, and students to
improve their performance.
2.
Addressing need -- This Administration believes that
Federal dollars should assist those most in need.
3.
Flexibility and choice -- Greater flexibility and
choice in education -- both parental choice in
selecting schools for their children and local school
systems' choice of teachers and principals -- are
important to providing the means and incentives for
achieving educational excellence.
4.
Accountability -- The Administration supports
objective measurement and reward of progress toward
quality education.
The Educational Excellence Act includes seven legislative
initiatives aimed at fulfilling these important principles.
Highlights of the individual initiatives follow.
Presidential Merit Schools
Program
o
The Presidential Merit Schools program would provide cash
awards to public and private elementary and secondary
schools that have made substantial progress in raising
student educational achievement, creating a safe and
drug-free school environment, and reducing the dropout rate.
This program would provide a powerful incentive for all
schools to improve the educational achievement of their
students.
Funding
0
The legislation would authorize $250 million for fiscal year
1990, increasing to $500 million by 1993. These funds
would be allocated by formula to the States, with State
allocations based on school-aged population and State
shares of funding under the "Chapter 1" Basic Grants
program.
0
The amount of each merit award would depend on
State-established criteria, including criteria related to
the size of the school and the composition of the student
body.
Implementation
o
Presidential Merit Schools would be selected by the State,
assisted by a special State Review Panel, using State and
Federal criteria. These criteria would focus on schools'
progress in improving students' educational performance,
creating or maintaining a safe and drug-free environment,
reducing the dropout rate, and other, State-determined,
factors. States could also give special consideration to
schools enrolling substantial numbers or proportions of
children from low-income families.
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3
o
A school selected as a Presidential Merit School would use
its award for any purpose that furthers its educational
program, including development or implementation of special
educational programs, purchase of computers and other
materials and equipment, and bonus payments to teachers and
administrators. Private schools would be prohibited from
using Presidential Merit Schools funds to provide religious
instruction or for other sectarian purposes.
O
The bill would also prohibit the reduction of other Federal,
State, or local support to a school because of its receipt
of a Presidential Merit Schools award.
Magnet Schools of Excellence
Program
0
Currently, the Department of Education makes Magnet Schools
Assistance grants to school systems undergoing court-ordered
or voluntary desegregation. Because of the success of
magnet schools in increasing parental choice and improving
educational quality, the bill would create a Magnet Schools
of Excellence program to support the establishment,
expansion, or enhancement of magnet schools, without regard
to the presence of desegregation plans.
Funding
0
The bill would authorize $100 million for Magnet Schools of
Excellence for fiscal year 1990 and each of the three
succeeding fiscal years.
Implementation
O
Local educational agencies (LEAs), intermediate educational
agencies, or consortia of such agencies would apply directly
to the Department for competitive grants. Applications
would be selected for funding on the basis of the quality of
the proposed project, the likelihood of its successful
implementation, and the likelihood of its strengthening the
educational program of the district or districts.
O
The Department would encourage applications that recognize
the potential of educationally disadvantaged children to
benefit from magnet school programs and applications to
establish, expand, or enhance magnet schools which enhance
the diversity of educational offerings to students.
O
No magnet school could be supported under the program for
more than two years, or if the award would result in
segregation or impede the process of desegregation.
Alternative Certification of Teachers and Principals
Program
o
The bill would provide assistance to States interested in
expanding the pool of talent from which to draw teachers
and principals. Funds would support such activities as
training, program development, and evaluation. The bill
would provide incentives for States to develop, expand, or
improve flexible certification systems designed to draw
into education talented professionals with demonstrated
subject area competence or leadership qualities.
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4
Funding
O
The legislation would authorize $25 million for fiscal year
1990 only, for one-time grants to the States. States would
apply for the amount of funds they need or an amount that
is proportional to their school-aged population, whichever
is less; excess funds would be reallocated on the basis of
demonstrated need.
Implementation
o
Grants could support the design, development,
implementation, testing, and evaluation of strategies for
the alternative certification of teachers and principals, as
well as training and recruitment activities.
o
States would be required to consult with teachers,
principals, parents, and others in developing their
applications. Subgrants to school districts, intermediate
educational agencies, colleges and universities, and
consortia of these agencies would be authorized.
President's Awards for Excellence in Education
Program
o
The success of American education depends heavily on the
Nation's teachers. Because teachers who meet the highest
standards of excellence deserve public recognition, respect,
and appropriate financial rewards, our bill includes
authorization for a new program of Presidential Awards for
excellent public and private school teachers. The amount
of each Presidential Award would be $5,000. Teachers
receiving awards would be permitted to use their awards for
any purpose.
Funding
o
The bill would authorize $7.6 million for each of the fiscal
years 1990 through 1993. Funds would be allocated to the
States on the basis of the number of full-time equivalent
public school teachers in each State.
Implementation
O
In each State, winners of Presidential Awards would be
selected by a Statewide panel, selected by the Governor,
from nominations made by local educational agencies, public
and private schools, parents, teachers, teacher
associations, associations of parents and teachers, private
businesses, business groups, and student groups. In making
selections, the panel would use selection criteria developed
by the State, subject to approval by the Secretary.
O
Each State would be permitted to use up to 5 percent of its
allocation for administrative expenses, including the cost
of convening the Statewide panel.
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5
National Science Scholars
Program
o
The National Science Scholars program would encourage
achievement in the sciences by providing scholarships to
graduating high school students who have excelled in the
sciences, and mathematics, and engineering. The
scholarships would recognize the academic achievement of
these students and would encourage them to continue their
education in these academic areas at the postsecondary
level.
Funding
o
The bill would authorize $5 million for fiscal year 1990.
The amount authorized would increase in increments of $5
million per year to a total authorization of $20 million
for fiscal year 1993. These funding levels would ensure
that the scholars would be supported throughout their
undergraduate study and that a new group of 570 scholars
would be selected each year.
Implementation
o
National Science Scholars would receive up to $10,000 a year
for each year of undergraduate education.
o
Each State would nominate between four and ten students per
congressional district to receive scholarships. The
President would select a total of 570 scholars after
considering the recommendations of an advisory board (30
scholarships) and the recommendations of Senators and
Members of the House of Representatives (540 scholarships) .
The scholars would be nominated in accordance with specific
academic achievement criteria that would be developed by
the Secretary in consultation with a panel of experts in
the sciences, mathematics, and engineering.
Drug-Free Schools Urban Emergency Grants
Program
o
Prevention and education programs are frequently inadequate
in urban areas with the most severe drug problems; more
concentrated and comprehensive approaches are required. The
bill would amend the Drug-Free Schools and Communities Act
of 1986 to authorize a program of "Urban Emergency Grants."
Funding
O
The bill would authorize $25 million for each of the fiscal
years 1990-1993 for Urban Emergency Grants.
Implementation
o
This amendment would authorize a small number of special,
competitive grants to urban districts that have the most
severe drug problems, so that these districts can develop
and implement comprehensive approaches to solving those
problems.
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6
Historically Black Colleges and Universities
Program
O
Historically Black Colleges and Universities (HBCUs) play a
vital role in the American system of higher education. In
the past, these institutions offered many Black Americans
their only opportunity for a higher education. Today,
HBCUs enrich the range of educational choice. These
institutions enroll approximately 220,000 students.
o
Many HBCUs are financially weaker than comparable
institutions. This bill would strengthen HBCUs by
providing additional support for endowment matching grants.
Endowment building is an especially effective way to create
financial strength and long-term financial security for
HBCUs.
Funding
o
The bill would provide additional authorizations of $10
million for fiscal year 1990, $20 million for both fiscal
year 1991 and fiscal year 1992, and $10 million for fiscal
year 1993.
Implementation
o
Federal funds would be available to match private sector
contributions to the school's endowment fund. Income from
the endowment fund could be used to improve academic
programs as well as administrative management.
O
All HBCUs currently eligible under Title III of the Higher
Education Act. of 1965 would be eligible to apply for
grants.
# #: #
EDUCATION
BACKGROUNDERS
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
FOR RELEASE: a.m. papers Contact: Jane Glickman (202) 732-4307
August 24, 1989
Tom Snyder
(202) 357-6689
1989 BACK-TO-SCHOOL FORECAST
The American people will spend a record $353 billion on
schools and colleges in the 1989-90 school year, Secretary of
Education Lauro F. Cavazos projected today.
"Our nation continues to make a tremendous financial
investment in education," Cavazos said, "but the education
deficit continues to grow. Too many Americans remain
ill-prepared for a changing world.
"As this school year begins, President Bush is taking the
historic step of calling together the nation's governors to
address this national crisis. Such leadership is critical; but
parents, teachers -- indeed, all Americans -- must become
involved if we are to ensure that each student has an
opportunity to be educated to his or her fullest potential.
That is what Americans expect from their generous investment in
education."
Cavazos' comments accompanied release of the Education
Department's annual statistical forecast for the 1989-90 school
year. The $353 billion spending projection for public and
private education at all levels represents a 6.8 percent
increase over last year, when overall spending was $330 billion.
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The largest increase will be in higher education, with
spending estimated at $141 billion, a 7.2 percent increase over
last year. Adjusted for inflation, this constitutes a 36
percent increase since the 1980-81 school year.
Elementary and secondary expenditures -- both public and
private -- are expected to rise to $212 billion, a 6.6 percent
increase over last year's spending and, after adjusting for
inflation, a 29 percent increase since 1980-81.
Per-pupil expenditures in public elementary and secondary
schools are also expected to reach a record high of $5,246,
$308 per student more than last year.
At the higher education level, expenditures for each
full-time equivalent student will rise to $14,923, nearly
$750 more per student than a year ago.
The average salary of public elementary and secondary
school teachers is expected to rise to $31,200 in the coming
school year, up 5.5 percent over last year's average of
$29,567. After adjusting for inflation, this will amount to a
20 percent increase since 1980-81.
This year, expenditures of educational institutions at all
levels -- elementary, secondary, and postsecondary -- will again
amount to about 6.8 percent of the gross national product.
Total Enrollment Rises Slightly
Total enrollment in the nation's schools and colleges is
expected to reach 58.7 million this fall, up by 400,000. About
45.6 million young people will attend elementary and secondary
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schools, 150,000 more students than last year, and 13.1 million
students will attend higher education institutions, about
250,000 more than a year ago.
As in the past several years, enrollment increases in
grades K-12 will be concentrated in the elementary grades (K-8),
reflecting the increase in births that began in 1977 and has
continued in most subsequent years. In 1988, births exceeded
3.9 million, more than any other year since 1964.
Enrollment continues to decline this year for grades 9-12,
reflecting a downward trend that has occurred for this age group
since the peak year of 1976. Lower enrollments for grades 9-12
will continue for another year or two, until the youngsters born
after 1976 begin reaching the upper grades. Annual increases in
secondary school enrollments will then continue throughout the
1990s and the early years of the 21st century.
In the fall of 1989:
-- total elementary (K-8) enrollment will climb
1.5 percent over last year, from 32.4 million to
32.9 million;
-- total secondary enrollment will drop 2.6 percent,
from 13 million to 12.7 million.
School enrollments vary by state and region. In the 1980s,
the greatest increase in the public school population has been
in the West, while a smaller increase has been experienced in
the South, and enrollments have declined in the Northeast and
Midwest. Between 1980 and 1989, the largest enrollment
increases -- in descending order -- were in California, Texas,
Florida, Arizona, Utah, Georgia, Nevada and Washington.
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Despite a shrinking traditional college population of
18- to 24-year-olds, total college enrollment has reached new
peaks in recent years. In the fall of 1989, nearly
13.1 million students are expected to enroll in public and
private colleges and universities, about 250,000 students more
than last year.
The rise in college enrollments in the 1980s can be
attributed to higher attendance rates among the traditional
college-age group as well as higher enrollment rates for older
and part-time students, especially women. Since more students
are attending college part-time, full-time equivalent enrollment
is rising at a slower rate than total student enrollment.
Education and Employment
In the fall of 1989, about seven million people will be
employed in our nation's schools and colleges -- 2.7 million as
elementary and secondary teachers in public and private schools,
755,000 as instructional faculty in colleges and universities,
and 3.6 million in other professional, administrative and
support positions in educational institutions at all levels.
Together with the total projected enrollment of
58.7 million students, nearly 66 million Americans -- more than
one out of every four persons in a population of 249 million --
will be involved in formal education in the next school year.
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School Completion
A decrease of 178,000 high school graduates is projected
for the spring of 1990, bringing the total to 2.6 million. The
trend has been generally downward since the peak year of 1977,
when nearly 3.2 million students received diplomas.
High school graduation projections recognize that currently
about three-fourths of young people earn a high school diploma
around age 17 or 18. Some of those who drop out of school
before graduation eventually receive a high school equivalency
certificate.
The number of earned degrees to be conferred during the
1989-90 year is expected to be somewhat higher than last year at
the associate, bachelor's, and master's level, while doctoral
and first-professional degrees are expected to hold steady.
Estimates are: associate degrees, 448,000; bachelor's degrees,
1,006,000; master's degrees, 301,000; doctoral degrees, 34,000,
and first professional degrees, in fields such as medicine, law
and theology, 72,000.
Bachelor's degrees expected this year represent an all-time
high, while master's and doctoral degrees will be down slightly
from the peak years of 1977 for master's degrees (317,000) and
1973 for doctor's degrees (34,800). The number of first
professional degrees has stabilized after reaching a peak of
75,000 in 1984-85.
###
-6-
NOTE TO EDITORS:
Tables and charts for the back-to-school
forecast are attached.
More detailed education statistics may be obtained from
several publications prepared by the National Center for
Education Statistics, U.S. Department of Education,
available from the Superintendent of Documents, U.S.
Government Printing Office, Washington, D.C. 20402. Use
the stock numbers and prices listed.
The Condition of Education, 1989 provides charts,
indicators and text on trends in American education.
Volume I focuses on elementary and secondary education,
costs $5.50, stock number is 065-000-00377-5. Volume II
reports on postsecondary education, costs $6.50, stock
number is 065-000-00378-3.
The Digest of Education Statistics, 1988, is a detailed
compendium of education data, costs $19.00, stock number is
065-000-00351-1; Projections of Education Statistics to
1997-98, costs $15.00, stock number is 065-000-00356-2;
State Projections to 1993, costs $3.25, number is
065-000-00380-5.
Table 1. -Estimated number of participants in elementary and secondary education
and in higher education: Fall 1989
[In millions)
ALL levels
Elementary and secondary schools
Institutions
(elementary,
of
Participants
secondary,
and higher
Total
Public
Private
higher
education
education)
Total
65.7
50.6
44.8
5.8
15.1
58.7
45.6
40.3
5.3
13.1
Enrollmenti/
3.4
2.7
2.3
0.4
2/
0.8
Teachers and faculty
Other professional,
administrative, and
support staff
3.6
2.3
2.1
0.2
1.3
Includes enrollments in local public school systems and in most private schools of
(religiously affiliated and nonsectarian). Excludes subcollegiate departments
institutions of higher education, residential schools for exceptional children, and
Federal schools. Elementary and secondary includes most kindergarten and some nursery first
school enrollment. Excludes preprimary enrollment in schools that do not offer in
grade. degree-credit and nondegree-credit programs in universities, other four-year colleges,
Higher education comprises full-time and part-time students enrolled
and two-year colleges.
2/Includes full-time and part-time faculty with the rank of instructor or above.
NOTE. and universities. However, the data for teachers and other staff
The enrollment figures include all students in elementary and secondary schools in
public and colleges and private elementary and secondary schools are reported in terms of all full-time
equivalents. The staff data for institutions of higher education include
professional, administrative, and support personnel. Because of rounding, details may
not add to totals.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
unpublished projections and estimates. (This table was prepared July 1989.)
Taple 2.--Enrollment in educational institutions, by level of instruction
and by type of control: Fall 1980 to fail 1989
[In thousands]
Level of instruction and
Fall
Fall
Fall
Fall
Fall
type of control
1980
1985
1987
1988 1/
1989 1/
ALL levels
58,414
57,313
58,140
58,286
58,682
Public
50,444
48,988
49,999
50,241
50,511
Private
7,971
8,325
8,140
8,045
8,171
Elementary and secondary
schools2/
46,318
45,066
45,371
45,437
45,595
Public
40,987
39,509
40,024
40,196
40,323
Private
5,331
5,557
1/ 5,347
5,241
5,272
Kindergarten through
grade 8 3/
31,666
31,244
32,004
32,426
32,915
Public
27,674
27,049
27,886
28,390
28,818
Private
3,992
4,195
1/ 4,118
4,036
4,097
Grades 9 through 12
14,652
13,822
13,367
13,012
12,680
Public
13,313
12,460
12,138
11,806
11,505
Private
1,339
1,362
1/ 1,229
1,206
1,175
Higher education4/
12,097
12,247
12,768
12,849
13,087
Public
9,457
9,479
9,975
10,045
10,188
Private
2,640
2,768
2,793
2,804
2,899
1/Estimated.
2/Includes enrollments in local public school systems and in most private schools
(religiously affiliated and nonsectarian). Excludes subcollegiate departments of
institutions of higher education, residential schools for exceptional children,
and Federal schools.
3/Includes most kindergarten and some nursery school enrollment. Excludes preprimary
enrollment in schools that do not offer first grade. This undercount of preprimary
enrollment is particularly significant for private schools. According to data
collected by the U.S. Bureau of the Census, public and private nursery school and
kindergarten enrollment grew from 5.2 million in 1980 to 6.3 million in 1985.
4/Includes full-time and part-time students enrolled in degree-credit and
nondegree-credit programs in universities, other four-year colleges, and two-year
colleges.
NOTE. -Data for fall 1987 are preliminary. Because of rounding, details may not add
to totals.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Digest of Education Statistics, 1989 (forthcoming); Projections of Education
Statistics to 2000 (forthcoming). (This table was prepared August 1989.)
Table 3.--Enrollment in public elementary and secondary schools,
by region and State: Fall 1980 to fail 1989
[In thousands]
Region and State
Fall
Fall
Fall
Fall
Fall
1980
1985
1987
1988 1/
1989 2/
United States
40,987
39,509
40,024
40,196
40,323
Northeast
8,214
7,318
7,251
7,202
7,175
Connecticut
531
462
465
463
465
Maine
222
206
212
211
210
Massachusetts
1,022
844
825
817
814
New Hampshire
167
161
166
166
171
New Jersey
1,246
1,116
1,093
1,081
1,085
New York
2,871
2,621
2,594
2,580
2,558
Pennsylvania
1,909
1,683
1,669
1,655
1,646
Rhode Island
148
133
134
134
135
Vermont
96
90
93
96
93
Midwest
10,766
9,949
9,887
9,848
9,804
Illinois
1,983
1,826
1,811
1,788
1,805
Indiana
1,056
966
964
964
950
Iowa
534
485
481
477
464
Kansas
415
410
421
426
425
Michigan
1,866
1,690
1,606
1,590
1,573
Minnesota
754
705
721
724
725
Missouri
845
795
802
807
811
Nebraska
280
266
268
269
266
North Dakota
117
119
119
118
118
Ohio
1,957
1,794
1,793
1,782
1,769
South Dakota
129
124
127
127
128
Wisconsin
830
768
772
775
769
South
14,134
14,117
14,419
14,528
14,552
Alabama
759
730
729
730
723
Arkansas
448
433
437
456
433
Delaware
99
93
96
97
98
District of
Columbia
100
87
86
89
86
Florida
1,510
1,562
1,665
1,729
1,744
Georgia
1,069
1,080
1,111
1,111
1,132
Kentucky
670
644
643
638
626
Louisiana
778
788
793
791
797
Maryland
751
672
684
689
701
Mississippi
477
471
506
503
504
North Carolina
1,129
1,086
1,086
1,081
1,077
Oklahoma
578
592
584
585
582
South Carolina
619
607
615
616
617
Tennessee
854
814
824
820
815
Texas
2,900
3,132
3,237
3,269
3,302
Virginia
1,010
968
979
988
988
West Virginia
384
358
344
336
325
West
7,373
8,124
8,468
8,619
8,791
Alaska
87
107
106
104
104
Arizona
514
548
572
577
608
California
4,118
4,256
4,489
4,611
4,731
Colorado
546
551
560
560
570
Hawaii
165
164
166
167
170
Idaho
203
209
212
215
211
Montana
155
154
152
152
150
Nevada
149
155
168
176
179
New Mexico
271
278
287
281
299
Oregon
465
448
456
462
450
Utah
344
403
423
426
435
Washington
758
750
776
790
788
Wyoming
98
103
98
98
96
1/Estimated by reporting States.
2/Projected by the National Center for Education Statistics.
NOTE Includes most kindergarten and some nursery school enrollment. Because of
rounding, details may not add to totals.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Common Core of Data survey; "Early Estimates: Key Statistics for Public
Elementary and Secondary Education: School Year 1988-89"; and State Projections
to 1993 for Puolic Elementary and Secondary Enrollment, Graduates, and Teachers.
(This taple was prepared August 1989.)
Table to --Number of teachers in educational institutions, by level of instruction
and by type of control: Fall 1980 to fall 1989
[In thousands]
Level of instruction and
Fall
Fall
Fall
Fall
Fall
type of control
1980
1985
1987
1988 1/
1989 1/
ALL levels
3,171
3,265
3,363
3,390
3,647
Public
2,679
2,710
2,302
2,828
2,874
Private
492
555
561
562
573
Elementary and secondary
teachers2/
2,485
2,550
2,627
2,649
2,691
Public
2,184
2,207
2,279
2,304
2,340
Private
301
343
1/
348
345
352
Elementary teachers
1,401
1,483
1,551
1,567
1,592
1,316
1,336
Public
1,189
1,237
1297
Private
212
246
1/
254
251
256
Secondary teachers
1,084
1,067
1,076
1,081
1,099
Public
995
970
982
987
1,003
89
97
1/
94
94
96
Private
Higher education
instructional staff3/
686
715
736
741
755
Public
495
503
523
524
534
191
212
213
217
221
Private
2/Includes 1/Estimated. teachers in local public school systems and in most private schools
(religiously affiliated and nonsectarian). Excludes subcollegiate departments of
institutions of higher education, residential schools for exceptional children, and
Federal schools. Also excludes preprimary teachers in schools without a first grade.
Teachers are reported in full-time equivalents.
3/Includes full-time and part-time faculty with the rank of instructor or
above in universities, other four-year colleges, and two-year colleges.
NOTE. Data for fall 1987 are preliminary. Because of rounding, details may not add to
totals.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Digest of Education Statistics, 1989 (forthcoming); and Projections of Education
Statistics to 2000 (forthcoming). (This table was prepared August 1989.)
