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National Assoc. of Towns and Townships 9/6/91 [OA 8327][1]
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Document No. 26716955
WHITE HOUSE STAFFING MEMORANDUM
FACT-CHECK COPY
DATE:
9/3/91
ACTION/CONCURRENCE/COMMENT DUE BY: NOON, WED., SEPT. 4
PRESIDENTIAL REMARKS: NATIONAL ASSOCIATION OF TOWNS AND TOWNSHIPS
SUBJECT:
SEPTEMBER 6, 1991
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
PETERSMEYER
SCOWCROFT
PORTER
DARMAN
ROGICH
BRADY
SMITH
BROMLEY
UNTERMEYER
CARD
SNOW
DEMAREST
KAUFMAN
FITZWATER
ANDERSON
GRAY
HOLIDAY
REMARKS:
Please provide comments/edits on the attached directly
NO to Tony Snow, Rm. 122, x2930, with a copy to this office,
LATER THAN NOON, WEDNESDAY, SEPTEMBER 4. Thank you.
RESPONSE:
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
(Hinchliffe/Blymire)
91 SEP -2 PM 2:48
August 30, 1991 5 p.m.
NATAT.TS Draft Five
PRESIDENTIAL REMARKS: NATIONAL ASSOCIATION OF TOWNS AND TOWNSHIPS
September 6, 1991
Hyatt Regency, Washington, D.C.
You know, this week doesn't mark the end of summer just for
school-children across this country. I'm back at my desk, too.
But I won't bore you with a speech titled "What I did on my sum-
mer vacation.' 11 Well, okay: I will tell you my reaction when I
received a phone call on August 19th saying: "It's a crisis!" I
responded: "I've already heard enough about Barbara's golf game."
OK
President Eisenhower talked of "the great and priceless
privilege of being raised in a small town." I understand because
I, too, had that privilege. The towns of my youth and of my
children's youth were very different from each other -- from the
bustling streets of Greenwich, Connecticut to the salt air of
Kennebunkport to the dusty, oil-patch plains of Midland, Texas.
But they also had much in common.
Our towns nurture dreams and nourish values. Think of the
ideals of integrity, hard work, and caring for others instilled
in a young boy growing up in Pinpoint, Georgia. Today, that man
stands ready to serve on the highest court in this land.
Clarence Thomas embodies the virtues America -- and all her towns
and townships -- hold dear.
I'm glad to be here with people from the towns that form
this nation's backbone. You know what Thomas Jefferson meant
when he said American townships "have proved themselves the
wisest invention ever devised by the wit of man for the perfect
2
exercise of self-government, and for its preservation. "
You understand the problems that challenge our country. You
understand them not from a bureaucrat's safe distance, but from
the embattled position of public servants whose neighbors call to
complain about services -- or the lack thereof. You understand
the real basics of local government, and that's why you're our
country's future and our country's hope.
Our domestic policy begins with you -- the people of this
land. In Washington, and in the states, politicians and
officials have learned that we can't just hurl money at problems.
We're taking enough of people's money as it is: If we want to do
our jobs, we must make better use of the vast sums already at our
disposal.
More fundamentally, we ought to recognize the genius of our
own people. We must trust them -- trust you -- to find answers,
to do good things, to make America work. We must make our
government more responsive, more local. And we must learn from
the real professionals -- you, the NATaT representatives. You're
the voice of small-town America.
That's a considerable voice, of course. Eight of ten
dey
governmental stet bodies in this nation represent communities with
10,000 or fewer residents. And you will have to teach the other
20 percent how to live within their means.
Your strengths begin with your commitment to the American
idea of civic responsibility. Many of you are part-time
officials, volunteers. You give your time to your communities.
3
You emphasize creativity and innovation -- what folks in my
birthplace of Milton, Massachusetts would call "old-fashioned
Yankee ingenuity." Sometimes, you exhaust your ingenuity just
trying to escape regulatory handcuffs placed upon you by federal
and state mandates. I'm concerned about those mandates, and I
believe strongly in the importance of cooperation between all
levels of government.
Our Administration also remains committed to the common-
sense approach of the Regulatory Flexibility Act -- one that lets
you use your common sense to solve your own problems -- and I
will direct federal departments and agencies to follow the spirit
and the letter of that law. 111
[Speaking of creativity, I want to add my congratulations to
one of your members, Bill Herman of Weare, [Wheres New Hampshire. Bill
of
Goremment
won your Grass-roots Leadership award by producing ideas for
cutting costs without slashing services. Maybe I should call
on Bill's help in solving a big problem. I asked an advisor how
Jeff
Schiff
we could improve our crisis management. He said: "How about a
Hotel
calendar that doesn't have August on it."]
737-1534 ext.1531
All of you here have helped develop public/private partner-
ships -- a crucial concept as we gear up for the unique problems
of the 21st century. The alliance between your National Center
our
for Small Communities and private sector sources like the Kellogg
Foundation set an example for others to follow.