Table 5.--Total expenditure per student in educational institutions, BY level
of instruction and by type of control, and average saiary for
public school teachers: 1980-81 to 1989-90
[In current and constant dollars]
School year
Level of instruction and
type of control
1980-81
1985-86
1987-88 1/
1988-89 1/
1989-90 i/
Current dollars:
Expenditure per pupil in public
elementary and secondary
schools2/
$2,762
1/ $4,069
$6,709
$6,938
$5,246
Higher education expenditures
per full-time equivalent
student3/
7,997
12,041
13,403
14,176
14,923
Public
7,009
10,509
11,618
12,315
12,986
Private
11,010
16,530
18,812
19,740
20,724
Constant 1980-81 dollars:
Expenditure per pupil in public
elementary and secondary
schools4/
2,762
1/ 3,239
3,522
3,530
3,575
Higher education expenditures
per full-time equivalent
student4/
7,997
9,585
10,022
10,132
10,168
Public
7,009
8,365
8,687
8,803
8,849
Private
11,010
13,159
14,067
14,110
14,121
Average salary for public
school teachers:5/
Current dollars
17,644
25,198
28,008
29,567
31,200
Constant 1980-81 dollars4/
17,644
20,059
20,944
21,134
21,259
1/Estimated.
2/Data represent total expenditures per pupil in average daily attendance.
3/Data represent current-fund expenditures and additions to plant value per full-time-
equivalent student.
4/Data adjusted by the Consumer Price Index, U.S. Department of Labor. The 1989-90 CPI
estimate is derived from 1989 and 1990 data in The Economic and Budget Outlook, Fiscal
Years 1990-1994 Congressional Budget Office.
5/Data for 1980-81, 1985-86, 1987-88, and 1988-89 are from the National Education
Association. The 1988-89 data are preliminary.
SOURCES: U.S. Department of Education, National Center for Education Statistics,
unpublished projections and estimates; and National Education Association, Estimates of
School Statistics, 1988-89. (This table was prepared August 1989).
Table 6.--Total expenditures of educational institutions, by level of
instruction and by type of control: 1980-81 to 1989-90
[In billions]
School year
Level of instruction and
type of control
1980-81
1985-86
1987-88 1/
1988-89 2/
1989-90 2/
Current dollars
ALL levels
$182.8
$269.5
$310.7
$330.5
$353.1
Public
150.7
218.7
252.6
268.9
287.3
Private
32.2
50.8
58.1
61.6
65.7
Elementary and secondary
expenditures
112.3
161.8
187.1
199.1
212.2
Public
104.1
148.6
172.0
183.4
195.5
Private2/
8.2
13.2
15.1
15.7
16.7
Higher education expenditures3/
70.5
107.7
123.7
131.4
140.9
Public
46.6
70.1
80.6
85.5
91.9
Private
24.0
37.6
43.1
45.8
49.0
Constant 1980-81 dollars 41
ALL levels
$182.8
$214.6
$232.4
$236.2
$240.6
Public
150.7
174.1
188.9
192.2
195.8
Private
32.2
40.5
43.5
44.0
44.8
Elementary and secondary
expenditures
112.3
128.8
139.9
142.3
144.6
Public
104.1
118.3
128.6
131.1
133.2
Private2/
8.2
10.5
11.3
11.2
11.4
Higher education expenditures3/
70.5
85.7
92.5
93.9
96.0
Public
46.6
55.8
60.3
61.1
62.6
Private
24.0
29.9
32.2
32.8
33.4
1/Pretiminary.
2/Estimated.
3/Includes current-fund expenditures and additions to plant value.
4/Data adjusted by the Consumer Price Index, U.S. Department of Labor. The 1989-90 CPI
estimate is derived from 1989 and 1990 data in The Economic and Budget Outlook,
Fiscal Years 1990-1994, Congressional Budget Office.
NOTE.--Because of rounding, details may not add to totals.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Digest of Education Statistics, 1989 (forthcoming); Projections of Education
Statistics to 2000 (forthcoming); and unpublished projections and estimates. (This
table was prepared August 1989.)
Table 7.--Number of graduates of educational institutions, by level of
education completed: 1980-81 to 1989-90
[In thousands)
School year
Level of education
completed
1980-81
1985-86
1987-88 1/
1988-89 1/
1989-90 1/
High school graduates, total
3,020
2,642
2,793
2,781
2,503
Public
2,725
2,382
2,493
2,491
2,337
Private1/
295
260
300
291
266
College and university
graduates:
Associate degrees
416
446
430
439
448
Bachelor's degrees
935
988
989
994
1,006
Master's degrees
296
289
292
293
301
First-professional degrees2/
72
74
72
72
72
Doctor's degrees
33
34
34
34
34
1/Estimated.
2/Includes degrees in medicine, optometry, osteopathic medicine, pharmacy, podiatry,
chiropractic, veterinary medicine, dentistry, law, and theological professions.
NOTE.--Because of rounding, details may not add to totals.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
Digest of Education Statistics, 1989 (forthcoming); and Projections of Education
Statistics to 2000 (forthcoming). (This table was prepared August 1989.)
Chart 1.--Enrollment in educational institutions, by level:
Fall 1970 to fall 1989
Millions
40
35
Elementary
30
25
20
Secondary
15
10
Higher education
5
0
1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1989
SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statiatics, 1989
(forthcoming).
Chart 2.--Number of teachers in educational institutions,
by level: Fall 1970 to fall 1989
In thousands
1800
1600
Elementary
1400
1200
1000
Secondary
800
600
Higher Education
400
200
0
1989
1970
1972
1974
1976
1978
1980
1982
1984
1986
1988
SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 1989
(forthcoming).
Chart 3.--Expenditures of educational institutions in
constant 1980-81 dollars, by level: 1970-71 to 1989-90
Billions
$160
140
Elementary/secondary schools
120
100
80
Higher education
60
40
20
0
1970
1975
1980
1985
1989
School year beginning -
SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 1989.
(forthcoming).
ALTERNATIVE ROUTES TO CERTIFICATION: A STRATEGY FOR
INCREASING THE QUALITY AND QUANTITY OF TEACHERS
"When a Ph. D. on sabbatical cannot volunteer as a
teacher in many school districts, something is very
wrong. That is why I have proposed alternative teacher
certification, to open classrooms to every qualified
person with talent, the knowledge and the desire to
teach.
"We should break down barriers to talented people who
want to teach and who have demonstrated their
competence in other fields."
President George Bush
State certification/licensure procedures have been developed by
States to protect the public interest to assure that teachers
possess a high level of competence and professionalism. However,
rigid adherence to certification requirements by State education
agencies often discourage experienced and talented professionals
outside education from becoming teachers in public elementary and
secondary schools.
Forty-seven states provide for the issuance of emergency teaching
certificates when justification is provided by local school
districts; that is, proof that certified teachers cannot be
recruited. But only a few states offer alternative certification
programs as an option to the traditional college of education
certification process. Alternative certification programs in
these states, such as New Jersey, Florida and Texas have specific
requirements and are not intended as emergency routes to
certification: They require fewer education courses for
certification or provide alternatives to college course-work for
meeting specific competencies.
The term alternative certification -- in the education lexicon -
- is used to convey two distinct meanings. In one usage,
alternative certification is an emergency measure used during
periods when school districts are unable to hire a sufficient
number of certified teachers. The emergency certification route
has existed for decades. It permits persons who have not
completed prescribed education training to obtain teaching jobs
while pursuing education courses on a part-time basis at a local
college or university to meet certification requirements. This
emergency route usually does not have firm, mandatory entry
requirements and does not serve as a legitimate alternative for
teacher licensure. Moreover, state agencies granting the
emergency routes to certification do not assign to the employing
school district any special responsibility for supporting,
supervising or evaluating the new teacher as a way of
accommodating gaps in his/her training.
In addition, the emergency certification routes are not coherent,
intensive training designs -- they are loose and unstructured.
The new teacher must catch-as-catch-can the required courses when
they are offered. In fact, the emergency certification route
teacher may work for years before achieving standard
certification.
The other usage describes procedures designed to increase the
quality and quantity of teachers available for employment in
local schools through other ways than the traditional teacher
education programs. Alternative certification used in this
context describes a formal teacher preparation program for
noncertified persons with at least a bachelor's degree. The
program usually consists of a unique curricula leading to a
standard teaching certificate. The American Association of
Colleges of Teacher Education defines an alternative
certification program as one that (1) uses selective admission
standards, (2) incorporates a supervised internship, and (3) uses
an examination to assure competency in the subject to be taught.
School Administrators Favor Changing the Way Teachers are
Certified
With the decline of student SAT scores, teacher shortages,
emergency employment of unqualified teachers during the last two
decades, and disillusionment with traditional teacher preparation
programs, administrators are willing to consider innovations in
the way teachers are certified. Some are willing to try
innovative techniques by easing, if not entirely removing, the
somewhat artificial barriers that bar experts who have achieved
success in other fields from becoming teachers.
According to a 1988 survey of public and private school
administrators, alternative routes to certify teachers were
overwhelmingly favored: public school superintendents by 82
percent; public school principals by 77 percent; and 82 percent
of private school principals. "About eight out of ten school
administrators in this country favor some means of bringing
college graduates who lack prescribed education courses into
teaching without making them go back to college and complete a
traditional teacher education program and get fully certified
before they are hired as teachers." (Source: Profile of School
Administrators in the U.S., National Center for Education
Information (NCEI), 1988.)
The Bush Administration, on April 5, 1989, submitted a
legislative proposal to the Congress to appropriate $25 million
to fund an Alternative Certification of Teachers and Principals
Program which would assist states interested in broadening the
pool of talent from which to recruit teachers and principals.
Funds would assist states to develop and implement, or expand and
improve, flexible certification systems so that talented
professionals who have demonstrated skill in their subject areas
of competence or leadership qualities in fields outside education
might be drawn into education.
Alternative Certification Means Innovation
The term alternate certification, as used by President Bush,
means that States should look for new ways to attract talented
experienced professionals into the teaching profession without
compromising teaching quality and without requiring them to go
through unnecessary barriers such as completing a series of
rigidly imposed and sequenced education courses in order to meet
certification requirements.
Because the public school classroom is such a vital component of
the alternative certification concept, a direct link must be made
to the local school district. Most school districts are not
willing to commit the time and resources required for an
alternative certification program unless the identified needs of
the district are recognized and met. Therefore, alternative
certification programs of an innovative nature must include
standards or ingredients similar to the following guiding points:
1. Open Competition
Alternative certification programs must not be predicated on
"teacher shortage" syndrome or "emergency" situations. The
program must permit alternative candidates to compete freely with
certified applicants, independent of shortages, so that local
schools may legally hire the best qualified person regardless of
whether that person has a degree in education other degrees that
support the skills and experiences individually possessed.
2. Teacher Entry Requirements
Entry level criteria must be reasonable enough not to
discourage experienced and talented professionals from applying.
But once they 'are set, deviations should be minimal; that is,
exceptions should be extremely rare in order for the program to
achieve legitimacy.
3. School District Support
Alternative certification programs must provide a system for
on-the-job supervision. Colleges or universities should not be
excluded from playing a role in this design, but it should be in
partnership with the local school teachers and administrators.
The program should not be unreasonably taxing on the applicant
for alternative certification.
The support of the local school supervisory team must be an
ingredient of any alternative certification program. The New
Jersey Provisional Teacher Program demonstrates this support
relationship. To achieve the highest quality alternative
programs, neither the local school districts nor the college
support team should assume that the other is alone in providing
all the support that the new teacher needs in accomplishing the
training for alternative certification.
4. Formal Training in Alternative Certification Programs
The formal courses provided in conjunction with internship
training must be a coherent, intensive program specifically for
alternate route teachers. It should not be a program in which
the intern teacher is responsible for enrolling in college
courses on an unstructured basis. Nor should it be a program
where the instructor is unaware of the special program.
5. Phase Our Emergency Certificates
A successful alternative certification program would be
demonstrative enough to persuade state education agencies to
eliminate emergency certification in times of teacher shortages.
It is a known fact that parents and school administrators, if
given a choice between a rigorous, demanding but legitimate
alternate route to certification and a loose emergency measure,
will choose the latter.
These guidelines and ingredients for alternative certification
programs underscore the findings of the 1989 Rand Corporation's
Report titled "Redesigning Teacher Education: Opening the Door
for New Recruits to Science and Mathematics Teaching." The
Report, which surveyed 64 nontraditional programs, included four
recommendations by program participants for improving alternative
certification programs: (1) make educational coursework more
rigorous, more specific to subject matter pedagogical needs; (2)
provide longer, more varied, and more closely supervised teaching
experiences (including observation of other teachers) ; (3)
provide better placement assistance for those seeking teaching
positions; and (4) provide greater access to mentor teachers or
other assistance once in the classroom. The importance of
involving expert, experienced classroom teachers as supervisors
was frequently mentioned by participants.
It's Time to Move Ahead With Alternative Certification Programs
At a time when the demand for top teaching talent is growing, a
large pool of talented professionals are available for
recruitment. Most of these talented people are recent college
graduates or older Americans seeking a new career in teaching.
Many are unwilling
to commit the time and effort to complete traditional teacher
education programs in order to become certified to teach. The way
to recruit from this talent pool is through alternative
certification programs.
More than 21 States are using alternative certification programs
to attract new teachers who are proficient in their subject areas
but lack pedagogical training. Preliminary studies have shown that
these alternative certification programs are effective in
attracting qualified teachers. Many applicants have advanced
degrees and previous teaching experience.
Retired military personnel are particularly interested. The
average military officer retires at less than 46 years of age. In
1988, 98 percent of the retiring officers had a bachelor's degree,
and 63 percent of those had a master's degree. Four percent had
a Ph.D. The average enlisted person retires at less than 41 years
of age. In 1988, approximately 40 percent of the enlisted retirees
had some college training or completed an associate or
baccalaureate degree.
Each year, about 8,000 officers and 22,000 enlisted personnel
retire. A large percentage of them have valuable technical
backgrounds and are experienced in discipline and leadership. In
a survey conducted by the National Executive Service Corps, 79
percent of the military personnel responding said they were
interested in teaching as a new career; 70 percent of the corporate
scientists and engineers expressed the same interest. Even higher
percentages said they would be interested if they didn't have to
complete a traditional teacher education program.
All of the respondents expressing interest had at least a
bachelor's degree, and many had master's degrees or doctorates.
Most of the interested military personnel had gained teaching
experience during their military service. And most of the school
superintendents who responded said they were interested in hiring
industry and military personnel.
States that have not taken advantage of widespread popular support
for alternative certification might find the alternative
certification program abstracts in the appendix informative and
instructive. For further information on States having alternative
certification programs, please contact Mr. Adrion Baird, Manager,
Alternative Certification and New Careers in Education Program,
Room 3073, U.S. Department of Education, 400 Maryland Avenue, S.W.,
Washington, D.C. 20202 ((202) 732-5167).
B. Resources: Human Resources
Indicator 1:19 Demand for new hiring of public school teachers
The projected annual demand for new hiring of elementary school teachers in
public schools is expected to stabilize somewhat through 1997.
For secondary school teachers, the projected annual demand is expected to
increase rapidly from 1989 until 1995 before declining slightly.
Projections of the need for hiring teachers help school officials plan their budgets.
Such projections also aid policymakers who must devise and implement incentives
to attract qualified individuals to the teaching profession. And, as an indicator of the
future job market, such projections help those considering teaching as a career.
The projected demand for new hiring may change for a variety of reasons, including
fluctuations in student enrollment, changes in the pupil/teacher ratio, and teacher
turnover."
The projected numbers shown depict national trends. But the demand for new hires
will vary by geographical location and subject area as States experience different
rates of teacher turnover and enrollment growth.
The actual numbers of annual new hires are expected to remain consistently higher
for public elementary schools than for public secondary schools between 1989 and
1997. Total demand for new hiring is expected to swell more than 24 percent by
1995, when it will peak. Most of this expected increase can be attributed to a rise of
57 percent in new hiring at the secondary school level between 1988 and 1995.
While secondary schools will seek to fill 53,000 teaching slots in the fall of 1989,
about 86,000 positions are projected to open in 1995. Various factors may account
for this large jump. including rising secondary school enrollments (see Indicator
1:21) and teacher turnover. Demand for secondary school teachers is expected to
decline after 1995, to a level of 83,000 in 1997. Larger enrollments are expected to
contribute to greater demand for new hiring of elementary school teachers earlier in
the 1980s, but the demand should level off starting in 1989, rising only 2 percent
over the projection period.
"Teacher turnover rate is assumed to be 4.9 percent at the elementary level and 5.6 percent at the
secondary level (Bureau of Labor Statistics. unpublished tabulations). Turnover accounts for a far
greater share of new hiring than do other factors. such as enrollment increases.
SOURCE: U.S. Department of Education. National Center for Education Statistics, Projections of
Education Statistics to 1997-98. 1988.
46
MATHEMATICS AND SCIENCE
Problems/Areas of Concern
Although progress has been made in some areas, mathematics and
science education in America needs improvement at every level,
beginning with the earliest grades. Students are exposed to basic
facts in these fields, but lack the ability to analyze and solve
problems. Moreover, students do not view mathematics and science as
an important part of their lives.
Scientific and technological expertise is the key to national
productivity, yet most of our students fail to go beyond the
acquisition of basic mathematical and scientific facts and
principles:
o While the 1986 NAEP mathematics assessment showed improved
performance at all grade levels tested, these improvements
occurred only in the basic skills of routine computations and
measurement problems, rather than in more complex procedures and
analytical problem solving.
- Only 6 percent of students age 17 could solve multi-step
problems and use basic algebra..
0 According to the 1986 NAEP science assessment, 81 percent of
students by age 17 show an understanding of basic information
from the life and physical sciences. However, a majority of
17-year-old students lack the ability to analyze scientific
procedures and data. Only 7 percent of 17-year-old students can
draw conclusions using detailed scientific knowledge.
o The U.S. performs poorly on international tests of mathematics
and science achievement, scoring at or near the bottom. Even
our best students cannot outperform average Japanese students in
mathematics.
There has been some progress made in the area of coursetaking. More
high school students are taking advanced mathematics and science
courses since 1982,as State graduation requirements have increased.
o For example, the percent of high school graduates taking
geometry rose 15 percentage points between 1982 and 1987 to
61 percent, the percent taking trigonometry rose 8 points to 20
percent, the percent taking biology rose 14 points to
90 percent, and the percent taking chemistry rose 15 points to
45 percent.
O Although more students are taking mathematics and science in
high school, few of them go on to study mathematics, science,
and engineering in college and graduate school. America cannot
continue to depend on the contributions of foreign scientists
for teaching and research.
- In mathematics, 50 percent of the Ph.D.s awarded by U.S.
universities last year went to foreign students, as did 32
percent of the Ph.D.s in the physical sciences.
2
Patterns in high school courses taken show improvements in equity.
o Among high school graduates in 1987, similar percentages of male
and female students took algebra, geometry, trigonometry,
biology and chemistry. However, differences remain in calculus
and physics: 8 percent of male students took calculus, compared
to 5 percent of female students, and 25 percent of male students
took physics, compared to 15 percent of female students.
o There were across-the-board increases in mathematics and science
coursetaking by minority high school graduates, although except
for biology percentages still remain below those of white
students. Asian Americans are an exception, however. Except
for algebra I, they show coursetaking levels well above every
other racial/ethnic group, including white students.
However, progress still needs to be made in the area of equity in
achievement and in degrees earned in mathematics and science:
o Fewer women than men earn degrees in mathematics and science.
In 1986-87, women earned 51 percent of all bachelors degrees but
only 28 percent of all bachelor's degrees in mathematics,
science and engineering, although they earned 48 percent of the
bachelor's degrees in life sciences and 47 percent in
mathematics. At the doctoral level, their representation in
every scientific field decreases sharply, to 35 percent in the
life sciences, 17 percent in mathematics and in the physical
sciences, and 7 percent in engineering. Only 11 percent of all
employed scientists and engineers are female.
o Blacks and Hispanics score lower on tests of mathematics and
science achievement (although score gaps are decreasing), and
are less likely to earn degrees in these subjects than whites.
Out of 11,069 science doctorates awarded in 1988, 212 went to
blacks and 276 to Hispanics.
Improving coursetaking and performance in mathematics and science
for women and minorities is dependent on communicating expectations
of success and on improving curriculum and instruction overall.
o The concentration of black and Hispanic students in lower track
and remedial courses and in deteriorating urban schools
contributes to patterns of poor performance, particularly when
low expectations are combined with uninspiring curricula and
ineffective instructional methods.
O Recent case studies show that when disadvantaged minority
children are challenged by stimulating curriculum and
instruction and encouraged by a supportive environment, they can
achieve extraordinary levels of performance.
- Jaime Escalante's work with low-income Hispanic high school
students in Los Angeles is just one example of what can be
accomplished, as highlighted in the report No Gift Wasted.
3
Improvements are also needed in the area of teacher training,
particularly at the elementary and middle school levels.
o Children's earliest exposure to mathematics and science too
often comes from teachers who dislike these subjects and avoided
them throughout high school and college. Lack of teacher
knowledge leads to overreliance on textbooks, and teacher
aversion leads to avoidance of the subjects themselves--it is
always easy to preempt the math or science lesson with something
a teacher likes better.
- For example, the number of days and the length of time each
day devoted to elementary school mathematics can vary
radically from teacher to teacher, even within the same
school; one study found some teachers spending half as much
time as others on mathematics.
o Moreover, teachers' dislike for these topics is easily
communicated to students--as early as fourth grade, some
students have already decided science is not for them.
o Improvements in preservice and inservice training and increased
opportunities for alternative routes to certification for
mathematics and science experts are needed.
Possible Causes
In mathematics particularly, opportunity to learn is key.
o In contrast to other countries, U.S. students are exposed to a
repetitious, slow-moving curriculum consisting almost completely
of low-level arithmetic skills in elementary and middle school.
- Most topics taught receive only brief coverage, yet the same
areas are covered over again year after year, with a steady
decrease in new content up to eighth grade.
- Little time is spent on problem solving, on conceptual
understanding, or applications.
- Rather than working on solving problems, students are drilled
over and over to develop rote mastery of computational skills,
with little exposure to higher-level material. Such methods
may improve short-term performance on tests of drilled
material, but do not improve advanced level learning, and
impede further learning by reducing motivation.
The U.S. participants in the Second International Mathematics study
recommend that our mathematics curriculum become more focused and
intense, reducing its repetitiousness and introducing advanced
material earlier.
4
In science, opportunity to learn is impeded by the overall structure
of the curriculum.
o Little if any science is done in elementary school.
o In secondary school, the traditional sequencing of science
courses in the unvarying order of biology first, then chemistry,
and finally physics, combined with graduation requirements of
one or at the most two years of science, result in few students
taking physics. Physics is in effect an elective subject.
- Even with recent, tougher requirements, only 20% of all high
school graduates take physics, compared with 90% who take
biology and 45% who take chemistry.
However, the science curriculum, in contrast to the mathematics
curriculum, often suffers from the attempt to include too much
material rather than too little, cramming in more and more pieces of
isolated information in a misguided attempt to incorporate the
entirety of scientific knowledge.
o Textbooks, which too often determine the content and pacing of
science courses, become more and more condensed, with little
context or connection between items of information. As a
result, students understand little of the overarching concepts
and principles of science and find science uninteresting and
irrelevant to life outside the classroom.
The American Association for the Advancement of Science (AAAS)
recommends reforming the the science curriculum to explore selected
topics in depth rather than touch on as many topics as possible, and
to increase students' understanding of scientific principles and
values.
Instructional techniques in science need to be improved.
o The way science is usually taught in school bears little
resemblance to the way scientists work. Too much of science
teaching is passive, focused on teacher lectures and textbooks.
There is not enough hands-on experience, and not enough
collaborative project work.
The AAAS recommends that science teaching be consistent with the
nature of scientific inquiry itself and reflect scientific values.
Instruction should engage students actively, concentrate on the
collection and use of evidence, provide historical perspectives, use
a team approach, encourage questioning and creativity, and provide
plenty of hands-on experiences.
Instruction in mathematics almost exclusively employs teacher
demonstration and individual seatwork, much more so than any other
subject.
5
The National Council of Teachers of Mathematics and the Mathematical
Scientes Education Board make the following recommendations:
- Teach students to become mathematical problem solvers, to
communicate mathematically, and to reason mathematically.
Teaching activities should grow out of problem-solving
situations and place greater stress on active learning, group
and individual assignments and projects, and discussion.
OPBE/PES
9/19/89
For further information, please contact: Alan Ginsburg, Planning
and Evaluation Service, Office of Planning, Budget and Evaluation,
U.S. Department of Education, 400 Maryland Avenue, S.W., Room 3127,
Washington, DC 20202-4244 or telephone (202) 732-3132.
Math and Science Teaching
"A recent survey of 13-year-old math and science students
found that Americans scored well below average, even though two-
thirds of them said they were "good at mathematics." In
contrast, only 23 percent of the number-one-ranked Korean
students said they were happy with their achievement. We cannot
be satisfied with mediocrity, and so it's time to turn things
around.
"
Lauro F. Cavazos, Secretary of Education, May 3, 1989
1989 State Education Performance Chart Press Conference
"This program (Alternative Certification) holds the prospect
of attracting the engineer, the homemaker, the scientist, the
mathematician, the artist, and the writer who want to teach, who
want to share their acquired expertise. Think of the talent that
could be made available for teaching through alternative
certification. A Rand Corporation study has found that where
alternative certification is in place, it is helping to offset
the shortage of math and science teachers. These programs
produce about 2,000 science and math instructors a year, or
approximately 10 percent of the annual shortfall."
Lauro F. Cavazos, Secretary of Education, July 15, 1989
Remarks before the Education Commission of the States,
Chicago, IL
A.
Outcomes: Student Performance
Indicator
1:5
International comparisons of science performance
The science proficiency of U.S. students was well below the mean on the first
International Assessment of Educational Progress.
The United States is in an increasingly competitive international economic climate.
in such a world, the scientific capabilities of U.S. workers may indicate how competi-
tive the country might be in the future.
In the first International Assessment of Educational Progress, 13-year-olds from the
United States and five other countries were assessed in a standardized fashion in
science. Average proficiency levels fell into three groups, which were significantly
different from one another. Students in the United States were in the lowest scoring
group, well below the mean, along with Irish students and two groups of Canadian
students.
Students in British Columbia and Korea performed significantly better than students
from other countries and provinces. The middle group included students from the
United Kingdom, Spain, and four Canadian groups. The assessment was designed
to examine abilities of students measured on a scale from 0 to 1000, with a mean of
500. At the 500 level on the scale, students could use scientific procedures and ana-
lyze scientific data. Students in the United States ranked very low in the percent-
ages of 13-year-olds able to perform at this level. While 72 percent of British Colum-
bian students and 73 percent of Korean students could perform at this level, only 42
percent of U.S. students could do so. These results parallel the results of the inter-
national mathematics proficiency testing (see Indicator 1:3)
SOURCE: International Assessment of Educational Progress. A World of Differences. An Interna-
tional Assessment of Mathematics and Science, 1989.
16
Chart 1:5
Average science proficiency of 13-year-old students in six countries:
1988
Country
Group 9
Korea
549.9
Group 2
United Kingdom
519.5
Quebec
513.4
(Canada)
Spain
503.9
Group 3
United States
478.5
Ireland
469.3
300
350
400
450
500
550
600
650
700
Average science proficiency
. Quebec (French) is the median group of seven groups assessed in four Canadian provinces.
NOTE: Differences in performance among the three groups are statistically significant at the 0.05 level;
differences within groups are not statistically significant.
Skills characteristic of different levels of proficiency on the science scales:
Level 300 = Knows everyday science facts
Level 400 = Understands and applies simple scientific principles
Level 500 = Uses scientific procedures and analyzes scientific data
Level 600 = Understands and applies scientific knowledge and principles
Level 700 - integrates scientific information and experimental evidence.
SOURCE: International Assessment of Educational Progress. A World of Differences. An International
Assessment of Mathematics and Science, 1989.
17
BACKGROUND PAPER
LEARNING ENVIRONMENT
Education,
Community Action,
and the Workplace
In the war against illegal drug use, the real heroes are not those who
use drugs and quit: they are those who never use them in the first place.
This is the primary goal of prevention: to see to it that Americans -
especially school children - never start down a slippery slope of drug
use that begins with "expertmentation" but can culminate in depend-
ency. For those school children and adults who have already begun to
use drugs. the goal is a rather different one: to get them to stop.
There are two ways to influence whether an individual decides to
use drugs. One is to make him not to want to use them. Information
and moral persuasion obviously help shape an individual's preferences.
attitudes. and desires. The other approach is to make an individual fear
the consequences and penalties that society will impose for drug use by
making it clear that the costs will outweigh whatever temporary benefits
drugs can provide. Traditionally. the "education/persuasion" strategy
has been thought of as demand reduction and the "consequences"
strategy as supply reduction. In reality, both reduce demand. and both
are essential to an effective prevention strategy.
We have recently improved our knowledge about what works in pre-
venting young people from using drugs. Much previous effort, we now
know. was not successful. The passive approach - presenting young
people with information on the harmful effects of drugs. often in a
context devoid of moral judgment. did little to curb demand. In fact, it
may even have fueled it by stimulating young people's curiosity about
drugs.
What does work is a more confrontational approach in which every
facet of society clearly communicates that drug use is unacceptable.
Schools have a major role to play in prevention. not only by presenting
accurate information about drugs. but also by developing and enforcing
firm. consistent policies that discourage their use and sale. But there
National Drug Control Strategy
47
Education. Community Action. and the Workplace
are other major influences in a young person's life, and they too should
be heard from without equivocation. Families - parents and siblings -
must make it clear that drugs are unacceptable, and they must inter-
vene at the first sign of drug use. Neighborhoods and communities
must confront drug use, potential and actual. at every turn. Businesses
and employers must make it clear that drug use and employment are
incompatible. In short, young people and adults alike must be consis-
tently confronted with the same message: drugs are wrong. they are
harmful. and their use will bring certain consequences.
In recent years, more and more Americans have begun to realize the
harm caused by drugs - to their health and to their character. As a
result. in spite of increased drug availability and falling prices, overall
use has begun to decline. Among young people, surveys report a steady
increase in negative attitudes toward drugs, which augurs well for the
future. But drug use persists. One drug 1 crack - has stubbornly
resisted our prevention efforts. Crack's stranglehold on hundreds of
thousands of young Americans is tightening. To date, the crack plague
has been concentrated in our central cities, but it has begun to spread
to suburbs and small towns. Frequent cocaine and crack users are
growing in number. Reaching these young people 1 many of whom live
in impoverished circumstances. attend poor schools (from which they
frequently drop out), and engage in criminal activity 1 is our most
difficult and urgent challenge. Though the legislated mandate of the
Office of National Drug Control Policy excludes alcohol (since it is not a
controlled substance under the law). it must be recognized that alcohol
is still the most widely abused substance in America. It is illegal for
young people to purchase or consume alcohol. Prevention programs
must obviously take this fact into account.
A young person's first line of defense against drugs is his own moral
compass, a product of values internalized from religion and from the
family. Parents are children's first models for behavior and belief.
Raising children is never easy, and raising them in poverty, in neighbor-
hoods infested with crime and drugs. and in families with only one
parent can be extremely difficult. But regardless of circumstances.
parents can set a good example for their children by never using illegal
drugs. They can monitor their children's activities, know their friends.
and establish standards of behavior. Parents can take the time to learn
about legal and illegal drugs - what they look like. and what symptoms
of their use involve 1 and can intervene at the first sign of their use.
The earlier that intervention occurs. the better our prospects for stop-
ping drug use.
48
National Drug Control Strategy
Education. Community Action. and the Workplace
Education
After parents, school is probably the most powerful influence on
children's lives. School is where most children spend the majority of
their daylight hours. It is where they meet their friends and form peer
groups. It is where adults have the best opportunity for structured.
sustained interaction with children. And, for many young people,
school is where they first learn about (and in some cases, obtain) illegal
drugs. Half of all teens in a recent national survey said that drugs were
being used in their schools, and four in ten said that they were being
sold there.
For schools located in inner cities or other neighborhoods where
there is chronic poverty. fighting drugs requires more than drug policies
and drug programs. Policies and programs are necessary, but they
must be part of an overall approach to education that embodies certain
key principles. Effective schools hold to the view that every child can
learn. no matter what the circumstances of his birth or environment.
Effective schools have strong principals who know that parents and all
adults. must work with teachers to instill in children an ethos of
achievement. Effective schools know that disadvantaged children re-
spond best when expectations are high. not low, and when goals are
raised. not lowered. And effective schools help children develop those
Reports by Teenagers of Drug Sale and Use at School
Sale of Drugs at School
Use of Drugs at School
O
10
20
30
40
50
60
Percent of Students Reporting "Widespread" Incidence
Source: George H. Gallup International Foundation. August 1989
National Drug Control Strategy
49
Education. Community Action. and the Workplace
qualities of character and notions of right and wrong that American
society has always prized. When such schools teach that using drugs is
wrong. students pay attention.
American schools have been educating students about drugs for
more than twenty years. About 75 percent of all high school seniors
have been exposed to some sort of drug education in school. Until very
recently. most schools offered a "unit" on drugs as part of the health or
physical education curriculum. The focus was on providing information
about the various types of drugs. their physiological effects. and their
health consequences.
In light of the growing consensus that merely providing young
people with information about drugs doesn't work. a number of schools
adopted a different approach. On the assumption that youths turn to
drugs because they lack self-esteem and a positive self-image. many
schools began working to improve students' sense of self-worth. but
without specific reference to drugs. The jury is still out on the effective-
ness of this approach. but many educators believe that, without other
measures. it too will fail to deter drug use.
Since about 1980. a new approach to preventing student drug use
has shown promise. Often called "refusal skills training" or "resistance
training." this strategy grew out of previous and apparently successful
efforts to teach adolescents how to say "no" to smoking. This approach
seems to work because it correctly recognizes the enormous role peer
group pressure plays in influencing decisions to try drugs. By age 16.
one in three teens has been approached to use or buy drugs. So
resistance training seems to give young people the practical social skills
they need to handle such pressure. Unlike some previous school-based
approaches, resistance training takes a firm moral stand that using
drugs is wrong and should be resisted.
School-based prevention programs should be reinforced by tough but
fair school policies on use, possession. and distribution of drugs. Avoid-
ing such policies sends our young people a decidedly mixed signal. We
cannot teach them that drugs are wrong and harmful if we fail to follow
up our teaching with real consequences for those who use them. Too
many school systems still lack the kind of policies implemented in Anne
Arundel County, Maryland. where the number of school drug offenses
has declined by more than 80 percent since 1980.
Anne Arundel's drug policy is simple and straightforward. Any stu-
dent caught selling or distributing drugs is immediately expelled. When
a student is caught using or possessing drugs. the school notifies the
police. calls his parents. and suspends him for one to five school days.
In order to return to school. the student must participate in counseling
and agree to participate in the district's after-school drug program.
Students caught using or possessing drugs a second time are expelled.
50
National Drug Control Strategy
Parental Role in Education
Parents play a crucial role in providing their children with the
values and skills essential to success in school and in later
life. Parents have a responsibility to participate actively in
the education of their children by encouraging good study habits,
monitoring homework, nurturing creativity, curiosity, and
confidence, and demanding the best possible schools for their
children. To this end, parents must be involved in helping their
children learn and in selecting a quality education matched to
their children's needs.
"First, we must go to the source; we must go to parents.
Education is, after all, first and foremost the responsibility of
parents. Parents are a child's first teachers. We must get to
them early."
Lauro Cavazos, November 3, 1988
Research reveals that parents spend far too little time helping
their children and that those children who are most in need of
extra assistance get the least amount. For example:
o
Parents of three to five-year-olds read to their children an
average of two minutes a day on weekdays and three minutes a
day on weekends.
0
Parents of children in schools with high poverty were only
one-fifth as likely to help their children with homework as
were parents whose children attended schools with low
poverty levels.
Yet effective parent involvement is related to better student
learning. Regardless of their educational level or income,
parents' expectations for their children, the value they place on
education, and their sustained involvement with schooling all
influence their children's chances of success in school.
"A recently released survey suggests the extent to which
parent involvement can make a difference in time students
spend on homework. It found that, among students whose
parents 'rarely' ask about homework, nearly half study at
home less than 30 minutes a day. However, among students
whose parents asked about homework 'two or three times a
week or more,' more than three quarters invest over 30
minutes a day. That is a huge difference. And an important
one."
Lauro Cavazos, November 3, 1988
On January 14, 1989, the President approved the Report of the
Working Group on the Parental Role in Education, and directed the
Department of Education to print and distribute it to parent
groups, educators, state and local officials and interested
citizens. Copies of the publication, "Educating Our Children:
Parents and Schools Together," may be obtained from the Public
Affairs Office, Room 2089, Department of Education, 400 Maryland
Avenue, S.W., Washington, D.C., 20202-0875.
EDUCATING THE DISADVANTAGED
"Above all, our children deserve a chance to learn -- especially
the least advantaged among us."
President Bush, National Teacher of The Year Ceremony
The White House, April 5, 1989
"For years, rescuing underachieving students has been a quest of
the heart. And today, it's also a test of our national will, a
test critical to the very future of America."
President Bush, Speech to American Association of
Community and Junior Colleges, March 30, 1989
"The cost of America's failure to solve the problem of poor
education among minorities is staggering. We can see the
economic consequences of this 'education deficit.' We are losing
millions and millions of potential workers, managers, engineers,
artists, physicians, physicists, and mathematicians -- losing
them to ignorance and despair And this is at a time when it
has been estimated that, by the year 2000, nearly 30 percent of
those entering the workforce for the first time will be
minorities -- almost twice their current share of the workforce.
To the severe detriment of America's future, many young minds are
going to waste.
"Many minority students find no compelling reason to remain in
school. These students see no connection between education and
their future. This is tragic--especially so when you consider
that by the turn of the century 30 percent of all new jobs will
require a college degree."
Education Secretary Lauro F. Cavazos, April 20, 1989
Speech to the National Association for Equal
Opportunity in Higher Education, Washington, D.C.
BACKGROUND PAPER
Governance
"Encouraging excellence means more than rewarding successful
schools and teachers and students. It means introducing into our
educational system elements of flexibility, choice and
competition that will help promote quality education."
President Bush, April 5, 1989, National Teacher of
the Year Ceremony, The White House
"We recognize that education is primarily the responsibility of
the state and local governments. The role of the Federal
Government is to provide strong, positive leadership."
Education Secretary Lauro F. Cavazos,
September 1, 1989, Washington, D.C.
Summit briefing--regulatory reform/ 1
UNITED STATES
C
DEPARTMENT OF EDUCATION
NEWS
FOR RELEASE
Contact: Tom Lyon
September 14, 1989
(202) 732-4302
CAVAZOS TO ISSUE COMPREHENSIVE GRANT APPLICATION NOTICE
For the first time the U.S. Department of Education will
publish a single, comprehensive application notice, covering
all its competitive grant and fellowship programs, U.S.
Secretary of Education Lauro F. Cavazos announced today.
"The primary mission of schools should be education,"
Cavazos said, "not grantsmanship. We want to reduce the burden
on applicants by making clear what funds are available and how
to get them. This single notice should make it easier --
easier to find the right program and file the right application
at the right time."
More than $500 million in new awards will be made in the
coming fiscal year under these grant and fellowship programs.
Eligible state and local education agencies, nonprofit
associations, colleges and universities, tribal organizations
and individuals may apply.
For each of the 170 programs listed, the September 15
Federal Register will contain or reference information on the
purpose of the program, applicable regulations, priorities of
the program, selection criteria and a contact name, address and
telephone number to request an application or additional
information.
-MORE-
Summit briefing-regulatory reform/ 2
-2-
In addition, the notice will state when applications will
be available and include estimates of the number, size and
range of awards for each program. (The amounts are subject to
change as the Congress has not yet enacted an appropriations
bill for the Department.)
Some programs require that applications be reviewed and
approved by a designated state official before submission to
the Department. The Federal Register notice will include a
complete listing of these state points of contact.
The entries are arranged by Code of Federal Domestic
Assistance Number -- a government-wide identification system --
and by the office administering the program. Included are
direct grants and fellowships awarded by the Offices of:
- Bilingual Education and Minority Languages Affairs;
-- Educational Research and Improvement;
-- Elementary and Secondary Education;
-- Postsecondary Education;
-- Special Education and Rehabilitative Services;
-- Vocational and Adult Education.
The public is invited to comment on the concept of the
combined applicaton notice, which is expected to become an
annual publication.
Copies of the September 15 Federal Register are available
from the Superintendent of Documents, U.S. Government Printing
Office, Washington, DC 20402, or by phone, charged to a GPO
Deposit Account or VISA or Mastercard, (202) 783-3238. The
charge per copy is $1.50 for paper or microfiche, or $175.00
per magnetic tape.
###
GOVERNANCE
School-Based Management, Principles and Practices
Issue Brief 89-01
Office of Research
Office of Educational Research and Improvement
U.S. Department of Education
August, 1989
SCHOOL-BASED MANAGEMENT:
PRINCIPLES AND PRACTICE
School-based management (SBM) is an organizational strategy
designed to improve education by increasing the authority of a
range of actors at the school site. When principals have more
authority, they can work with teachers and members of the local
community to develop programs that explicitly meet local needs.
When teachers have more authority, they can respond more flexibly
to serve the needs of individual students, and can creatively
capture the learning opportunities that occur throughout the day.
When parents and other members of the local community have more
authority, they tand to become more involved and develop a sense
of ownership and satisfaction with the local school program. And
increases in authority tend to generate a willingness among all
local actors to be more accountable for what takes place in the
local schools.
For the purpose of this paper, the term "school-based management"
(SBM) refers generally to the idea of increasing authority at the
school site. The term encompasses all or parts of a number of
organizational strategies which have gone by such names as
school-site autonomy, school-site management, school-centerad
management, decentralized management, school-based budgeting,
school-site lump sum budgeting, responsible autonomy, shared
governance, the autonomous school concept, school-based
curriculum development, administrative decentralization,
restructuring, and teacher professionalization.
THE CONCEPT
Typically three areas of decisionmaking are candidates for
shifting to the school site under SBM: budget, curriculum, and
personnel. with respect to budget, each school is typically
allocated a specific amount of discretionary funds for each
student. Individuals at the school level exercise budgetary
discretion in choice of education program, distribution of
teachers across programs, and selection of instructional
materials. Some SBM programs give schools the authority to shift
funds within categories, for example, choosing the number of
teachers, aides, and full-time and part-time positions. Others,
are even more flexible, permitting choices across spending
categories. For example, decisionmakers at the school site might
choose to purchase new computers, curtains for the school
gymnasium, or encyclopedias for the school library, rather than
replacing an aide or guidance counselor.
with respect to curriculum, decisionmakers at the school sita
might develop a new curriculum, or modify or supplement the
existing curriculum according to the perceived needs and
priorities of the school. Decisions might include selecting
textbooks, selecting learning activities and supplemental
instructional material, and determining the nature of alternative
programs to be offered in the school.
Regarding personnel, individuals at the school site can be
provided the authority to hire principals, teachers, and support
staff. In some cases, the principal has the autonomy to hire
both certified and classified staff; in other cases teachers and
the school-based management council may be requested to make
recommendations or be involved in the screening, interviewing and
final selection of all school personnel.
SCHOOL-BASED MANAGEMENT IN PRACTICE
The Extent of SBM. School-based management is being implemented
across the country. (Appendix A lists a number of districts that
employ this administrative technique.) California, Colorado,
Florida, Minnesota, and New Jersey have been particularly active
in this area. SBM has been implemented in both large and small
districts. Chicago, Houston and Miami (Dade County) represent
the largest districts to implement aspects of SBM. At the other
extreme, Lunenberg, Massachusetts, with an enrollment of 1,500
students, also uses this administrative technique.
While a few large districts have adopted SBM programs, the
majority of participating districts are small or medium-sized
with enrollments less than 30,000. Apparently, SBM is easier to
implement in smaller districts. In larger districts, centralized
control is often seen as necessary to foster coordination and
prevent confusion; thus decentralization of decisions regarding
budget, curriculum and personnel is difficult.
The number of schools in each district that participate varies
from district to district. Only one of the few schools in the
Rosemount, Minnesota and Eugene, Oregon districts are covered by
school-based management; about half the schools in Tulsa,
Oklahoma participata; the majority of schools in St. Louis,
Missouri and Charleston County, South Carolina use this
technique, and all of the schools participata in Duval County and
Monroe County, Florida, Cleveland, ohio, and Edmonton, Alberta.
Some districts have initiated SBM on a pilot basis. Hers schools
volunteer to participate, and the goal is to learn what works and
to develop prototypes for others to follow.
Duration and Origin. Some districts have a long tradition of
decentralized management. For example, school autonomy has
prevailed in the Chesterfield, Missouri school district for the
past 34 years. Jefferson County, Colorado has practiced
decentralized management for about 18 years. The deputy
superintendent of the Cherry Creek School District in Aurora,
Colorado, cannot remember a time when they did not have SBM.
However, this administrative approach is relatively new in most
districts.
Most districts have developed their plans from scratch. Few drew
from the experiences of other districts to build upon their
successes and avoid implementation problems. Exceptions include
the Boston School District, which studied SBM programs in Florida
prior to developing their own, and the San Diego School District
and the Cleveland Public Schools which investigated the model
program in Edmonton, Alberta, Canada.
The impetus for school-based management varied from site to site.
In some states SHM was promoted by the state legislature. For
example, in Florida, a 1979 law granted funds to districts to
establish school advisory committees at each school. In
California, the Early Childhood Education Act and the School
Improvement Program included elements of SBM such as SBM councils
and parent involvement in school programs. In Dade County,
Florida, school-based management was further promoted by the
collective bargaining contract. In Cleveland, Ohio, a 1976 court
order to desegregate the school district included provisions
requiring that the district also decentralize personnel selection
and resource management. In several districts, SBM was
facilitated by grants from sponsoring agencies. For example, the
Northwest Area Foundation, located in St. Paul, Minnesota,
provided funding for SBM projects in eight school districts,
including one in Oregon, two in Washington, and five in
Minnesota. Similarly, the National Committee for Citizens in
Education provided SBM training in six New Jersey school
districts.
However, in most districts, school-based management developed as
a result of interest and commitment on the part of the
superintendent. For example, the superintandent was a major
force in bringing SBM to Boston, Massachusetts; Charleston
County, South Carolina; Duval County and Sarasota, Florida; San
Diago, California; St. Louis, Missouri; and Tulsa, Oklahoma.
Superintendents often act in consort with other influential
actors such as members of the school board, principals, teachers,
and parents. For example, parents and the principal of the
Willagillespie Community School in Eugene, Oragon joined forcas
with the superintandent to bring SBM to that site; in Sarasota
Florida, the superintendent worked particularly closely with the
school board.
Degree of Decentralization. As noted above, three types of
decisions are subject to decentralization under school-based
management: budget, personnel, and curriculum. A few districts
have initiated comprehensive SBM programs, decentralizing
decisions in all three areas. Typically such comprehensive
programs involve all schools in the district. Districts with
comprehensive SBM programs include Edmonton, Alberta and Dade
County, Duval County, and Monroe County, Florida.
Several districts decentralize budget and staffing decisions, but
keep curricular decisions centralized. Districts of this type
include San Diego, California; Cherry Creek School District in
Aurora, Colorado; Jefferson County, Colorado; Robbinsdale,
Minnesota; St. Louis, Missouri; Cleveland, Ohio; Eugene, Oregon;
and Edmonds, Washington.
Finally, a number of districts provide some flexibility in the
three areas of budget, curriculum and staffing, but have not
developed a structured SBM program. School staffs in these
districts may have increased discretion regarding the budget, the
ability to make modifications regarding the existing curriculum,
or the ability to make recommendations regarding the hiring of
new staff. However, they do not have complete autonomy in any of
these areas. Districts which fit this description include the
Roosevelt School District in Phoenix, Arizona; Milpitas,
California; Adams Arapahoe, Colorado; Sarasota, Florida; Chicago,
Illinois; Boston, Massachusetts; Galloway Township and Perth
Amboy, New Jersey; Oregon City, Oregon; Charleston, South
Carolina; and Salt Lake City, Utah.
SBM Councils. School-based management councils are a component
of nearly every SBM program. The composition and selection of
councils vary, even from school to school within the same
district. In the Tulsa Public Schools, for example, councils
usually have six to eight members at the primary level, eight to
ten members at the middle school level, and ten to thirteen
members at the high school level. Members are appointed for two-
or three-year terms. The school staff recommends candidates to
the school board, and the school board appoints them. In the
Cincinnati, Ohio public schools, the councils are composed of
one-third staff members, one-third parent members, and one third
community members who are not parents. Members serve two-year
terms. Each school decides the basis for selection.
The principal usually serves on the council but is not
necessarily the chairperson, nor is he or she necessarily a
voting member. Teachers, parents, and community members usually
serve; less common are students. When students are included,
they normally serve only on high school councils, although one
school included fifth- and sixth-grade students as members. The
decision-making authority of councils varies, as well, but is
often quite broad. Areas of responsibility include taxtbook
selection, curriculum, and hiring.
Changing Roles. Under school-based management, principals
typically experience more involvement in the school program, more
involvement in shared governance, and a higher level of
responsibility in district decisionmaking. The role of the
superintandent and central office staff change, as well:
traditional top-down hierarchical relationships are replaced by a
relationship of support. Teachers now have more responsibility
and authority to organize and coordinate schools programs. By
working to develop a school-site plan, and making decisions to
implement that plan, teachers feel they are better able to meet
the needs of their students. While teachers are often concerned
about something "new", they often soon become enthusiastic about
the increased flexibility and the opportunity to set up programs
and schedules differently from other schools. Teachers and
principals believe they communicate better under SBM, and the
feelings of more control improve both actor's attitudes about
their jobs. School-based management also serves to improve
communications between the school and community.
SUMMARY AND CONCLUSIONS
School-based management is being implemented throughout the
country. while it is changing the roles and responsibilities or
various actors in the education process, we lack sufficient
information to know if it is improving teaching and learning. We
need more information about the following:
o To improve the quality of teaching and learning, what
decisions should be made at the various levels of the
education system? Who should make what types of input to
those decisions?
o
What types of training and information must various actors
have in order to make decisions that lead to improved
teaching and learning?
What types of state and local district policies and
practices enhance or inhibit school-based management that
leads to improved teaching and learning? What types of
accountability systems promote effective school-based
management? What can districts learn from one another
regarding the design, development, implementation, and
monitoring of school-based management that leads to
improving the quality of teaching and learning?
BACKGROUND PAPER
CHOICE
Choice in Education
The President has made choice in education a priority for his
Administration.
"It's time for a second great wave of educational reform
Choice plans
...
give schools a chance to distinguish
themselves from one another, and a chance to compete for and
earn the loyalty of the students and families they serve.
And choice plans work."
George Bush, January 10, 1989
The Secretary of Education is inviting Governors, legislators,
parents, school board members, state and local education
officials, business leaders, teachers, students and others to
participate in one of five regional strategy meetings on choice
in education that he will convene this fall.
"It's not enough to deplore the situation or to blame it on
a supposed lack of money. We already spend more on our
students than any major industrialized country in the world
... I believe that we can no longer patch, adjust, tinker,
and complain. It is time to act. The solution is
restructuring and the catalyst is choice."
Lauro Cavazos, May 19, 1989
The purpose of the meetings is to address the role of choice in
reinvigorating our schools. Successful choice programs will be
discussed, and the participants will consider ways of bringing
about greater choice in their states and communities.
Following are the locations of the five meetings:
East Harlem, New York City
October 16-17
Minneapolis/St. Paul, Minnesota
October 23-24
Charlotte, North Carolina
November 13-14
Denver, Colorado
November 16-17
Richmond, California
November 28-29
Advance registration is required and information may be obtained
from the U.S. Department of Education, Regional Strategy
Meetings on Choice in Education, Box 0875, 400 Maryland Avenue,
S.W., Washington, D.C. 20202-0875, or contact Linda Varner Mount
on 1-202-732-4039.
BACKGROUND PAPER
COMPETITIVENESS AND THE WORKFORCE
NAME OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
PUBLIC AFFAIRS
UNITED STATES OF AMERICA
OFFICE OF THE DIRECTOR
FOR RELEASE: 3:30 P.M. (EDT)
Monday, June 5, 1989
Contact: John Bertak
(202) 732-4576
LAURO F. CAVAZOS
U.S. SECRETARY OF EDUCATION
REMARKS PREPARED FOR DELIVERY
TO
THE BUSINESS ROUNDTABLE
J.W. Marriott
Washington, D.C.
June 5, 1989
400 MARYLAND AVE.. S.W., WASHINGTON. D.C. 20202
(202) 732-3026
It's a pleasure to join you today, and I am pleased to see
the increased focus on education at this year's annual meeting of
the Business Roundtable. Pleased, but hardly surprised. Our
nation has serious problems in education. Business leaders--many
here today--understand this and have taken steps to address the
matter.
What we are suffering from is an education deficit that is
concentrated in our elementary and secondary schools. This
deficit is just as real as the trade and budget deficits. And
because all three deficits are linked, we will not solve these
last two deficits until we have mastered the education deficit.
Louis V. Gerstner, chairman of RJR Nabisco, put the situation
in perspective succinctly when he observed recently that, "Every
corporate chief in the country now faces an annual crop of
entrants to the labor force that every year contains a higher
proportion of functional illiterates. The results of this
educational drought go straight to the bottom line--lost
customers, poor product quality, lost shipments, garbled
paperwork."
One consequence of this is that this year, you in American
industry will spend close to $25 billion on remedial education.
How can we expect our youngsters to face up to the stiff
challenges that await them in today's competitive, demanding
marketplace? And tomorrow's challenges promise to be even
greater. Consider that the pace of technology is rendering many
products and processes obsolete within three to five years of
their development. This means that skills will have to be
constantly upgraded and refined. Judging by the problems we are
experiencing with education, we cannot have confidence that our
future workers are being readied for the task.
And the situation could get worse before it improves. By the
year 2000, half of all new jobs will require at least one year of
college education. We see the beginnings of major changes in our
workforce even now. Between 1983 and 1988, 40 percent of all new
jobs created were "managerial and professional," the Labor
Department's highest skill category. That's the highest share for
any five-year period in history.
How do we set things right with our elementary and secondary
education system? How can you help?
First: we must create a high-quality system that demands the
best our children have to give. We must clearly define what every
student must know and be able to accomplish before leaving the
elementary, junior high and high school levels. In this regard,
we must make sure our children attend classes. Many districts are
falling short of tracking student attendance or truancy.
-2-
Second: we must increase graduation rates to a level equal to
or greater than that attained by Minnesota, the state that
currently leads the nation with a graduation rate of 90 percent.
This year's figures on graduation rates indicate that only 71
percent of the current ninth graders will complete high school
with their class. Approximately 600,000 to 700,000 students drop
out each year. This is a national tragedy.
To increase our graduation rates and promote excellence in
education, I have called upon all states and school districts to
establish their own "Education Improvement Targets." I urge that
governors, Chief State School Officers, local school boards,
district superintendents, educators, parents and business people
begin right now to work together to identify and announce specific
goals for improving each school district and state, to select the
benchmarks for measuring progress toward their goals, and to
discuss incentives for student, teacher and school improvement.
We have sent these messages to the states and local communities.
I ask that you inquire on plans and progress toward "Education
Improvement Targets" in your community.
We need to keep students in school until they graduate, and
make sure all graduates leave with a top-caliber education.
American business is having enough difficulties finding qualified
workers from the ranks of high school graduates. We must end the
tremendous drain of potential inherent in the dropout problem. We
are losing potential engineers, physicists, teachers,
mathematicians, physicians. losing them to ignorance, poverty and
crime.
-3-
In terms of lost lifetime earnings, each class of dropouts
costs our country $228 billion 10 times what the federal
Department of Education spends on education annually.
One way to keep children in school is by providing education
that begins during the early childhood years. Then, we must also
ensure that all students have access to a quality education. If
it isn't available in their neighborhood, students and their
parents should be able to look elsewhere. The most effective way
to provide this opportunity is through choice an educational
initiative I'm sure you have heard a great deal about lately.
Some may disagree on how best to develop options from which
parents and students can choose a school, but one thing is clear:
choice should be a cornerstone upon which school restructuring is
built.
To date, four states--Minnesota, Iowa, Arkansas and
Nebraska--have moved toward state-wide choice programs.
Approximately twenty-one states are studying choice in order to
improve their school systems.
Last month, I announced several initiatives to encourage
choice, and one of them is that the Department plans to convene a
number of Regional Strategy Meetings composed of teams of
governors, legislators, representatives from the business
community, state education chiefs, school administrators, teachers
and parents to develop action plans to promote choice in their
respective states.
-4-
We will be involved in other activities, but before leaving
this subject, there is one thing I want to make clear. I have
heard the criticism that choice would promote a two-tiered system
of education, that is, one system for the fortunate and another
for the disadvantaged. It is blind not to recognize that
inequities already exist in our schools. It assumes choice cannot
be exercised in an effective and responsible manner by all parents
and students to improve their situation. It's time every
American had the opportunity to make choices in education.
Furthermore, armed with the power of choice, parents can force
inferior schools to upgrade or close.
If we want to raise expectations for our children and make
quality available to the students, we must also insist on an
accounting of responsibility for the restructuring of elementary
and secondary education. Teachers, schools, students, parents,
and
you
in
business should be called upon, and counted on, to
get involved in the restructuring process.
A recent study of school systems in six of our major cities
by the Rand Corporation concluded that the problems encountered
are too severe and intertwíned--and entangled with broader
community and social and economic events--to be solved by the
educational bureaucracy alone. The author of the report, Paul
Hill, notes that, "In these cities, business CEO's rolled up their
sleeves to negotiate with teachers and community groups. The same
business and civic coalitions that can redevelop downtown can turn
around the schools."
-5-
And, the business community has, in fact, plunged into the
fray. Business-led campaigns for education tax increases and bond
issues have been launched in New Orleans, Cincinnati, Miami, South
Carolina and California.
The Pepsi-Cola Company recently initiated a program to reduce
the dropout rates in inner-city schools. The company pledged $2
million to pilot projects in Dallas and Detroit that will award
tuition credits to deserving students for higher education and
cash to teachers involved in the program.
Right here in Washington, D.C., MCI and General Motors, along
with five other companies, support a pre-engineering partnership
for eighth and ninth graders at an inner-city school. The program
has been highly successful, with 97 percent of its participants
going on to college, 50 percent studying engineering.
These are highly commendable efforts. We need more of them
all over this country in every community. Without your
participation, the education revolution won't happen. Let's face
it, if you want it done, it will get done.
Let me give you some other strategies that are part of the
restructuring of our elementary and secondary school systems. For
example:
1. Allow alternative certification of teachers and principals.
2. Instead of day care, make it learning care--education
should start at the earliest possible age.
-6-
3. Insist on a more rigorous curriculum: In 1983, A Nation
at Risk recommended that every high school student be required to
study four years of English; three years of math, science, and
social studies; 2 years of a foreign language and one-half year of
computer science. Back then, only 2 percent of high school
graduates had completed that regimen of courses. Today, about 12
percent do. That's progress, but one out of eight students is not
enough.
4. Endorse merit pay for teachers and principals.
5. Move more decision-making power to the local level for
teachers and parents.
6. Encourage more parental concern and involvement. In a
recent survey of teachers, "parents' lack of interest and support"
led their list of the biggest problems facing the public schools.
Thirty-four percent cited it as an important problem.
7. Recruit more minority teachers.
8. Urge involvement of local universities and colleges.
9. Deregulate academics--cut away the red tape that hinders
innovation, stifles competition, and slows reform.
These are only a few examples. There are many more.
Some suggest that we need more educational funding from
federal, state and local sources. At present, we spend the
following:
#
$330 billion overall; $22 billion from the Department of
Education.
-7-
* $199 billion on elementary and secondary education.
But still, we are NOT satisfied with the quality of
education. I submit that it is not a question of more money, but
that it is a question of how the funds available to elementary and
secondary education are being utilized.
I call on each of you to devote your energies toward solving
the education deficit.
Nothing could be more important. You know that the quality of
life in America is dependent on the education level of its
citizenry.
The challenge: we know what steps must be taken to
restructure education. Why isn't it being done?
Thank you.
-8-
BACKGROUND PAPER
POST SECONDARY EDUCATION
Student Loan Default Initiative
UNITED STATES
DEPARTMENT OF EDUCATION
SUMMIT
R
NEWS
FOR RELEASE: 10 a.m. EDT
Contact: Rodger Murphey
June 1, 1989
(202) 732-4574
CAVAZOS UNVEILS STUDENT LOAN DEFAULT INITIATIVE
Education Secretary Lauro F. Cavazos today announced a
comprehensive new initiative to combat defaults on Guaranteed
Student Loans.
"There are some unscrupulous and uncaring institutions out
there," Cavazos said, "who are taking advantage of a program
designed to help our students. We must weed out unethical
schools and other program participants whose sole purpose is to
profit at the expense of our students and taxpayers. Abuses
have become so rampant that 'let the buyer beware' will no
longer suffice as public policy in education.
"Today we are taking decisive action against those who cheat
our citizens, those who promise to educate, but deliver only a
debt. Education is our nation's greatest resource. It cannot
be left in the hands of those who would abuse it."
The new default reduction package announced by Cavazos
combines regulatory, legislative and administrative measures to
increase accountability in and cut costs of the Guaranteed
Student Loan (GSL) program.
"The promise was -- still is and must always be -- that
every American has a right to pursue an education to whatever
level his or her talent and determination will allow," Cavazos
said. "It was never intended, however, that there would come a
time when 37 cents out of every GSL dollar would go to loans not
repaid. This year we estimate the default price tag at $1.8
billion."
-MORE-
-2-
Final regulations, to be published in tomorrow's Federal
Register, require that:
-- schools with default rates above 60 percent will be
subject to limitation, suspension or termination (LS&T)
from the GSL program, with the LS&T trigger decreasing
5 percent a year over 5 years to 40 percent;
-- schools with a 40-60 percent default rate must reduce
the default rate by 5 percent per year or face LS&T
action;
-- schools with default rates above 30 percent must delay
disbursing loans to first-time borrowers until 30 days
after the first day of class and pro-rate tuition
refunds to GSL borrowers who drop out before the halfway
point of a course of study or in the first 6 months,
whichever is earlier;
-- schools with default rates above 20 percent must develop
and submit management plans to address causes of
defaults;
-- all schools must provide entrance counseling to
first-time borrowers;
-- all vocational schools, regardless of default rate, must
compile and disclose consumer information to all
prospective students, including program completion and
job placement data.
Also in tomorrow's Federal Register, the department will
propose a new requirement that all private vocational schools
arrange for another school to complete -- "teach-out" -- its
courses if the school closes before the end of a session.
Cavazos said he will also seek Congressional approval for
additional steps that, coupled with the new regulations, "will
remove the current incentives that lead many schools to
concentrate on numbers of enrollees and profits rather than
graduation rates and other educational outcomes."
-MORE-
-3-
The legislative proposals include default reduction and
collection improvement measures that would:
-- require students without a high school diploma or GED to
pass a test before enrollment. The tests must be
designed and administered by an independent third party,
designated by the Secretary;
-- establish a pro-rata tuition refund requirement for all
schools with a GSL default rate of over 30 percent. The
refund applies to all Education Department student aid
funds;
-- prohibit the use of commissioned recruiters in enrolling
students in schools that accept federal student aid
funds;
-- require lenders to establish graduated loan repayment
schedules approved by the Secretary;
-- authorize guarantee agencies to garnish the wages of
defaulters up to 10 percent of disposable earnings.
Cavazos also pledged that the Education Department will work
administratively to improve default prevention, enforcement, and
collection efforts. The department will:
IMPROVE DEFAULT PREVENTION
-- issue an annual list of default rates for each lender,
school and guarantee agency;
-- compile and issue job placement and other consumer
information on vocational programs in each state;
-- provide debt management and financial management
planning information to high school and college students;
-- provide additional training to employees of schools,
lenders, and guarantee agencies in how to administer the
GSL program;
-- support additional research to examine the underlying
causes of student loan defaults;
-- establish a network for disseminating model default
prevention approaches;
-MORE-
-4-
-- expand efforts to inform students of the department's
toll-free student aid information service
(1-800-333-INFO) ;
IMPROVE ENFORCEMENT OF PROGRAM REQUIREMENTS
-- identify causes and possible solutions to the default
problem during Inspector General audits and
investigations;
-- continue to enforce due diligence collection
requirements for lenders and guarantee agencies;
-- expand fraud awareness by publicizing actions taken
against those who defraud the student loan program and
provide access to the toll-free Inspector General
hotline (1-800-MIS-USED) ;
IMPROVE COLLECTION EFFORTS
-- increase collections through the IRS offset of
defaulter's federal tax refunds;
-- expand efforts to offset the salaries of federal
employees who default on student loans;
-- expand contracts with private collection services to
collect loans in default.
Last September, soon after his appointment as Secretary,
Cavazos asked for additional comments on default reduction from
the public, Congress, and the education community. More than
3,600 comments were received and considered in formulating the
initiative announced today.
###
NOTE TO EDITORS:
Copies of all public comments received are
available for review. Contact the Office of
Public Affairs to arrange an appointment.
U.S. EDUCATION DEPARTMENT BUDGET SUMMARY
The FY 1990 Budget for Education
The President's Request
For the Department of Education, President Reagan's request to Congress was
$21.9 billion, alightly more than the 1989 appropriation. President Bush's
budget plan, which he described on February 9, adds $441 million for
initiatives to reform our schools and improve the quality of education, and
the President added another $1.3 billion in July, for a total request of
$23.7 billion. President Bush has stated that, "The challenge of the future
is not just to make education more available, but to make it more
worthwhile." To this end, the Administration's education policy and
initiatives reward excellence; provide additional help to those most in need;
promote educational choice and flexibility to encourage competition and
provide incentives to achievement; and assure that all students receive a high
quality education by promoting greater accountability at all levels of the
education system.
Status of the FY 1990 Appropriation
House-passed bill on August 2, 1989, provided $23.9 billion,
$1.1 billion more than the 1989 appropriation of $22.8 billion.
The Senate full Committee approved $23.8 billion on September 13.
The House provided a major increase of $1.0 billion for Chapter 1.
The Senate provided only half this amount, about $500 million.
SUMMARY OF DEPARTMENT OF EDUCATION BUDGET
1990
Program and Activity
1989
President's
(in millions of dollars)
Appropriation
Budget Request
Elementary and Secondary Education
Chapter 1:
Grants to LEAs
$4,026.1
$4,163.0
Even Start
14.8
14.8
State Agency programs
451.5
463.9
Other
77.8
79.8
Presidential Merit Schools
0.0
250.0
Impact Aid
733.1
629.3
Chapter 2
490.7
507.2
Fund for Innovation in Education
11.2
15.7
Drug-Free Schools and Communities
354.5
391.6
Mathematics and Science Education.
137.3
142.0
FIRST
5.9
5.9
Alternative Certification
0.0
25.0
Presidential Awards for Excellence
0.0
7.6
Magnet Schools in Deseg. Districts
113.6
114.6
Magnet Schools of Excellence
0.0
100.0
Indian Education
71.6
74.2
Other (includes HEP and CAMP)
112.7
60.0
Total (OESE)
6,800.9
7,044.6
Bilingual Education:
Bilingual Education
151.9
157.1
Immigrant and Refugee Education
45.4
47.0
Total (OBEMLA)
197.4
204.1
Special Education and Rehab. Serv:
Special Education:
State Grants
1,792.3
1,844.8
Special Purpose Funds
169.0
169.0
Subtotal
1,961.3
2,013.8
Rehabilitative Services:
State Grants
1,485.5
1,546.7
Special Purpose Funds
187.7
188.4
Subtotal
1,673.2
1,735.2
Special Inst. (APHB, NTID. G.U.)
104.7
109.9
Total (OSERS)
3,739.2
3,858.9
SUMMARY OF DEPARTMENT OF EDUCATION BUDGET
1990
Program and Activity
1989
President's
(in millions of dollars)
Appropriation
Budget Request
Vocational and Adult Education:
Vocational Education
918.4
949.4
Adult Education
162.2
172.7
Total (OVAE)
1,080.6
1,122.1
Postsecondary Education:
Student Financial Aid:
Pell Grants
$4,483.9
$5,262.0
Supplemental Grants
438.0
452.9
Work-Study
610.1
610.1
Income-Contingent Loans
4.9
20.0
Perkins Loans
205.5
22.0
State Student Incentive Grants
71.9
0.0
Guaranteed Student Loans
4,066.8
3,728.9
Subtotal
9,881.1
10,095.9
Institutional Aid & Other Postsec:
Title III
$174.6
$190.5
FIPSE
11.9
11.9
Minority Science Improvement
5.3
5.5
International Education
31.1
30.3
TRIO
219.3
228.2
Higher Education Facilities
54.1
27.9
Scholarships and Fellowships
66.7
51.0
(National Science Scholars)
(0.0)
(5.0)
Howard University
179.0
184.9
Other
34.2
9.9
Subtotal
776.0
740.1
Total (OPE)
10,657.2
10,835.9
Education Research & Improvement:
Research and Statistics
78.2
101.3
Libraries
137.2
137.2
Total (OERI)
215.4
238.5
Departmental Management:
Program Administration
250.5
282.4
Office for Civil Rights
41.6
45.2
Office of the Inspector General
18.6
22.0
Total. Departmental Management..
310.7
349.6
TOTAL. BUDGET AUTHORITY
22,801.4
23,653.8
PRESIDENTIAL EDUCATION LEGISLATIVE INITIATIVES
Topic:
Education Excellence Act of 1989
(S. 695, H.R. 1675)
Status Report of Legislation
Committees of Jurisdiction:
House Education and Labor Committee
Senate Committee on Labor and Human Resources
Bill Sponsors:
Senator Kassebaum (R-KS) and 35 other cosponsors
Representative Goodling (R-PA) and 87
other cosponsors
Background: This is the President's major Education
Initiative. The legislative package was sent to the Hill on
April 5, 1989, and contained seven separate initiatives: Merit
Schools, Magnet Schools, Alternative Teacher Certification, an
increase in the endowment programs of Historically Black
Colleges, Math and Science Scholarships, the President's Awards
for Excellence in Education, and Urban Emergency Grants: Drug
Free Schools. This package amounts to total of $441 million.
Status: The Senate Subcommittee on Education, Arts and
Humanities held a hearing on June 13. Secretary Cavazos was the
lead witness, followed by Senator Glenn (D-OH) who testified in
support of his bill (Glenn's) to create a national math and
science scholarship program. A second panel focused on
elementary and secondary education and a third on postsecondary
education, including the HBCU initiative and the Department's
student loan default initiative. The Subcommittee marked up the
bill, along with the default initiative on July 13 and full
committee mark up occurred on July 20. The full Senate will
likely consider the bill in late September. The House
Subcommittee on Elementary, Secondary and Vocational Education
held a hearing on the President's initiatives on Aug. 2.
Secretary Cavazos was the only witness at the hearing. It
appears the House will hold another hearing this fall. The Bill
was passed unanimously (16-0) by the full Senate Labor and Human
Resources Committee on July 20. At that time, three additional
amendments were passed: a technical amendment dealing with the
default provisions of the bill; a proposal to create the
president's Council on Academic Excellence which will help define
rigorous and challenging school curricula and reward students who
successfully complete these new requirements; and a provision
that would make the Director of the Department's FIRST program a
position appointed by the FIRST board for a four year term. The
bill will probably go to the Senate floor for consideration
N.G.A. HISTORICAL
PROCEEDINGS OF A
CONFERENCE OF GOVERNORS
IN THE WHITE HOUSE
WASHINGTON, D.C.
MAY 13-15, 1908
ORIGIN AND PLAN OF THE CONFERENCE
The idea of conserving the Nation's resources arose partly from the recent
forestry movement, partly from the still more recent waterway movement.
The germ of the idea took form in an address by President Roosevelt before the
Society of American Foresters (of which he was and is an associate member), March
26, 1903. In expressions indicating perhaps more clearly than any of earlier date the
interdependence of our resources, he said to the forest students:
Your attention must be directed to the preservation of the forests, not as an end
in itself, but as a means of preserving the prosperity of the Nation *** In the arid
region of the West agriculture depends first of all upon the available water supply. In
such a region forest protection alone can maintain the stream flow necessary for
irrigation and can prevent the great and destructive floods so ruinous to communities
farther down the same streams.
*** The relation between forests and the whole
mineral industry is an extremely intimate one. The very existence of lumbering ***
depends upon the success of our work as a Nation in putting practical forestry into
effective operation. As it is with mining and lumbering, so it is in only a less degree
with transportation, manufactures, and commerce in general. The relation of all these
industries to forestry is of the most intimate and dependent kind.
With continued development of the forest policy the interdependence of wood-
lands and waterways yearly became more evident; and it also became increasingly
clear that both woods and waters are in their industrial aspects closely related not only
to mineral production and the reclamation of arid lands but to all agriculture and to
transportation.
The next formal expression appeared when the President, in response to petitions
of the People of the Interior, appointed the Inland Waterways Commission. In the
letter creating the commission he declared:
It is becoming clear that our streams should be considered and conserved as great
natural resources. *** The time has come for merging local projects and uses of the
inland waters in a comprehensive plan designed for the benefit of the entire country.
*** It is not possible to properly frame so large a plan *** without taking account
of the orderly development of other natural resources. Therefore, I ask that the inland
Waterways Commission shall consider the relations of the streams to the use of all
the great permanent natural resources and their conservation for the making and
maintenance of prosperous homes.
1
Proceedings of the Conference of Governors
While the foregoing expressions indicated both the relations among the Nation's
resources and the need for a wider utilization of them, they did little more than
forecast a National duty. Conservation as a single problem and as a basis for National
policy was outlined still more clearly in the President's address before the National
Editorial Association in Jamestown, June 10, 1907, the tenor of which appears in the
following passages:
In utilizing and conserving the natural resources of the Nation; the one characteristic
more essential than any other is foresight. *** No other Nation enjoys so wonderful a
measure of present prosperity, which can of right be treated as an earnest of future success,
and for no other are the rewards of foresight so great, so certain, and so easily foretold.
Yet hitherto as a Nation we have tended to live with an eye single to the present, and have
permitted the reckless waste and destruction of much of our National wealth.
The conservation of our natural resources and their proper use constitute the
fundamental problem which underlies almost every other problem of our National
life. Unless we maintain an adequate material basis for our civilization, we can not
maintain the institutions in which we take so great and so just a pride; and to waste
and destroy our natural resources means to undermine these material bases. ***
So much for what we are trying to do in utilizing our public lands for the public;
in securing the use of the water, the forage, the coal, and the timber for the public. In
all four movements my chief adviser, and the man first to suggest to me the courses
which have actually proved so beneficial, was Mr Gifford Pinchot, the Chief of the
National Forest Service. Mr Pinchot also suggested to me a movement supplementary
to all of these movements, one which will itself lead the way in the general movement
which he represents and with which he is actively identified, for the conservation of
all our natural resources. This was the appointment of the Inland Waterways Com-
mission.
On May 14-23, 1907, the Inland Waterways Commission, while engaged in an
inspection trip along the lower Mississippi at high-water stage, repeatedly discussed
the policy of Conservation in its bearing on the general plans for waterway improve-
ment toward which they were at work; and at their Fifteenth Session, on May 21
(aboard the steamer Mississippi), it was decided - subject to approval by the President
- to hold a conference or convention in Washington during the ensuing winter to
discuss the conservation of the Nation's resources. Chairman Burton was formally
authorized to issue to the press a brief statement framed by Vice-Chairman Newlands,
and the chairman and Commissioner Pinchot were made a committee to convey the
matter "to the President as an expression of the view of the Commission, leaving him
to decide how the call shall issue.' "Soon afterward this committee conferred informally
with the President, and received his sanction for arranging such a meeting.
During ensuing months Commissioners Newlands, Pinchot, Newell, and McGee
met on the Pacific coast, partly for the purpose of examining waterways and partly to
consider and arrange details of the proposed assembly. Just before the opening of the
Fifteenth Session of the National Irrigation Congress at Sacramento, early in Septem-
ber, a preliminary draft of programme was put in writing and sent to Chairman Burton.
This draft corresponded closely in topics, speakers, and other details with the calendar
subsequently adopted, except that up to this time the conference was designed
primarily as one of experts rather than of statesmen.
-2-
At Sacramento it was learned by one of the commissioners present that the
Lakes-to-Gulf Deep Waterway Association, then arranging for their Memphis con-
vention, expected to bring together a score or more of State executives; and the
suggestion was offered that, if the five Governors attending the Irrigation Congress
should approve, it might be well to invite the State executives of the entire country to
take part in the proposed conference in Washington. Senator Newlands, as Vice-
Chairman of the commission, at once acted on the suggestion by inviting Governors
Gillett, Chamberlain, Mead, Cutler, and Kibbey to meet the four commissioners
present and discuss the matter. All accepted except Governor Gillett, who had a
conflicting engagement, but signified general approval. At the meeting the idea of
Conservation in its relations to waterway improvement was outlined, together with
the plan for the conference so far as developed; and in the course of discussion the
further idea was brought out more clearly than before that the State Governor is of
necessity the chief sponsor for the welfare of his commonwealth. Soon as suggested,
this idea modified the plan for the meeting, and led to the decision that it should be
primarily a Conference of Governors, and only secondarily a meeting of experts able
authoritatively to convey information both to the Governors and to the Commission.
The four Governors present signified full approval of the plan and the determination
to take part in the Conference, Governor Chamberlain observing that he had already
contemplated and even suggested meetings of Governors for the discussion of inter-
state questions.
The outcome of the Sacramento meeting and the progress in the preparation of
plans for the Conference were informally communicated to the President, and in the
draft of his Memphis address before the Lakes-to-Gulf Deep Waterway Association,
prepared in advance for the press, he incorporated the announcement that the Inland
Waterways Commission would, with his full approval, call a Conference of Governors
and experts on the conservation of natural resources, to be held in Washington early
in the ensuing winter. The announcement in this form was extensively published
immediately after the delivery of the address on October 4.
Meantime the Commission was again engaged in an inspection trip down the
Mississippi from St. Paul to Memphis at the low-water stage, in which the President
took part October 1-4, passing from Keokuk to Memphis amid an ovation unparal-
leled in t he history of the Interior. At the Twenty-third Session of the Commission,
on October 3, presided over by the President, it was decided to make the arrangements
for the Conference a matter of record through a formal letter. This letter was drafted
later in the day; and out of consideration for the score of Governors who were
assembled on a neighboring vessel as guests of the Business Men's League of St. Louis,
the Commissioners met them on board their vessel and invited them to join in the
request to the President that he authorize and formally announce the Conference.
Through a natural delicacy, several of the Governors expressed the feeling that it
would be better for the plan to originate wholly with the Commission; and accordingly
on the morning of October 4 the following written communication was conveyed to
the President:
October 3, 1907
THE PRESIDENT,
On Board the U.S. Steamer Mississippi.
SIR: In the course of inquiries made under your direction "that the Inland Waterways
Commission shall consider the relations of the streams to the use of all the great
permanent natural resources and their conservation for the making and maintenance
3
of prosperous homes," the members of the Commission have been led to feel that it
would be desirable to hold a Conference on the general subject of the conservation
of the natural resources of the Nation.
Among the reasons for such a Conference are the following:
1. Hitherto our National policy has been one of almost unrestricted disposal of
natural resources, and this in more lavish measure than in any other nation in the
world's history; and this policy of the Federal Government has been shared by the
constituent States. Three consequences have ensued: First, unprecedented con-
sumption of natural resources; second, exhaustion of these resources, to the extent
that a large part of our public lands have passed into great estates or corporate
interests, our forests are so far depleted as to multiply the cost of forest products,
and our supplies of coal and iron ore are so far reduced as to enhance prices; and
third, unequaled opportunity for private monopoly, to the extent that both the
Federal and the State Sovereignties have been compelled to enact laws for the
protection of the People.
2. We are of the opinion that the time has come for considering the policy of
conserving these material resources on which the permanent prosperity of our
country and the equal opportunity of all our People must depend; we are also of
opinion that the policy of conservation is so marked an advance on that policy
adopted at the outset of our National career as to demand the consideration of
both Federal and State sponsors for the welfare of the People.
3. We are of opinion that the Conference may best be held in the National Capital
next winter, and that the conferees should comprise the Governors of all our States
and Territories, a limited number of delegates to be appointed by each Governor,
and representatives from leading organizations of both State and National scope
engaged in dealing with National resources or with practical questions relating
thereto.
We have the honor to ask that in case you concur in our view you call such a
Conference.
Respectfully submitted.
(Signed)
THEODORE E. BURTON,
Chairman
(Signed)
W J McGee,
Secretary
On receiving the communication, the President not merely approved the plan but
decided to comply fully with the formal request of the Commission and himself call
the Conference; and he so announced in his Memphis address delivered later in the
day, as follows:
As I have said elsewhere, the conservation of natural resources is the fundamental
problem. Unless we solve that problem it will avail us little to solve all others. To solve
it, the whole nation must undertake the task through their organizations and associa-
tions, through the men whom they have made specially responsible for the welfare of
the several States, and finally through Congress and the Executive. As a preliminary
step, the Inland Waterways Commission has asked me to call a conference on the
conservation of natural resources, including, of course, the streams, to meet in
Washington during the coming winter. I shall accordingly call such a conference. It
ought to be among the most important gatherings in our history, for none have had a
more vital question to consider.
At the Twenty-fifth Session of the Commission, convened on October 5, a
Conference Committee was appointed "to confer with the President and take requi-
site action in conformity with his wishes" regarding arrangements; the Committee
comprising Commissioners Pinchot (chairman), Newell, and McGee. About this time
it was decided, at the instance of Commissioner Newell, to recommend to the
president that the Conference be held in the East Room of the White House; and the
recommendation was promptly approved. This Conference Committee kept in com-
munication with the President, and reported progress at several sessions of the
Commission.
In November, the President wrote each Governor, inviting him to take part in the
Conference; one of the letters being as follows:
MY DEAR GOVERNOR: The natural resources of the United States were, at the
time of settlement, richer, more varied, and more available than those of any other
equal area on the earth. The development of these resources has given us for more
than a century a rate of increase of population and wealth without parallel in history.
It is obvious that the prosperity which we now enjoy rests directly upon these
resources. It is equally obvious that the vigor and success which we desire and forsee
for this nation in the future must have this as its ultimate material basis.
In view of these evident facts, it seems to me time for the country to take account of
its natural resources and to inquire how long they are likely to last. We are prosperous
now; we should not forget that it will be just as important to our descendants to be
prosperous in their time.
Recently I declared there is no other question now before the nation of equal gravity
with the question of the conservation of our natural resources, and I added that it is
the plain duty of us who, for the moment, are responsible to take inventory of the
natural resources which have been handed down to us, to forecast the needs of the
future, and so handle the great sources of our prosperity as not to destroy in advance
all hope of the prosperity of our descendants.
It is evident the abundant natural resources on which the welfare of this nation rests
are becoming depleted, and, in not a few cases, are already exhausted. This is true of
all portions of the United States; it is especially true of the longer settled communities
of the East.
The gravity of the situation must, I believe, appeal with special force to the Governors
of the States, because of their close relations to the people and the responsibility for
the welfare of their communities. I have therefore decided, in accordance with the
suggestion of the Inland Waterways Commission to ask the Governors of the States
and Territories to meet at the White House on May 13, 14, and 15 to confer with the
President and with each other upon the conservation of natural resources.
It gives me great pleasure to invite you to take part in this Conference. I should be
glad to have you select three citizens to accompany you and to attend the Conference
as your assistants or advisers. I shall also invite the Senators and Representatives of
the Sixtieth Congress to be present at the sessions so far as their duties will permit.
The matters to be considered at this conference are not confined to any region or
group of States, but are of vital concern to the Nation as a whole and to all the people.
5
Those subjects include the use and conservation of the mineral resources, the resour-
ces of the land, and the resources of the waters in every part of our territory.
In order to open discussion, I shall invite a few recognized authorities to present brief
descriptions of actual facts and conditions, without argument, leaving the conference
to deal with each topic as it may elect. The members of the Inland Waterways
Commission will be present in order to share with me the benefit of information and
suggestion, and, if desired, to set forth their provisional plans and conclusions.
Facts, which I can not gainsay, force me to believe that the conservation of our natural
resources is the most weighty question now before the people of the United States. If
this is so, the proposed conference, which is the first of its kind, will be among the most
important gatherings in our history in its effect upon the welfare of all our people.
I earnestly hope, my dear Governor, that you will find it possible to be present.
Sincerely yours,
(Signed) THEODORE ROOSEVELT
All the Governors of the States and Territories accepted, a few conditionally on
grounds of health or pressure of public affairs.
In December and later the President issued invitations to organizations dealing
with natural resources, which were generally accepted. One of these was as follows:
MY DEAR SIR: Recently I invited the Governors of the States and Territories to
meet in the White House on May 13-15 next in a Conference on the Conservation of
Natural Resources. In issuing the invitation, I expressed the opinion that there is
urgent need of taking stock of our resources, and I added my belief that the Con-
ference ought to take rank among the more important meetings in the history of the
Country.
The replies to the invitation have been most gratifying. They indicate that practically
all of the Governors, each with three special advisers, will attend the Conference. The
Senators and Representatives of the Sixtieth Congress, the Justices of the Supreme
Court, and the members of the Cabinet have also been invited to take part; and the
Inland Waterways Commission, which suggested the Conference, will be present to
reply to inquiries and make record of the Proceedings. A limited number of leading
associations of national scope concerned with our natural resources will be invited to
send one representative each to take part in the discussions. The general purpose of
the Conference is indicated on pages 24-26 of the preliminary report of the Waterways
Commission, of which a copy is enclosed.
I invite the cooperation of the American Society of Mechanical Engineers in bringing
this matter before the people; and it gives me added pleasure to invite you as President
of the Society to take part in the Conference.
Sincerely yours,
(Signed) THEODORE ROOSEVELT
-6-
Meantime correspondence was conducted with experts by the President or his
Secretary, and also by the Conference Committee; and a Syllabus was prepared for
the guidance of experts in the preparation of opening statements. This Syllabus is
printed on later pages.
In the course of the correspondence, the President invited as a special guests five
eminent citizens widely recognized as authorities on national aspects of the resources
of the country.
As the plans for the Conference grew definite, early in the correspondence, and
it became clear that the statements and deliberations of the Governors and other
Conferees might assume such importance as to be of interest to the coordinate
branches of the Federal Government, the Justices of the Supreme Court and the
Senators and Representatives of the Sixtieth Congress were invited by the President
to take part. Similar invitations were extended also to members of the Cabinet.
Throughout it was planned to provide for press attendance in the interests of the
public and to prevent possible misapprehension of purpose; and as the time for the
Conference approached it was decided to invite representatives of the periodical
press as well as the daily press. The former, coming form different parts of the country,
were personally invited by the President, after selection by the Periodical Publishers
Association; the latter (forty in number) were selected by the managing committee of
the Congressional Press Gallery from the Washington representatives of the leading
papers and entered on personal recognition and press badges, under regulations of
their committee.
Finally, toward the end of April, a limited number of bureau chiefs and other
experts of national reputation connected with the Federal service were invited by the
President to take part in the Conference; and these invitations, like all others, were
generally accepted.
Early in May the Calendar of the Conference was prepared, chiefly for the
convenience of the Governors and subject to change by them after assembling; in its
final form it is reprinted on later pages. Although not designed as a fixed programme,
its order was found convenient and was followed somewhat closely, except on the last
day of the Conference.
The Conference Committee kept in close touch with the arrangements, including
provision for the safety of the unprecedented assemblage of public officials; they were
aided efficiently by Mr Thomas R. Shipp, who was made General Secretary of the
Conference, the Secretary of the Commission acting as Recording Secretary. (During
the second session, Governor John Burke, of North Dakota, was chosen Honorary
Secretary.)
A few Governors were kept away by illness or special pressure of public business.
As the date for the Conference approached there were a number of changes among
the Governors' advisors, with a few among the representatives of organizations; while
of the five special guests invited by the President, Ex-President Cleveland-was
confined to his home by illness which soon after proved fatal.
The Roster on later pages comprises the Conferees (including Governors
prevented by illness or public duty from appearing in person), arranged by groups.
The half-tone engraving following it represents the Governors present at noon of May
13, with several other guests. A photogravure representing all the Conferees was
prepared with the consent of the Conference Committee, but is not reproduced
herein. WJM.
-7-
OPENING ADDRESS BY THE PRESIDENT
Governors of the several States; and Gentlemen:
I welcome you to this Conference at the White House. You have come hither at
my request, so that we may join together to consider the question of the conservation
and use of the great fundamental sources of wealth of this Nation.
So vital is this question, that for the first time in our history the chief executive
officers of the States separately, and of the States together forming the Nation, have
met to consider it. It is the chief material question that confronts us, second only- and
second always-to the great fundamental questions of morality. [Applause]
With the governors come men from each State chosen for their special acquain-
tance with the terms of the problem that is before us. Among them are experts in
natural resources and representatives of national organizations concerned in the
development and use of these resources; and Senators and Representatives in Con-
gress; the Supreme Court, the Cabinet, and the Inland Waterways Commission have
likewise been invited to the Conference, which is therefore national in a peculiar
sense.
This Conference on the conservation of natural resources is in effect a meeting
of the representatives of all the people of the United States called to consider the
weightiest problem now before the Nation; and of our country are in danger of
exhaustion if we permit the old wasteful methods of exploiting them longer to
continue.
With the rise of peoples from savagery to civilization, and with the consequent
growth in the extent and variety of the needs of the average man, there comes a
steadily increasing growth of the amount demanded by this average man from the
actual resources of the country. And yet, rather curiously, at the same time that there
comes that increase in what the average man demands from the resources, he is apt
to grow to lose the sense of his dependence upon nature. He lives in big cities. He
deals in industries that do not bring him in close touch with nature. He does not realize
the demands he is making upon nature. For instance, he finds, as he has found before
in many parts of this country, that it is cheaper to build his house of concrete than
wood, learning in this way only that he has allowed the woods to become exhausted.
That is happening, as you know, in parts of this country at this very time.
Savages, and very primitive peoples generally, concern themselves only with
superficial natural resources; with those which they obtain from the actual surface of
the ground. As peoples become a little less primitive, their industries, although in a
rude manner, are extended to resources below the surface; then, with what we call
civilization and the extension of knowledge, more resources come into use, industries
are multiplied, and foresight begins to become a necessary and prominent factor in
life. Crops are cultivated; animals are domesticated; and metals are mastered.
We can not do any of these things without foresight, and we can not, when the
nation becomes fully civilized and very rich, continue to be civilized and rich unless
the nation shows more foresight than we are showing at this moment as a nation.
[Applause]
Every step of the progress of mankind is marked by the discovery and use of
natural resources previously unused. Without such progressive knowledge and utiliza-
8
tion of natural resources population could not grow, nor industries multiply, nor the
hidden wealth of the earth be developed for the benefit of mankind.
From the first beginnings of civilization, on the banks of the Nile and the
Euphrates, the industrial progress of the world has gone on slowly, with occasional
set-backs, but on the whole steadily, through tens of centuries to the present day.
It never does advance by jumps, gentlemen. It always goes slowly. There are
occasional set-backs, but on the whole it goes steadily.
But of late the rapidity of the process has increased at such a rate that more space
has been actually covered during the century and a quarter occupied by our national
life than during the preceding six thousand years and that take us back to the earliest
monuments of Egypt, to the earliest cities of the Babylonian plain.
Now, I ask you to think what that means; and I am speaking with historic
literalness. In the development, the use, and therefore the exhaustion of certain of the
natural resources, the progress has been more rapid in the past century and a quarter
than during all preceding time of which we have record.
When the founders of this nation met at Independence Hall in Philadelphia the
conditions of commerce had not fundamentally changed from what they were when
the Phoenician keels first furrowed the lonely waters of the Mediterranean.
You turn to Homer-some of you did in your school days, even if you do not now
[laughter]- and you will see that he spoke, not of the Mediterranean but of one corner
of the Egean only, as a limitless waste of water which no one had traversed. There is
now no nook of the earth that we are not searching.
When our forefathers met in Independence Hall, the differences were those of
degrees, not of kind, and they were not in all cases even those of degree. Mining was
carried on fundamentally as it had been carried on by the Pharaohs in the countries
adjacent to the Red Sea. Explorers now-a-days by the shores of the Red Sea strike
countries that they call new, but they find in them mines, with sculptures of the
Pharaohs, showing that those mines were worked out and exhausted thousands of
years before the Christian era.
In 1776 the wares of the merchants of Boston, of Charleston, like the wares of the
merchants of Nineveh and Sidon, if they went by water, were carried by boats
propelled by sails or oars; if they went by land were carried in wagons drawn by beasts
of draft or in packs on the backs of beasts of burden. The ships that crossed the high
seas were better than the ships that three thousand years before crossed the Egean,
but they were of the same type, after all - they were wooden ships propelled by sails.
There the difference was one of degree in our favor. On shore the difference was one
of degree against us, for on land the roads, at the end of the eighteenth century, when
this country became a nation, were not as good as the roads of the Roman Empire,
while the service of the posts, at any rate prior to the days of Benjamin Franklin, was
probably inferior. In the previous eighteen hundred years there had been a retrogres-
sion in roads and in postal service.
In Washington's time anthracite coal was known only as a useless black stone;
and the great fields of bituminous coal were undiscovered. As steam was unknown,
the use of coal for power production was undreamed of. Water was practically the
only source of power, save the labor of men and animals; and this power was used
only in the most primitive fashion. But a few small iron deposits had been found in
this country, and the use of iron by our countrymen was very small. Wood was
9
practically the only fuel, and what lumber was sawed was consumed locally, while the
forests were regarded chiefly as obstructions to settlement and cultivation. The man
who cut down a tree was held to have conferred a service upon his fellows.
Such was the degree of progress to which civilized mankind had attained when
this nation began its career. It is almost impossible for us in this day to realize how
little our Revolutionary ancestors knew of the great store of natural resources whose
discovery and use have been such vital factors in the growth and greatness of this
Nation, and how little they required to take from this store in order to satisfy their
needs.
Since then our knowledge and use of the resources of the present territory of the
United States have increased a hundred-fold. Indeed the growth of this Nation by
leaps and bounds makes one of the most striking and important chapters in the history
of the world. Its growth has been due to the rapid development, and alas that it should
be said! to the rapid destruction, of our natural resources. Nature has supplied to us
in the United States, and still supplies to us, more kinds of resources in a more lavish
degree than has ever been the case at any other time or with any other people. Our
position in the world has been attained by the extent and thoroughness of the control
we have achieved over nature; but we are more, and not less, dependent upon what
she furnishes than at any previous time of history since the days of primitive man.
Yet our fathers, though they knew so little of the resources of the country,
exercised a wise forethought in reference thereto. Washington clearly saw that the
perpetuity of the States could only be secured by union, and that the only feasible basis
of union was an economic one; in other words, that it must be based on the develop-
ment and use of their natural resources. Accordingly, he helped to outline a scheme
of commercial development, and by his influence an interstate waterways commission
was appointed by Virginia and Maryland.
It met near where we are now meeting, in Alexandria, adjourned to Mount
Vernon, and took up the consideration of interstate commerce by the only means then
available, that of water; and the trouble we have since had with the railways has been
mainly due to the fact that naturally our forefathers could not divine that the iron road
would become the interstate and international highway, instead of the old route by
water. Further conferences were arranged, first at Annapolis, and then at Philadel-
phia. It was in Philadelphia that the representatives of all the States met for what was
in its original conception merely a waterways conference; but when they had closed
their deliberations the outcome was the Constitution which made the States into a
Nation. [Applause]
The Constitution of the United States thus grew in large part out of the necessity
for united action in the wise use of one of our natural resources. The wise use of all
of our natural resources, which are our national resources as well, is the great material
question of today. I have asked you to come together now because the enormous
consumption of these resources, and the threat of imminent exhaustion of some of
them, due to reckless and wasteful use, once more calls for common effort, common
action.
We want to take action that will prevent the advent of a woodless age, and defer
as long as possible the advent of an ironless age. [Applause]
Since the days when the Constitution was adopted, steam and electricity have
revolutionized the industrial world. Nowhere has the revolution been so great as in
our own country. The discovery and utilization of mineral fuels and alloys have given
10
us the lead over all other nations in the production of steel. The discovery and
utilization of coal and iron have given us our railways, and have led to such industrial
development as has never before been seen. The vast wealth of lumber in our forests,
the riches of our soils and mines, the discovery of gold and mineral oils, combined with
the efficiency of our transportation, have made the conditions of our life unparalleled
in comfort and convenience.
A great many of these things are truisms. Much of what I say is so familiar to us
that it seems commonplace to repeat it; but familiar though it is, I do not think as a
nation we understand what its real bearing is. It is so familiar that we disregard it.
[Applause]
The steadily increasing drain on these natural resources has promoted to an
extraordinary degree the complexity of our industrial and social life. Moreover, this
unexampled development has had a determining effect upon the character and
opinions of our people. The demand for efficiency in the great task has given us vigor,
effectiveness, decision, and power, and a capacity for achievement which in its own
lines has never yet been matched. [Applause] So great and so rapid has been our
material growth that there has been a tendency to lag behind in spiritual and moral
growth [laughter and applause]; but that is not the subject upon which I speak to you
today.
Disregarding for the moment the question of moral purpose, it is safe to say that
the prosperity of our people depends directly on the energy and intelligence with
which our natural resources are used. It is equally clear that these resources are the
final basis of national power and perpetuity. Finally, it is ominously evident that these
resources are in the course of rapid exhaustion.
This Nation began with the belief that its landed possessions were illimitable and
capable of supporting all the people who might care to make our country their home;
but already the limit of unsettled land is in sight, and indeed but little land fitted for
agriculture now remains unoccupied save what can be reclaimed by irrigation and
drainage-a subject with which this Conference is partly to deal. We began with an
unapproached heritage of forests; more than half of the timber is gone. We began
with coal fields more extensive than those of any other nation and with iron ores
regarded as inexhaustible, and many experts now declare that the end of both iron
and coal is in sight.
The mere increase in our consumption of coal during 1907 over 1906 exceeded
the total consumption in 1876, the Centennial year. This is a striking fact: Thirty years
went by, and the mere surplus of use of one year over the preceding year exceeded
all that was used in 1876 - and we thought we were pretty busy people even then.
The enormous stores of mineral oil and gas are largely gone; and those Governors
who have in their States cities built up by natural gas, where the natural gas has since
been exhausted, can tell us something of what that means. Our natural waterways are
not gone, but they have been so injured by neglect, and by the division of responsibility
and utter lack of system in dealing with them, that there is less navigation on them
now than there was fifty years ago. Finally, we began with soils of unexampled fertility,
and we have so impoverished them by injudicious use and by failing to check erosion
that their crop-producing power is diminishing instead of increasing. In a word, we
have thoughtlessly, and to a large degree unnecessarily, diminished the resources
upon which not only our prosperity but the prosperity of our children and our
children's children must always depend.
- 11
We have become great in a material sense because of the lavish use of our
resources, and we have just reason to be proud of our growth. But the time has come
to inquire seriously what will happen when our forests are gone, when the coal, the
iron, the oil, and the gas are exhausted, when the soils shall have been still further
impoverished and washed into the streams, polluting the rivers, denuding the fields,
and obstructing navigation. These questions do not relate only to the next century or
to the next generation. One distinguishing characteristic of really civilized men is
foresight; we have to, as a nation, exercise foresight for this nation in the future; and
if we do not exercise that foresight, dark will be the future! [Applause] We should
exercise foresight now, as the ordinarily prudent man exercises foresight in conserving
and wisely using the property which contains the assurance of well-being for himself
and his children. We want to see a man own his farm rather than rent it, because we
want to see it an object to him to transfer it in better order to his children. We want
to see him exercise forethought for the next generation. We need to exercise it in some
fashion ourselves as a nation for the next generation.
The natural resources I have enumerated can be divided into two sharply distin-
guished classes accordingly as they are or are not capable of renewal. Mines if used
must necessarily be exhausted. The minerals do not and can not renew themselves.
Therefore in dealing with the coal, the oil, the gas, the iron, the metals generally, all
that we can do is try to see that they are wisely used. The exhaustion is certain to come
in time. We can trust that it will be deferred long enough to enable the extraordinarily
inventive genius of our people to devise means and methods for more or less
adequately replacing what is lost; but the exhaustion is sure to come.
The second class of resources consists of those which can not only be used in such
manner as to leave them undiminished for our children, but can actually be improved
by wise use. The soil, the forests, the waterways come in this category. Every one knows
that a really good farmer leaves his farm more valuable at the end of his life than it
was when he first took hold of it. So with the waterways. So with the forests. In dealing
with mineral resources, man is able to improve on nature only by putting the resources
to a beneficial use which in the end exhausts them; but in dealing with the soil and its
products man can improve on nature by compelling the resources to renew and even
reconstruct themselves in such manner as to serve increasingly beneficial uses-while
the living waters can be son controlled as to multiply their benefits.
Neither the primitive man nor the pioneer was aware of any duty to posterity in
dealing with the renewable resources. When the American settler felled the forests,
he felt that there was plenty of forest left for the sons who came after him. When he
exhausted the soil of his farm, he felt that his son could go West and take up another.
The Kentuckian or the Ohioan felled the forest and expected his son to move west
and fell other forests on the banks of the Mississippi; the Georgian exhausted his farm
and moved into Alabama or to the mouth of the Yazoo to take another. So it was with
his immediate successors. When the soil-wash from the farmer's field choked the
neighboring river, the only thought was to use the railway rather than the boats to
move produce and supplies. That was so up to the generation that preceded ours.
Now all this is changed. On the average the son of the farmer of today must make
his living on his father's farm. There is no difficulty in doing this if the father will
exercise wisdom. No wise use of a farm exhausts its fertility. So with the forests. We
are over the verge of a timber famine in this country, and it is unpardonable for the
Nation or the States to permit any further cutting of our timber save in accordance
with a system which will provide that the next generation shall see the timber increased
instead of diminished. [Applause]
- 12 -
Just let me interject one word as to a particular type of folly of which it ought not
be necessary to speak. We stop wasteful cutting of timber; that of course makes a
slight shortage at the moment. To avoid that slight shortage at the moment, there are
certain people so foolish that they will incur absolute shortage in the future, and they
are willing to stop all attempts to conserve the forests, because of course by wastefully
using them at the moment we can for a year or two provide against any lack of wood.
That is like providing for the farmer's family to live sumptuously on the flesh of the
milch cow. [Laughter.] Any farmer can live pretty well for a year if he is content not
to live at all the year after. [Laughter and applause]
We can, moreover, add enormous tracts of the most valuable possible agricultural
land to the national domain by irrigation in the arid and semi-arid regions, and by
drainage of great tracts of swamp land in the humid regions. We can enormously
increase our transportation facilities by the canalization of our rivers so as to complete
a great system of waterways on the Pacific, Atlantic, and Gulf coasts and in the
Mississippi Valley, from the Great Plains to the Alleghenies, and from the northern
lakes to the mouth of the mighty Father of Waters. But all these various uses of our
natural resources are so closely connected that they should be coordinated, and should
be treated as part of one coherent plan and not in haphazard and piecemeal fashion.
It is largely because of this that I appointed the Waterways Commission last year,
and that I sought to perpetuate its work. There are members of the coordinate branch
present. The reason this meeting takes place is because we had that waterways
commission last year. I had to prosecute the work by myself. I have asked Congress
to pass a bill giving some small sum of money for the perpetuation of that Commission.
If Congress does not act, I will perpetuate the Commission anyway, [Great applause]
but of course it is a great deal better that the Congress should act; [Applause] it
enables the work to be more effectively done. I hope there will be action. But the
Commission will go ahead.
I wish to take this opportunity to express in heartiest fashion my acknowledgment
to all the members of the Commission. At great personal sacrifice of time and effort
they have rendered a service to the public for which we can not be too grateful.
Especial credit is due to the initiative, the energy, the devotion to duty, and the
farsightedness of Gifford Pinchot, [Great applause] to whom we owe so much of the
progress we have already made in handling this matter of the coordination and
conservation of natural resources. If it had not been for him this convention neither
would nor could have been called.
We are coming to recognize as never before the right of the Nation to guard its
own future in the essential matter of natural resources. In the past we have admitted
the right of the individual to injure the future of the Republic for his own present
profit. In fact there has been a good deal of a demand for unrestricted individualism,
for the right of the individual to injure the future of all of us for his own temporary
and immediate profit. The time has come for a change. As a people we have the right
and the duty, second to none other but the right and duty of obeying the moral law,
of requiring and doing justice, to protect ourselves and our children against the
wasteful development of our natural resources, whether that waste is caused by the
actual destruction of such resources or by making them impossible of development
hereafter.
Any right thinking father earnestly desires and strives to leave his son both an
untarnished name and a reasonable equipment for the struggle of life. So this Nation
as a whole should earnestly desire and strive to leave to the next generation the
national honor unstained and the national resources unexhausted. There are signs
13 -
that both the Nation and the States are waking to a realization of this great truth- On
March 10, 1908, the Supreme Court of Maine rendered an exceedingly important
judicial decision. This opinion was rendered in response to questions as to the right
of the Legislature to restrict the cutting of trees on private land for the prevention of
droughts and floods, the preservation of the natural water supply, and the prevention
of the erosion of such lands, and the consequent filling up of rivers, ponds, and lakes.
The forests and water power of Maine constitute the larger part of her wealth and
form the basis of her industrial life, and the question submitted by the Maine Senate
to the Supreme Court and the answer of the Supreme Court alike bear testimony to
the wisdom of the people of Maine, and clearly define a policy of conservation of
natural resources, the adoption of which is of vital importance not merely to Maine
but to the whole country. [Applause]
Such a policy will preserve soil, forests, water power as a heritage for the children
and the children's children of the men and women of this generation; for any
enactment that provides for the wise utilization of the forests, whether in public or
private ownership, and for the conservation of the water resources of the country,
must necessarily be legislation that will promote both private and public welfare; for
flood prevention, water-power development, preservation of the soil, and improve-
ment of navigable rivers are all promoted by such a policy of forest conservation.
The opinion of the Maine Supreme Bench sets forth unequivocally the principle
that the property rights of the individual are subordinate to the rights of the com-
munity, and especially that the waste of wild timber land derived originally from the
State, involving as it would the impoverishment of the State and its People and thereby
defeating a great purpose of government, may properly be prevented by State
restrictions.
The Court says that there are two reasons why the right of the public to control
and limit the use of private property is peculiarly applicable to property in land:
First, such property is not the result of productive labor, but is derived solely from the State itself,
the original owner; second, the amount of land being incapable of increase, if the owners of large tracts
can waste them at will without State restriction, the State and its people may be helplessly impoverished
and one great purpose of government defeated. We do not think the proposed legislation would
operate to "take" private property within the inhibition of the Constitution. While it might restrict the
owner of wild and uncultivated lands in his use of them, might delay his taking some of the product,
might delay his anticipated profits and even thereby might cause him some loss of profit, it would
nevertheless leave him his lands, their product and increase, untouched, and without diminution of
title, estate, or quantity. He would still have large measure of control and large opportunity to realize
values. He might suffer delay but not deprivation. The proposed legislation would be within
the legislative power and would not operate as a taking of private property for which compensation
must be made.
The Court of Errors and Appeals of New Jersey has adopted a similar view, which
has recently been sustained by the Supreme Court of the United States. In delivering
the opinion of the Court on April 6, 1908, Mr. Justice Holmes said:
The State as quasi sovereign and representative of the interests of the public has a standing in
this court to protect the atmosphere, the water, and the forests within its territory, irrespective of the
assent or dissent of the private owners of the land most immediately concerned. It appears to
us
that few public interests are more obvious, indisputable and independent of particular theory than the
interest of the public of a State to maintain the rivers that are wholly within it substantially un-
diminished, except by such drafts upon them as the guardian of the public welfare may permit for the
purpose of turning them to a more perfect use.
[Applause]
-14- -
This public interest is omnipresent wherever there is a State, and grows more
pressing as population grows.
Not as a dictum of law, which I cannot make, but as a dictum of morals, I wish to
say that this applies to more than the forests and streams. [Laughter and applause]
The learned Justice proceeds:
We are of opinion, further, that the constitutional power of the State to insist that its natural
advantages shall remain unimpaired by its citizens is not dependent upon any nice estimate of the
extent of present use or speculation as to future needs. The legal conception of the necessary is apt to
be confined to somewhat rudimentary wants, and there are benefits from a great river that might escape
a lawyer's view.
[Laughter] I have simply quoted. [Laughter]
But the State is not required to submit even to an esthetic analysis. Any analysis may be
inadequate. It finds itself in possession of what all admit to be a great public good, and what it has it
may keep and give no one a reason for its will.
These decisions reach the root of the idea of conservation of our resources in the
interests of our people.
Finally, let us remember that the conservation of our natural resources, though
the gravest problem of today, is yet but part of another and greater problem to which
this Nation is not yet awake, but to which it will awake in time, and with which it must
hereafter grapple it it is to live- the problem of national efficiency, the patriotic duty
of insuring the safety and continuance of the Nation. [Applause] When the People of
the United States consciously undertake to raise themselves as citizens, and the
Nation and the States in their several spheres, to the highest pitch of excellence in
private, State, and national life, and to do this because it is the first of all the duties of
true patriotism, then and not till then the future of this Nation, in quality and in time,
will be assured. [Great applause]
15
After the conclusion of the opening address (the President being in the chair),
Captain McCoy, Aide to the President, requested the Conferees to pass through the
main entrance in order that the President might have the pleasure of greeting them
personally; also that the Vice-President, the Justices of the Supreme Court, the
Cabinet, the Governors of the States and other dinner guests of the evening before,
including the members of the Inland Waterways Commission, should pass into the
Blue Drawing Room before leaving the building.
The President: Information concerning the arrangements for the Conference and
the entertainment of members can be obtained from Dr W J McGee, the Secretary
of the Inland Waterways Commission, or from Mr Thomas R. Shipp, the General
Secretary of the Conference.
In view of the large number of topics to be considered and the need of several of
the Governors to be home soon as possible, the special statements by experts should
be limited to twenty minutes, and ex tempore discussion to ten minutes, unless it is
extended by the Governors themselves. A bell will ring once three minutes before the
end of the time, and twice when the time has expired.
The Proceedings of the Conference will be recorded, and published in full; but it
might be desirable to summarize some of the results. I would be glad, if the Governors
see fit, to provide for a Committee on Resolutions to formulate general conclusions,
should that meet with your approval. If you see fit to appoint such a committee, I think
it should be appointed at the opening of the Second (or afternoon) Session. I make
the suggestion to you simply as a suggestion, so that you may have something to work
on. For the same purpose, I suggest that Governors Blanchard, of Louisiana, Fort, of
New Jersey, Cutler, of Utah, Davidson, of Wisconsin, and Ansel, of South Carolina,
might be named as such a committee. Those names have been suggested to me by
various governors and others present. I simply put them before you for your considera-
tion; you can of course name any committee you may desire. Resolutions should be
referred to the committee without discussion, the discussion to follow the committee's
report upon them.
GOVERNOR JOHNSON: Mr. President, following your suggestion, I would move,
if it is proper at this time, that the committee suggested by yourself be made the
Committee on Resolutions of this Conference.
The motion was seconded by several Governors.
THE PRESIDENT: Gentlemen, you have heard the motion, which has been
seconded. Is there any other motion offered, or is debate desired?
On demand for the question a viva voce vote was taken, and the motion was agreed
to without dissenting voice.
GOVERNOR NOEL: I move that the second suggestion, that all resolutions shall be
referred to this Committee without debate, be adopted.
The motion was seconded; and the question being demanded, the motion was put and
was agreed to without dissent.
THE PRESIDENT: Gentlemen, I shall now have the pleasure of meeting you
personally as you pass through the Blue Room.
So the Conference rose at 12.05 p.m.
16
EXCERPTS FROM
THE PUBLIC PAPERS AND ADDRESSES OF
FRANKLIN D. ROOSEVELT: WITH A SPECIAL
INTRODUCTION AND
EXPLANATORY NOTES BY PRESIDENT
ROOSEVELT
Edited By Samuel I. Rosenman.
New York, N.Y.: Random House.
Copyright 1938. Volume Two. Pgs. 18-24.
ADDRESS BEFORE THE GOVERNORS' CONFERENCE
AT THE WHITE HOUSE
MARCH 6, 1933
I have been so occupied since noon on Saturday that I have not had a chance to
prepare any formal remarks. I start off by saying to the Governors and their repre-
sentatives that as a Governor myself for the past four years I am on somewhat intimate
terms with the duties of Governors and also with the rights and duties of States. The
country needs cooperation between the States and the Federal Government. I think
this has been well demonstrated by the events of the past forty-eight hours.
The States acted with remarkable promptitude in preventing a panic at a time
when it might well have developed. The situation, however, did get to the point
yesterday where some kind of uniform action seemed necessary, and as you know
resulted in two things: the calling of a Special Session of Congress for Thursday, and
a proclamation to take care of the immediate emergency between now and Thursday.
In that proclamation there were four or five main objectives. The first one was to
prevent the withdrawal of any further gold and currency. The old War Statute of 1917
had not been repealed and we used it. It was an exceedingly useful instrument. The
second objective was to provide some form of circulating medium for the country in
addition to the outstanding currency, because a large part had been put into hiding. I
have confidence the public will accept that circulating medium.
We should provide some method by which banking can go on with new cash
coming in. It is proposed through the Treasury Department that every bank will be
authorized to open new accounts, and that the money deposited in the new accounts
can be withdrawn at any time. The only way in which that money can be kept absolutely
safe beyond peradventure of doubt is by using methods to keep it safe- first, keeping
the money in cash the way it is put in; second, depositing it in the Federal Reserve
Bank; and third, purchasing Government bonds with it.
Recognized Government bonds are as safe as Government currency. They have
the same credit back of them. And, therefore, if we can persuade people all through
the country, when their salary checks come in, to deposit them in new accounts, which
- 1 -
will be held in trust and kept in one of the new forms I have mentioned, we shall have
made progress.
All I can say is, I am very grateful for what the States have done in this emergency.
We want if possible to have a general banking situation, that is to say, one covering
national banks and State banks, as uniform as possible throughout the country. At the
same time we want to cooperate with all of the States in bringing about that uniformity.
I have no desire to have this matter centralized down here in Washington any more
than we can help. I don't believe there is much more to say about banking.
The letter that I sent to you took up several matters: First, there is the conflicting
taxation between Federal and State Governments. Every one of you has been seeking
methods to find new sources of taxation. It has been natural and human to expect that
the Federal Government also should try to find some method of raising revenue.
A second question relates to Federal aid in unemployment relief. The Federal
Government, of course, does have to prevent anybody from starving, but the Federal
Government should not be called upon to exercise that duty until other agencies fail.
The primary duty is that of the locality, the city, county, town. If they fail and cannot
raise enough to meet the needs, the next responsibility is on the States and they have
to do all they can. If it is proven that they cannot do any more and the funds are still
insufficient, it is the duty of the Federal Government to step in.
We come to the question of coordinating work. It is very difficult to know in the
Federal Government what States are doing well for unemployment relief and what
States are not, and it is my thought that I can create some kind of central relief agency
which will be a fact-finding body, which will coordinate the work of States, and act as
a clearing house for the relief of the Nation. I hope to get that set up in the next two
or three weeks.
The third proposition is the reorganization and consolidation of local government
to reduce the taxation cost. That is your problem and it has been my problem for the
past four years.
NOTE: I had had the opportunity of
that plan. There simply was not enough time
becoming acquainted with most of the
in which to do all the things which had to be
Governors of the United States during the
done. Events were happening so quickly, in
previous four years while I was Governor of
fact, that it was impossible for me even to
New York, particularly at the various
pre pare a speech in advance, to deliver to
Governors' Conferences which I attended
the Governors' Conference. there was only
regularly during that period. About a month
time for me to go to the East Room of the
before my inauguration I had invited the
White House, where the conference was in
Governors of all the States, most of whom
progress, and speak extemporaneously.
expected to attend the inauguration in
Washington, to confer with me and with
There were twenty-five Governors
each other at the White House on Monday,
present and representatives of twelve
March 6th, to discuss several problems
others.
which would require cooperation between
the Federal and State Governments. When
In response to my request for help and
I invited them, it was my intention to spend
cooperation, the Governors' Conference
the entire day of March 6th going over with
passed the following resolutions. These
them various matters of common interest
resolutions are printed to show the united
which required common attention.
spirit of cooperation which the Governors
"without regard to political affiliations" dis-
Subsequent events, however, including
played in the hour of the country's need.
the banking crisis, compelled me to change
2
And there is the question of mortgage foreclosures especially on farm land and
on small homes. There again we have no national policy. Some of the States are doing
it one way and other States are doing it another way. Some States and some localities
are closing their eyes to existing laws and do not have any foreclosures. As yet we have
no national policy for it, but I believe we can have one.
A PLEDGE OF SUPPORT TO THE PRESIDENT BY THE
GOVERNORS' CONFERENCE
MARCH 6, 1933
In this anxious hour of a national emergency in our banking and economic life a
heavy responsibility rests on our President to lead us out of our difficulties. He is ready
to lead if we are ready to follow. He needs the united support of all our people in
carrying out his plans.
Without regard to our political affiliations we Governors and representatives of
Governors of States, met in conference in the City of Washington, March 6, 1933,
hereby express our confidence and faith in our President and urge the Congress and
all the people of our united country to cooperate with him in such action as he shall
find necessary or desirable in restoring banking and economic stability.
B. M. Miller, Alabama
Theodore F. Green, Rhode Island
J.M. Futrell, Arkansas
B. B. Moeur, Arizona
by C. G. Smith
by Mrs. J. C. Greenway
A.G. Schmedeman, Wisconsin
Louis J. Brann, Maine
Ruby Laffoon, Kentucky
John G. Winant, New Hampshire
Floyd B. Olsen, Minnesota
Arthur Seligman, New Mexico
by John R. Foley
by O. C. Wood
Clyde L. Herring, Iowa
I. C. Blackwood, South Carolina
Edwin C. Johnson, Colorado
O. K. Allen, Louisiana
by John T. Barnett
C. Ben Ross, Idaho
William H. Murray, Oklahoma
Gifford Pinchot, Pennsylvania
by G. B. A. Robertson
Fred B. Balzar, Nevada
David Sholtz, Florida
by Cecil W. Creel
Paul V. McNutt, Indiana
H. G. Kump, West Virginia
Clarence D. Martin, Washington
L A. Miller, Wyoming
J. C. B. Ehringhaus, North Carolina
John Garland Pollard, Virginia
by Frank T. Bell
John E. Erickson, Montana
Samuel Conner, Mississippi
by J. A. Lovelace
Hill McAlister, Tennessee
C. D. Buck, Delaware
Miriam Ferguson, Texas
George White, Ohio
by Mrs. J. E. King
- 3 -
A Letter to the Governors' Conference
by a Committee of Citizens
Urging Support of the President
March 6, 1933
WE THE undersigned have cast aside politics and group and sectional interest
in a spirit of cooperation with the President, and we believe that this same spirit
animates our whole people. Beyond that we are convinced that there is throughout
the Nation a spontaneous spiritual uprising of confidence and hope in our chosen
leader. The nature of our national crisis calls for an expression of this confidence in
the combined voice of the people to show that they are behind him, alert and vocal
and united in heart.
Prompt and decisive action of a national scope, and in several directions, is
necessary to prevent economic collapse throughout the land. The ordinary operations
of government that prevail and are suitable in time of prosperity with normal condi-
tions, may be too slow to meet adequately this emergency and avoid the danger of this
economic avalanche carrying all before it.
We, a Coalition Committee of different groups and political and religious faiths,
respectfully request that you join the other Governors of our country in the issuance
of a Proclamation, on Wednesday, March 8, 1933, in support of the President of the
United States and our institutions, thus enabling the whole people to declare in unison
their confidence and faith in our President. This would constitute the people's appeal
to the patriotism of Congress which we know they possess, in common with all, to
cooperate with the President in taking such action as will guarantee economic stability,
restore confidence and thereby relieve unemployment and widespread distress.
Rear Admiral Richard E. Byrd
H. G. Harriman, President,
Alfred E. Smith
United States Chamber of
Commerce
William Green, President,
His Eminence George Cardinal
American Federation of Labor
Mundelein
Newton D. Baker
Daniel Willard, President,
Dr. Nicholas Murray Butler,
Baltimore & Ohio R. R.
President Columbia University
Dr. Harry Emerson Fosdick
Louis J. Taber, Master of
Walter Lippmann, Publicist
The National Grange
Rabbi Stephen Wise
Edward A. O'Neal, President,
American Farm Bureau Federation
NOTE: The foregoing letter form
feeling that united effort and complete
various citizens is printed, together with the
cooperation of all groups and parties were
response of the Governors, printed as the
necessary to meet the emergency.
next item, to show how widespread was the
4 -
THE SUPPORT IS GIVEN; RESOLUTIONS PASSED AT THE
GOVERNORS' CONFERENCE
MARCH 6, 1933
RESOLUTION PROPOSED BY GOVERNOR PINCHOT
WE, THE GOVERNORS of the States of the Union, assembled in conference
at the White House by the President to discuss with him and each other matters of
vital consequence to the people of this Nation, do hereby express our warm apprecia-
tion of the confidence, the desire to cooperate and the alertness to the needs of our
people which the President has signified by calling us here.
We welcome this opportunity to plan and work together for the common good.
RESOLUTION PROPOSED BY GOVERNOR WHITE
Resolved, That we look approvingly upon the President's plan for better land
utilization, as presented to us this morning, not only as a measure for the conservation
of the Nation's natural resources but also as an effective step toward the relief of
unemployment; and that we severally pledge ourselves to use our best efforts to
ascertain, through proper surveys, the acreage that might be made available for such
a program in our respective states.
RESOLUTION PROPOSED BY GOVERNOR EHRINGHAUS
THAT this Conference desires to express its confidence in the leadership of the
President and its desire that he be granted immediately by the Congress such broad
powers as may be necessary to enable the Executive to meet the present challenging
emergency and we, as Governors of the several States here assembled, hereby pledge
to him our wholehearted and sincere cooperation and support in his efforts to
rehabilitate the Nation and end the present terrible depression.
RESOLUTION PROPOSED BY GOVERNOR COMSTOCK
THAT this Conference endorse the substitution of work-relief for direct relief as
expeditiously as possible.
That the Federal Government finance State work-relief programs under State
administration.
-5-
EXCERPTS FROM
THE DEMOCRATIC ROOSEVELT
By Rexford G. Tugwell
Garden City, N.Y.: Doubleday & Company, Inc.
Copyright 1957. Chapter 14 pgs. 270-274.
His familiars afterward often heard Franklin tell how his first day as President
began. He awoke a little earlier than usual in the still strange bedroom; breakfast came
but the newspapers were late and the assortment not just what he wanted. 1 After he
was shaved and dressed, McDuffie, his valet, wheeled him out to the long wide corridor
and they went down to the terrace level. Rolling along the flagstones this first time,
he looked out across the lawns at the old trees-and especially the big magnolia
recalled from years before-and, bumping on the stone slabs, came to the office
Hoover had left only yesterday. Its curving walls were bare waiting for his choice of
pictures; and when he sat at the large brown desk, his back to the windows, he faced
the bareness and shuddered a little; a blank wall always annoyed him. There was
nothing on the desk but an incoming tray on one side, and outgoing one on the other,
a pad with leather corners, a pen set, and a lamp. An empty desk annoyed him too.
McDuffie left and there he was, he used to say, in a big empty room completely
alone; there was nothing to be seen and nothing to be heard. The nation, he supposed,
was waiting breathlessly for the following up of his brave words of yesterday. There
was a financial crisis, activity of all sorts was congealed, and he was expected to find
the means for bringing the nation's dying economy back to life. Here he was, without
even the wherewithal to make a note-if he had had a note to make. And for a few
dreadful minutes he hadn't a thought. He knew that the stimulus of human contact
would break the spell; but where was everybody? There must be buttons to push, but
he couldn't see them. He pulled out a drawer or two; they had been cleaned out.
Presently he sat back in his chair and simply shouted. That brought Missy LeHand
from her office on the one side and Marvin McIntyre from the reception room on the
other. The day's work then began. But it had been a bad moment, one that he spoke
of often. It called up reflections, among those who heard it, of his physical helplessness;
but that was not what he meant to emphasize. What seemed appalling to him in
retrospect was the implication that the national paralysis had struck so nearly to the
center and, for that short time, had reached the vital organ of direction. What would
have happened if at that instant he had been permenantly immobilized? Would the
nation have broken up and its activities rebegun little by little in scattered places; or
1
He seems to have forgotten that the fifth of March was a Sunday but that is not strange, considering the
crowded events of those days. He probably had to go to his office on that morning. At any rate, there was a
meeting of the cabinet on Sunday afternoon. There is a paragraph in On Our Way (New York, John Day,
1934), p. 4, which refers to this: "The first meeting of the new cabinet was on Sunday afternoon. Secretary
Woodin had been in almost continuous conferences with the outgoing officials of the Treasury Department
for three days. They had unselfishly rendered every possible help to him. By Sunday he and I were convinced
that the drastic action of closing the banks was necessary to prevent complete chaos on Monday morning. At
the cabinet meeting I turned to Attorney General Cummings and asked him for his report on the
constitutionality of the proposed action. He replied that he had examined the statutes and was ready to assure
me of the complete validity of the proposed proclamation.
1
would some strong man or group of men have moved smoothly into control and set
things going from the center outward?
This last would have been in the pattern of what had happened nearly everywhere
else in the world except Britain, France, the Low Countries, and Scandinavia. Even
the rest of Europe was locked in dictators' embraces, and no American republic
actually had representative democracy. There were not lacking signs that persons who
knew how to use the instruments of violence were more than ready to check the
degeneration of the American society. Big businessmen and military commanders
whispered among themselves about "the restoration of order." And their readiness
was the same readiness that had been demonstrated in the "battle of Anacostia Flats"
less than a year ago.
The fact was, however, that, lost though the new President might feel at that first
instant, events were already in train that would make such an alteration in feeling as
would amount to revolution. Indeed hope, just since yesterday, when he had spoken
so challengingly, had visibly begun to displace fear. All that was necessary to con-
solidate the change was to see that action- the action he had called for - followed at
once. And in several places in Washington at the moment action was being prepared.
The legislative drafts authorizing it would soon occupy the empty acreage of that
presidential desk.
The first two were ready. The one called the Congress into special session on
March 9- the following Thursday. This was issued on Sunday evening. The other was
the one that dealt with the banking crisis. 2 This closed the banks officially, but it also
went farther, forbidding any transactions in gold, including export. This last was the
real objective. Speculation on foreign exchanges, as well as withdrawal and hoarding
at home, had drastically reduced gold reserves and had consequently impaired the
position of the banks. This, together with the depositors' withdrawals, had made the
doing of business all but impossible. The proclamation of the holiday was issued at
one o'clock in the morning of Monday, March 6, and so was effective before business
began that day. The "holiday" was to continue until Thursday, when the Congress
would meet.
When the Congress met, Franklin was ready with a proposed Emergency Banking
Act, the effect of which was (1) to validate the action taken under the proclamation,
(2) to give the President further powers to prevent transactions in gold, (3) to give the
Comptroller of the Currency power to appoint conservators to handle the assets of
closed banks, (4) to make it possible for banks to reopen as they were found to be
solvent.
3
2
It was actually the second one issued, but it was the first one prepared. It was the result of all that conferring
at the Mayflower Hotel, in the Treasury, and in offices on Capitol Hill, which had been going on since Franklin's
arrival on March 2 But for a month before, there had been much discussion and taking of advice. The passage
in the Trading with the Enemy Act, which was relied on, was the result of a suggestion of Mr. Rene Leon and
had been carefully considered by a number of people- including outgoing officials. The Cummings opinion
was by no means as confident as was implied by Franklin's later accounts. But all doubts were resolved by the
immediate action of the Congress when it met.
3
For descriptive note concerning these events, together with copies of the proclamations, see Public Papers,
Vol. II, pp. 24 ff
2 -
Two other events of the first week following the inaugural tended to reinforce its
bracing effect. The first was the Governors' Conference, for which Franklin had sent
out invitations in February, not realizing in what circumstances the governors would
converge on the White House. He meant to back up his demands on the Congress by
judiciously creating a certain pressure for co-operation from back home. Governors
are often, perhaps normally, rivals of senators and representatives, even when they
belong to the same party. Franklin was wholly aware of all such political nuances and
was prepared to exploit them. But he was caught in such a tangle of events that when
he was wheeled into the East Room on Monday and faced the assembly of state
executives, he had no prepared address and was not ready to discuss the several
matters mentioned in his invitation. But the meeting gave him a chance to reassure
them concerning federal aid and to show them that a firm hand was on the wheel.
They responded.
They passed resolutions recognizing that he was "ready to lead if they were "ready
to follow" and urging co-operation on everyone's part. This reflected the mood of the
whole people. A leader had arisen who not only chided them for succumbing to fear
but was beginning to show the way out of trouble. Two days later the first press
conference was held, precursor of the hundreds that were to follow. And four days
after this, the first fireside chat finished what the press conference had begun. 5 The
President and the people were at one.
The press conference began with an announcement that the rule of written
questions resorted to by Hoover would be abolished. The new President said that he
saw no reason why he should not do as he had always done in Albany. He would talk
about any public issue. He might not answer every question, either because it would
be impolitic or because he was not prepared, but he saw no harm in saying so. There
would have to be an understanding about what was "off the record," but certainly, he
implied, it would be advantageous for publicists to be informed and he intended to
see that they were.
His appeal for co-operation at the governors' meeting, his announced policy of
sharing information with the press, and then his "fireside chat" made a remarkable
cumulative impression. This was partly because of the feeling that it was a complete
reversal of Hoover's secretiveness and withdrawal, but more because the instant
deduction was that he knew what had to be done and so could be quite frank. The
better feeling spread like a wave of sunlight over the whole country. There was a kind
of euphoric flush that even the most pessimistic shared to some degree. Thus the first
battle with fear was won with talk. the fireside chat was so simple, so lucid, so
matter-of-fact that there was an unmistakable response to its appeal for confidence.
And when the banks began to reopen, redepositing, to the bankers' amazement,
began almost as though nothing had happened; and presently business was going on
at the old stands. 6
4 These included principally conflicts in taxation and joint responsibility relief.
5
Altogether there would be 998 press conferences. In itself this number is some measure of the continuous
burden a President carries.
6
A few statistics: 4,507 national and 567 state member bands were reopened within three days after the end of
the banking holiday; the reduction of hoarding during March amounted to about one and a quarter billion
dollars. CF. Public Papers, Vol. II, pp. 65-66.
-3-
Seeing what his position was, and realizing that for the moment the Congress
would deny him nothing, Franklin began at once to wonder whether what he had until
now regarded as next year's business might not be got through at once-some part of
it, anyway. But not much of it was in passable shape; it existed mostly as ideas, fairly
inchoate. There were some few measures which, in a matter of days or weeks, with
intensive work, might be brought into draft form. These could be gone on with. As to
the rest, he would see.
Some of his collaborators were ahead of him. Before he could even mention the
matter, those of us who were going to be responsible for agriculture laid on his desk
an urgent memorandum. Under the compulsion of farmers' woes, and with spring
coming on, it might be possible, the memorandum suggested, to whip through the bill
for agricultural relief or, hopefully, an improved version of it, which Senator Smith
had blocked in the lame-duck session just expired. Franklin said "Yes" and started a
frantic few weeks of activity. This quick request for action was encouraged by our
observation of the congressional reaction to Franklin's first measures, but especially
his message concerning the so-called "Economy Act." It looked as though this was
the time to ask for all the authority that might be needed for what would have to be
done.
7
Formally titled "An act to Maintain the Credit of the United States Government," approved March 20, 1933,
Pub. No. 2, 73 Congress; 48 Stat. 8.
4 -
U. Va. HISTORICAL
September 1989
UNIVERSITY OF VIRGINIA "TIPS"
*History: Although Thomas Jefferson could claim a lifetime of achievements. the
University of Virginia was one of the few for which he wanted to be remembered.
Founded in 1819. the University was the beneficiary of Jefferson's immense energy and
talents upon his retirement from politics. He designed its buildings. outlined its purpose.
planned its curriculum and recruited its first faculty.
*In 1825. sixty-eight young men came to Charlottesville to be taught by a faculty of
eight. Unlike most college students of the time. they were not being trained for the
clergy or for academia. Jefferson wanted students of his University to be educated in
practical affairs and public service. The innovative curriculum allowed students a
Charlottesville, Virginia
broader range of study than could be found at other universities around the country.
September 27-28, 1989
while giving Jefferson a forum for his own ideas concerning self-government and
religious freedom.
"EDUCATION IS OUR MOST ENDURING
LEGACY. VITAL TO EVERYTHING
WE ARE AND CAN BECOME."
*The Grounds: Recognized by the twenty-one nation World Heritage Committee as one
Gy Bunch
of the world's most significant cultural properties. the Rotunda. the focal point of
Jefferson's Lawn, joined the Taj Mahal and the Statue of Liberty on the prestigious
World Heritage List in 1988. In 1976 the American Institute of Architects proclaimed
the University's Central Grounds as the outstanding achievement of American architec-
Enrollment: 1989-90
ture since 1776.
Undergraduate 11.190
Graduate
4,350
1st Professional
1,700
*Although the University of Virginia has grown to encompass more than 1.000 acres. it
TOTAL
17.240
has retained the intimacy that characterized Jefferson's "academical village." The
original buildings remain the cornerstone of the modern-day University. Lining the
Rotunda to the east and west are four colonnaded rows of student rooms and ten
Tuition and Fees
Pavilions for classrooms and faculty living quarters. The Lawn and Range rooms. which
Undergraduate and graduate. full-time.
once housed student and writer Edgar Allan Poe and basketball star Ralph Sampson. still
1989-90*
house selected fourth-year students and graduate students: the Pavilions are occupied
In-State $2.708 (per year)
today by senior faculty members and their families.
Out-of-State $7.100 (per year)
*Modeled in the Classic style after the Roman Pantheon. the Rotunda was originally
*Excludes law. medicine. and graduate
meant for library and classroom use. Its oval rooms and dignified Dome Room are used
business school tuitions. Room and board not
today for lectures, ceremonial events and important meetings.
included.
*Students: The University of Virginia student loves a challenge. From the University's
Schools
forty-two Rhodes Scholars — more than any other state institution in the country — to
School of Architecture
its Olympic gold medalist, a.U.Va. student is recognized as a bright. motivated. and
College of Arts and Sciences
thoughtful individual. Twenty-five percent of all undergraduates in the College of Arts
Graduate School of Arts and Sciences
and Sciences are on the dean's list.
Colgate Darden Graduate School of
Business Administration
*Approximately 96 percent of the University's grant-in-aid athletes earn degrees. The
McIntire School of Commerce
percentage is nearly twice the graduation rate of athletes across the nation.
Curry School of Education
School of Engineering and
*Admissions: Admissions standards are highly competitive on all levels. A recent class
Applied Science
was drawn from nearly 15,000 completed applications for the 3.000 undergraduate first-
School of Law
year and transfer spaces. Students at the University come from all fifty states and many
School of Medicine
School of Nursing
foreign countries.
*More than 92 percent of the entering first-year students rank in the top fifth of their sec-
Charlottesville/Albemarle. Located about
ondary school class. The mean combined SAT score of this year's entering class is 1218.
twenty miles east of the Blue Ridge Moun-
tains. Charlottesville is a thriving city that
*Sixty percent of all students at the University are Virginia residents and 8 percent are
maintains a small-town flavor. The city and
black. The student population is made up of equal numbers of men and women.
county have a combined population of more
than 115,000 with light manufacturing,
*Academic Programs: The University offers the bachelor's degree in 52 fields and
tourism. agriculture. and retail trade
constituting the area's economic base.
programs. the master's degree in 97, the educational specialist in 6. the first professional
degree in 2 and the doctorate in 55.
Tourist Information
*The University employs more than 10.000 persons in faculty and staff positions.
Tours: Guided tours of the Rotunda and Lawn
are provided year-round. free of charge to the
*The full-time instructional faculty at the University tops 1.600 and the faculty-
public. Tours are offered daily at 10 a.m., 11
student ratio is 1:12. There are 292 endowed professorships at the University.
a.m.. 2 p.m.. 3 p.m.. and + p.m. at the Rotunda
entrance.
*Research: The University supports research and scholarship in many fields. Re-
search in the humanities has been a long-recognized strength at the University. and
Newcomb Hall: Newcomb Hall serves as the
programs in the biomedical. physical. and engineering sciences have developed as
student center and contains the post office. hur-
areas of excellence. Research in the sciences is supported by a University-wide
hershop. Pavilion XI snack har and coffee cafe.
computer network. state-of-the-art facilities for the study of DNA. two astronomical
cafeteria. and movie theatre. An information desk
telescopes. a nuclear reactor. and an impressive variety of equipment for the analysis
is located on the third floor. Newcomb Hall
Bookstore is open weekdays during the summer
and imaging of substances.
from 8:30 a.m. to 5 p.m.. and on Suturdays from
*New research instrumentation is being acquired continuously at a rate in excess of
10 a.m. to 3 p.m. and Sundays from 10 a.m. to 4
p.m. During the school year its hours are 8:30
$10 million each year. In the past year. external support of research programs ex-
a.m. to 6 p.m.. Monday through Friday. 10 a.m.
ceeded $63 million.
to 5 p.m. on Saturday. and noon to 5 p.m. on
Sunday.
*U.Va. is among the top 25 public universities in competitively-awarded federal
grants.
Monticello: Thomas Jefferson's home is just a
short drive from the University Grounds.
*The Honor System: The Honor System is one of the University's oldest and most
Tours begin every five minutes. from 8 a.m. to 5
venerated traditions. Based on the fundamental assumption that anyone who enrolls
p.m.. March through October. and from 9 a.m. to
at the University subscribes to a code of ethics forbidding lying. cheating. and
+ p.m., November through February. seven days
stealing. the Honor System allows students the kind of personal freedom possible
a week. Admission is charged.
only in an environment where respect and trust are presumed. The system is entirely
Ash Lawn-Highland: Ash Lawn-Highland is the
run by students.
home of James Monroe. who settled close to
Jefferson. his friend and colleague. Summer
*The Health Sciences Center: Chosen among the nation's top sixty-four health care
hours are 9 a.m. to 6 p.m.. winter from 10 a.m. to
centers in The Best Hospitals in America, a book written in 1987. the University
5 p.m.: open every day. except Christmas. New
Health Sciences Center recently received another boost when it opened the doors of a
Year's. and Thanksgiving. Admission is charged.
new $240 million hospital. the largest building project ever in the state of Virginia.
With 552 beds and 61 bassinets, the center's "high-tech. high-touch" facility offers
The Corner: Conveniently located adjacent to
the latest in technology with the most old-fashioned bedside caring.
the University's Central Grounds. the group of
shops and restaurants known as "the Corner"
*The Libraries: The University's library system consists of the Alderman Library,
serves the needs of students and visitors alike.
housing the principal general collections: the Clemons Library. a reading library:
Vendors offer the UVA logo on T-shirts,
several departmental libraries: and the substantial specialized collections in the
sweatshirts. mugs. and hats. alongside bookstores
business administration, fine arts. law, medicine, and science and engineering
and clothing and gift boutiques. Eateries run the
libraries. The sixteen libraries contain more than 2.9 million books, 10 million
gamut. ranging from outdoor cafes and ethnic
fare to a New York-style deli and an all-American
manuscripts, maps and photographs; thousands of prints: and the tenth largest
diner. Some establishments present nightly
microfilm collection in the nation.
entertainment by local artists. Parking is
available in two garages (on Elliewood Ave. and
*Alumni: There are some 100,000 alumni of the University of Virginia. Among well-
14th St.) and in an outdoor lot located behind the
known alumni are Edgar Allan Poe. Woodrow Wilson. Walter Reed. Erskine
Corner buildings.
Caldwell and Alben Barkley.
The Downtown Mall: In addition to the Corner.
*Off Grounds Education and Public Service: The Division of Continuing Education
Charlottesville boasts a historic downtown area
annually provides professional development opportunities to adults through confer-
which includes a pedestrian shopping mall.
ences and courses in Charlottesville and at seven regional centers around the state.
Several restaurants are located along its
charming brick and lamplit walkways as well as
Last year, it enrolled 15,000 students in credit courses and 20,000 in non-credit
distinctive shops and nightspots. The flavor of the
courses and professional development programs.
city has been preserved here. in a restoration
project recently completed. In the Court Square
*Clinch Valley College, the University's four-year branch institution. enrolls ap-
area. lawyers and business people occupy offices
proximately 970 full-time students at its campus in Wise. Va.
in historic buildings dating back to the 1700s.
Modern-day Charlottesville is home to many new
*Public service programs include the White Burkett Miller Center of Public Affairs,
office buildings. a convention center downtown,
the Center for Public Service, and the Center for the Liberal Arts. They study prob-
and new shopping areas.
lems of national. state, and local government. and the economy and public education.
Additional information for visitors is printed in
the University of Virginia map.
UNIVERSITY HALL
University of
Virginia
250 West 10 Nones slfead The
Ivy Rd
Enimet St
St
Alumni Hall
Rugby Itd
MEMORIAL GYM
Bayly Museum
Newcomb Rd
Press Parking
Madison Hall
NEWCOMB HALL
Peabody Hall
Booker House
Ship
THE ROTUNDA
McCormick Kd
The Lawn
University Are
A OLD CABELL HALL
McKim Hall
Jefferson Park Ave
West Main to Downtown
Lane Rd
McLcud Hall
Hospital
WITH GOVEN SUMMIT
Thomas Jefferson: America's First
"Education President"
A Briefing Paper Prepared for the Presidential Summit
Charlottesville, Virginia
September 27-28. 1989
Jennings L. Wagoner, Jr.
University of Virginia
"EDUCATION IS OUR MOST ENDURING
September, 1989
LEGACY. VITAL TO EVERYTHING
WE ARE AND CAN BECOME."
Gush
Education and Liberty
Thomas Jefferson might well be considered our nation's first "Education President." Jefferson never arranged for
an "education summit" nor did he issue any ringing proclamations in behalf of education while president. However, the third
president of the United States was the first American statesman to propose the establishment at the state level of a unified
system of publicly supported schools. Moreover, he founded a distinctive state university, the University of Virginia, an
achievement he considered as one of the three most important accomplishments of his life-the other two being his authorship
of the Declaration of Independence and of the Statute of Virginia for Religious Freedom. Furthermore, Thomas Jefferson
was foremost among the founding fathers in giving firm and consistent voice to the proposition that only an enlightened.people
can hope to maintain a free society. As he put the matter in a letter in 1816: "If a nation expects to be ignorant and free, in
a state of civilization, it expects what never was and never will be."
Education as a Public Responsibility
At a time when formal schooling was considered basically a private matter, a privilege to be enjoyed by the few,
Jefferson championed it as a public responsibility, an essential right and necessity for all citizens. In an era when most
schooling was accessible only to those who could pay tuition fees, Jefferson advocated free access based upon public support.
In a society in which the well-born often used the advantages of education to protect their privileged status, Jefferson advanced
the idea that popular education should equalize opportunity and make it possible for all to engage in the pursuit of happiness.
Driving Thomas Jefferson's commitment to popular education was a conviction he expressed to George Washington in 1786:
"It is an axiom of my mind that our liberty can never be safe but in the hands of the people themselves, and that, too, of the
people with a certain degree of instruction. This it is the business of the state to effect, and on a general plan."
Jefferson's Educational Proposals and Activities
The Context for Educational Reform
Thomas Jefferson's efforts in behalf of education began in the 1770s and continued throughout his lifetime. His initial
labors in behalf of education were part and parcel of his larger effort to move Virginia and the emerging new nation from
colonial status and mentality into governmental and social arrangements befitting citizens of a free republic. In the fall of 1776,
only months after drafting the Declaration of Independence, Jefferson was selected by his colleagues in the Virginia General
Assembly to serve as chair of a small committee charged with the task of revising the laws of the Commonwealth. For the next
several years Jefferson played a major role in drafting legislation that, as he phrased it, was designed to "lay the ax to the root
of pseudo-aristocracy." Jefferson introduced bills that curtailed the practice of entailing estates and limiting inheritance to first-
born sons. Other bills modernized the legal system, made more rational and humane the system of punishments for crimes,
and liberalized provisions for the naturalization of foreigners. Not all of his legislative proposals were successful, as in the case
of his advocacy of the gradual emancipation of slaves, and some of the 126 bills for which he was responsible, directly or
indirectly, passed only after years of debate and sometimes in severely modified form.
A bill that did survive with only minor modifications, and one vastly important in its own right as well as in terms
of its relation to Jefferson's educational views was the Virginia Statute for Religious Freedom. This act, which disestablished
the Anglican church in Virginia, declared that no one could be compelled to attend any church or be made to support any
religion not of his own choosing; that one could be made to suffer no reprisals for his belief or nonbelief in religion; that, in
sum, "all men shall be free to profess, and by argument to maintain, their opinions in matters of religion, and that the same
shall in no wise diminish, enlarge, or affect their civil capacities." Jefferson wrote with understandable pride to James Madison
that "it is honorable for us to have produced the first legislature who had the courage to declare that the reason of man may
be trusted with the formation of his own opinions."
Jefferson's Educational Plan of 1779
Thomas Jefferson's faith in the right of free people to be trusted with the formation of their own opinions lay at the
basis of his lifelong interest in and concern for the advancement of education. Thus, when as part of the revised code of laws
he introduced a Bill for the More General Diffusion of Knowledge, he considered it at the time as the most important item
in the entire legislative package. In the preamble to his bill, Jefferson reminded his legislative colleagues that history has shown
that, even under the best forms of government, there is a tendency for those entrusted with power to pervert it into tyranny.
The most effective means of preventing this from occurring, said Jefferson, would be "to illuminate, as far as practicable, the
minds of the people at large." Jefferson noted further that many "whom nature hath fitly formed and disposed to become
useful instruments for the public" are prevented by poverty from obtaining an education. It is far better, Jefferson maintained,
that all should be educated "at the common expense of all, than that the happiness of all should be confided to the weak or
wicked."
The general outline of Jefferson's bill, drafted in 1778 and presented to the legislature in June, 1779, seems so familiar
today that we are apt to forget that two centuries ago some of its features were considered quite radical. Jefferson envisioned
a three-tiered system of education-elementary schools, grammar (secondary) schools, and at the apex, a college or university-
-the whole resting upon a public base. Jefferson proposed that the state be divided into local wards ("hundreds," he called
them) and that within each ward an elementary school should be established and maintained at public expense. Local
overseers, appointed by the alderman of each county, were to supervise the work of the teachers in the ward schools in a
specified district. To insure that even the poorest citizens would have access to basic education, Jefferson proposed that "at
these schools all the free children, male and female, resident within the respective hundred," should be entitled to receive
instruction without charge for the term of three years, "and as much longer, at their private expense, as their parents, guardians,
or friends shall think proper." Jefferson believed that this statewide system of conveniently located and adequately supported
elementary schools, attended in common by children of the rich and poor alike, would provide the general population with
the skills and knowledge necessary to enable them to perform their duties and protect their rights as citizens.
In addition to providing a general education for the masses, Jefferson insisted that the state had an equal obligation
to seek out and cultivate leaders, members of the "natural aristocracy" of virtue and talent (as opposed to the "artificial
aristocracy" who laid claim to privilege and power based on their wealth and favored birth). Jefferson's bill thus proposed that
at public expense, twenty grammar schools be established at appropriate geographical locations throughout the state. To these
boarding schools would come boys whose parents were able to pay tuition as well as a select number of "public foundationers"
or scholarship students, survivors of a rigorous system of selection in the lower schools. The process of competition would
continue in the upper grades as well. According to Jefferson's scheme, after the first year in the district secondary school, the
bottom one-third of the scholarship students would be discontinued. After the second year, all the rest, "save one only, the
best in genius and disposition," would bring their formal schooling as scholarship students to an end. The one best student
in each of the secondary schools would continue his education free of charge for four more years. "By this means, Jefferson
noted, "twenty of the best geniuses will be raked from the rubbish annually." By this means too, Jefferson thought it possible
"to avail the state of those talents which Nature has sown as liberally among the poor as the rich, but which perish without use
if not sought for and cultivated."
At the top of Jefferson's educational pyramid stood the College of William and Mary which Jefferson, via a
companion bill, hoped to convert into a state university. His scheme provided for the free education at the College of William
and Mary of a small number of the brightest graduates of the district schools. The other graduates who had been recipients
of state support would become secondary school teachers.
Jefferson's Bill for the More General Diffusion of Knowledge, his bill to reform the College of William and Mary,
and yet another bill to establish in Richmond a state-supported library, all met with defeat. Among a combination of factors
contributing to the failure of Jefferson's educational plans, legislative fears regarding the expense of his projects seemed
paramount. To Jefferson, however, such false economy was shortsighted. He encouraged his mentor and friend George Wythe
to "Preach, my dear sir, a crusade against ignorance" and appealed to him to let it be known "that the tax which will paid for
this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us
if we leave the people in ignorance." For the moment, however, Jefferson's pleas were in vain.
Other Educational Ventures
The defeat of Jefferson's education plans signaled a delay but not an end to his interest in the cause of public
education. Jefferson could take little satisfaction from legislative action in 1796 which passed into law one portion of his
general plan. In that year, the legislature enacted part of the bill relating to elementary schools, but the bill was weakened
severely by a provision that allowed officials in each county to determine if and when the schools would be established. Only
one county made a serious attempt to begin public elementary schools. Jefferson was no more successful in 1817 when he
drafted yet another bill, similar in general outline to his 1779 bill, which also failed to win legislative approval.
Over the years, Jefferson considered still other measures that he thought might help realize at least in part some of
his educational ideals. In the 1790s, for example, Jefferson expressed interest in the plan of Francis D'Ivernois to transport the
entire faculty of the University of Geneva to America. Although Jefferson thought the idea a good one and Virginia the
perfect location for the transplanted university, neither the Virginia legislature nor George Washington, to whom Jefferson
turned for support, shared his enthusiasm. Washington, however, proved to be much more excited about plans for a national
university than was Jefferson. Presidents Washington and Jefferson, along with John Adams, James Madison, James Monroe,
and John Q. Adams all at various times gave serious consideration to plans recommending the creation in the District of
Columbia of a national university. After leaving the White House and returning to his mountaintop home at Monticello in
1809, however, ex-President Thomas Jefferson soon began to concentrate his efforts on giving birth to an institution just a few
miles away that, while national in character, was to serve as well as the capstone of a state system of public education: the
University of Virginia.
Jefferson and the University of Virginia
Jefferson's crowning achievement as an educational statesman was his role as the founder of the University of
Virginia. As any visitor to Charlottesville quickly discovers, the University of Virginia even today is often referred to as "Mr.
Jefferson's University." Its architectural design, its curriculum, and its guiding philosophy were all the product of Jefferson's
vision and a reflection of his ideals.
Although Jefferson had for years been giving thought to the establishment of a superior institution of higher learning
in Virginia, it was not until 1814 that his plans began to take definite shape. In that year Jefferson joined his nephew, Peter
Carr, and other neighbors as a trustee of a newly revived secondary school to be known as Albemarle Academy. Rather
quickly, Jefferson persuaded the other board members that they should elevate their aim and escalate the academy into a
college, a move which the legislature approved in 1816. The charter for the new institution, Central College, empowered the
governor of the state to appoint the members of its board of visitors. Two other Virginia presidents, James Madison and James
Monroe, soon joined Jefferson as members of the board and were present with him when the cornerstone of the first building
was laid on October 6, 1817.
A few months later, in February 1818, another bill cleared the General Assembly that provided initial funding toward
the creation of a state university and that called for the appointment of a special commission to determine the site for and plan
of operation of the new institution. Jefferson chaired the meeting and wrote the final report of what became known as the
Rockfish Gap Commission. Finally, in January 1819, the Virginia legislature accepted the recommendations of the Rockfish
Gap Commission and converted the fledgling institution under construction at the foot of Monticello, Central College, into
the University of Virginia. Six years later, in March of 1825, the University of Virginia received its first students. There to
greet them was the institution's founder and first rector. Thomas Jefferson had been allowed to live long enough to the see
institution he had long dreamed of come to life. He had been allowed to realize. what he termed "the last act of usefulness
I can render my country." He died the following year at the age of 83-on July 4, 1826.
The most distinctive and significant element in Jefferson's design for the University of Virginia was his commitment
of the institution to the principle of intellectual freedom. "This institution of my native state, the hobby of my old age," he
wrote in 1820, "will be based on the illimitable freedom of the human mind to explore and expose every subject susceptible
of its contemplation. For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error, so long as
reason is left free to combat it." It was this faith in reason and commitment to liberty that gave direction to his efforts
beginning in the 1770s in behalf of a complete system of public education. The university he founded forty years later stands
today as a living reminder of that faith and as an enduring monument to that commitment.
The Relevance of the Jeffersonian Legacy
It seems only fitting that, in our continuing crusade against ignorance, we pause to give Jefferson his due as our first
"education president." Long in advance of popular acceptance of the idea, Jefferson persistently set forth compelling
arguments for providing greater public access, support, and control of a comprehensive educational system. Although
generations were to pass before these basic ideas took firm root and became hailmarks of the American "system" of education,
Jefferson is properly remembered as the chief prophet of public education during the formative years of our nation's history.
One must be careful, however, not to exaggerate the degree of Jefferson's influence on American education. The
system that has evolved, for better or worse, has moved beyond Jefferson's rather simple formulation in many respects. It is,
for example, far more professionalized and regularized-and cumbersome-than Jefferson could have envisioned. More
significantly, perhaps, it has become heavily burdened by an overwhelming array of responsibilities that were inconceivable
in his day. Even so, our acceptance of the proposition that there is a vital linkage between the quality of our educational
institutions and the quality of our lives-our public and private pursuit of happiness and security-remains an enduring element
of the Jeffersonian legacy. It is in fact our fundamental acceptance of that proposition that gives force and hope to the present
education summit.
Jefferson, forward looking as he was, valued the study of history for its utility, for the lessons that it taught. Chief
among the lessons he learned was the conviction that the current generation should not be bound by what he termed "the dead
hand of the past." For that reason, Jefferson most likely would disown any attempts we might make to invoke his concepts
and precepts for either censure or praise of contemporary reform efforts. He would remind us that social and educational
questions are not resolved by one individual or even one generation for all future generations, nor are the institutions and
structures once laid down to be accepted as "the system" for all times. New or unsolved problems and challenges call for new
approaches and renewed commitments.
WITH GOVESIDERNORIT
JEFFERSON'S
THE
BUILDINGS:
A Brief Description
Charlottesville, Virginia
September 27-28, 1989
"EDUCATION IS OUR MOST ENDURING
LEGACY. VITAL TO EVERYTHING
WE ARE AND CAN BECOME."
Gg Bunk
The Rotunda
Designed by Thomas Jefferson as the focal point of his "academical village," the Rotunda
has been a symbol of the University of Virginia since the University opened for classes in
1825.
Its design is a half-scale version of the Pantheon in Rome, with corrections for what
Jefferson saw as unattractive proportions in his model. His plan called for three floors, the
two lower floors each containing three oval rooms opening onto an hourglass-shaped hallway
and the upper one a dome room. The dome room originally housed the Unviersity's library
and the oval rooms served as classrooms and laboratories.
The brick walls of the Rotunda are those Jefferson watched being built, but the interior
is a reconstruction completed in 1976. The first Rotunda stood until 1895 when a fire
destroyed its interior as well as an ungainly annex that had been built on its north front.
Despite a unanimous vote by faculty to reconstruct the building to its Jeffersonian plan,
noted New York architect Stanford White rebuilt it with only two floors, extending the dome
room to the main floor level and giving it a second balcony for book storage. The dome
room continued to serve as the main library until 1938, when Alderman Library opened.
The 1976 reconstruction returned the Rotunda to Jefferson's design.
During the early years of the University, students amused themselves by shooting off the
Rotunda clock's wooden arms, until finally they were replaced with iron ones and the clock
became known as the first bullet-proof clock in America. Among the Rotunda's famous
visitors are Queen Elizabeth II and the Marquis de Lafayette. In 1976, the American
Institute of Architects selected the Rotunda as the most outstanding achievement in
American architecture.
Cabell Hall
Originally known only as the Academic Building, Cabell Hall is one of three buildings
designed for the south end of the Lawn in 1898 by Stanford White. Inscribed in Greek
above the pillars of the front entrance to Cabell Hall is "And ye shall know the truth and the
truth shall make you free," from John 8:32. Flanking Cabell Hall in the plan are Rouss and
Cocke Halls. The Academic Building was renamed in honor of Joseph C. Cabell, a member
of the University's Board of Visitors from 1834-36 and 1845-56. It now houses the
University's music department and music library.
Its construction raised protests from those who saw it as distorting Jefferson's plan, in
which the Lawn had an open view to the south signifying the openness of the University
itself. The view to the south was further blocked by the construction of New Cabell Hall in
1951, which closed off angles left open by White.
Cabell Hall's 970 seat auditorium contains a Skinner pipe organ presented to the
University by Andrew Carnegie in 1907. A copy of Raphael's "The School of Athens"
completed by George Breck in 1900 adorns the wall above the stage. The original mural is
displayed in the Vatican.
Newcomb Hall
Designed as the student union, Newcomb Hall serves as a localized downtown for
University students. Within one or two floors of each other are such services as a post
office, a hair styling salon, a ticket center for University-sponsored events, two cafeterias, a
snack bar/nightclub, a game room, a movie theatre, a travel agency, a daily student
newspaper and two bookstores.
The building is also the home of University Union, a group of sixteen student
committees that program many of the educational, social, cultural and recreational activities
for the University community. The offices of the Black Student Alliance and the Asian
Cultures Committee are located here, as are those of the Honor Committee (a student-run
group which administers the Honor Code) and the Judiciary Committee (another student
group dealing with student offenses).
The facility also has a number of multi-purpose lounges and lecture halls, and a
ballroom. These rooms are regularly the sites of University-sponsored public forums,
presentations and seminars. It's considered the living room of the University, symbolizing
an open educational and social environment.
Named in honor of John Lloyd Newcomb, the University's second president (1931-1947),
Newcomb Hall was designed by Eggers and Higgins of New York and constructed in 1958.
University Hall
The Athletic Department is housed at University Hall, where an 8,300-seat arena is the
site of U.Va. home basketball games. Twelve different men's sporting teams and eleven
women's teams are based here.
University Hall was constructed in 1965 after seven years of planning. It includes the
dome-roofed auditorium and a field practice house called "the cage," a giant empty box used
for indoor practice by the football, lacrosse, baseball and track teams. In 1970, the athletic
facilities were expanded, adding handball and squash courts and a six-lane, twenty-five-meter
Olympic-size swimming pool.
In the summer of 1989, a U.Va. study declared the financial feasibility of constructing a
15,000-seat replacement facility on University property near the current arena, but
recommended that detailed planning and construction wait until funding is available through
a University-wide capital campaign.
Monticello
Jefferson designed Monticello, his mountain retreat near Charlottesville, while he was
serving in the Virginia General Assembly. The building was under construction for 25 years
while Jefferson drafted the Declaration of Independence, served as governor of Virginia,
then as minister to France, and Secretary of State under President Washington. His home
was still rather new in 1801 when Jefferson became president.
Monticello, Italian for "Little Mountain" (Jefferson always pronounced "cello" like the
musical instrument) was sold after Jefferson's death to pay his debts, but it was recovered
and converted to a national shrine by the Thomas Jefferson Memorial Foundation.
The house and grounds, which are open for public tours, are a showcase of ingenious
inventions, many of them Jefferson's. There is a wind-measuring instrument built into the
porch ceiling, a clock that tells both the time of day and day of the week, and a double-pen
device that allowed Jefferson to make himself a copy of all the letters he wrote with it.
Jefferson died at Monticello, July 4, 1826, on the 50th anniversary of the Declaration of
Independendence.
Some of the information for this release was obtained from Virginius Dabney's "Mr.
Jefferson's University," (University Press of Virginia, 1981).
September 1989
Prepared by the University of Virginia News Office