Because of your strengths, your successes and your
leadership -- I ask you to lead one of our greatest battles:
4
Making our nation's schools the world's best.
As you know, our Administration introduced an education
strategy five months ago. We call it "America 2000," and it
involves four different tracks: accountable schools for today; a
new generation of schools for tomorrow; a nation of students
committed to a life-time of education; and communities where
learning can happen.
You play a critical role in making the entire strategy work
-- and especially TRACK Step Four; building communities that support,
encourage and advance education. It's no coincidence that we
historically have entrusted our most important social service,
education, to communities. We now call upon communities to seize
the opportunity to make their schools better: to adopt the
educational goals established two years ago at the educational
summit in Charlottesville, Virginia; to develop a community plan
to reach the goals; to design a report card to measure your
progress; and to create your own "break the mold school" --
something that builds upon your special strengths and takes into
account your special needs and circumstances.
kellyJohneton MV
Our Administration also will look to you for leadership in
other areas. For instance, Congress soon will begin debating the
DOTPA
five-year re-authorization of the nation's transportation system.
We need your help in getting a system that spends money to
address local needs -- and not just support politicians' careers.
We don't need more money; we need more sensible programs.
More than half of all Congressional transportation projects don't
5
If we enactle gastax
even show up on state and local priority lists. Over 40 percent
of the current gas tax Willy goes for Congressional pork-
barrel projects. You might like some of the programs your member
of Congress slips into the budget, but in the end, Congress
usurps local power for its own purposes -- making decisions in
Washington that affect the lives and pocketbooks of people in
Berea, Kentucky, or Mount Wolf, Pennsylvania.
So: If Congress sends me a transportation bill with a
gasoline tax, I will veto it. We must not let Congress raise the
gas tax for projects communities don't even want. We will not let
them raise a tax that will do nothing except squeeze local
economies and lighten workers' already-thin pocketbooks.
We believe in letting communities shape their own futures,
and this belief lies at the heart of our Community Opportunity
Act. This proposal invites communities to think of new ways to
oki
solve old problems -- and it lets all of us adopt a more flexible
approach to domestic social programs. It puts the emphasis on
results, and not on procedures cooked up in Washington. After
all, when someone wants food or shelter or schooling, what's more
important, the service -- or the government paperwork?
The Act grows out of the basic assumption that government
assistance programs should lead people to self-sufficiency.
There's no better way to do this than to rebuild these programs
from the bottom up -- based on plans developed right at the
community level.
I talked about Jefferson earlier: If we want to remain true
6
to the spirit of his philosophy, we must empower communities to
control their own futures. Our domestic policy isn't a spending
policy; it's designed to increase personal freedom, and to
produce results -- not just expensive rhetoric. This is the way
to approach all this county's challenges -- it's an extraordinary
opportunity and it's essential that we get it enacted and in-use.
Thank you for your work and your example. Even with
whatever problems our towns may face, I know we'd all agree with
writer Catharine Sedgwick, who loved her town of Stockbridge, MA.
other
Someone once told her that she spoke about Stockbridge as if it
were heaven. "Well," she replied, "I expect no very violent
transition".
Good luck to all of you -- and may God bless the towns to.
which you return.
#
#
#
#
#
Sent to POTUS
THE WHITE HOUSE
9/4 at 6pm
WASHINGTON
W/O probfing
September 4, 1991
MEMORANDUM FOR THE PRESIDENT
THROUGH:
DAVID DEMAREST
TONY SNOW B
FROM:
BETH HINCHLIFFE BH
SUBJECT:
NATIONAL ASSOCIATION OF TOWNS AND TOWNSHIPS
On Friday, September 6, at 10 a.m., in the Hyatt Regency in
Washington, you will address an audience of approximately 1,000
people from across the country who are attending the National
Association of Towns and Townships conference.
Your remarks (10 minutes, teleprompter) focus on major
Administration initiatives having a direct impact on American
towns -- particularly transportation and education.
(Hinchliffe/Blymire)
September 4, 1991 5 p.m.
NATAT.TS Draft Five
PRESIDENTIAL REMARKS: NATIONAL ASSOCIATION OF TOWNS AND TOWNSHIPS
September 6, 1991
Hyatt Regency, Washington, D.C.
You know, this week doesn't mark the end of summer just for
schoolchildren across this country. I'm back at my desk too. But
I won't bore you with a speech titled "What I did on my summer
vacation. Well, okay: I will tell you my reaction when I :
received a phone call on August 19th saying: "It's a crisis!' I
responded: "I've already heard enough about Barbara's golf game."
Thank you for giving me the chance to meet with you today.
You know, President Eisenhower talked of "the great and priceless
privilege of being raised in a small town." I understand because
I, too, had that privilege. The towns of my youth and of my
children's youth were all very different from each other -- from
the treelined streets of Greenwich, Connecticut to the salt air
of Kennebunkport to the dusty, oil-patch plains of Midland,
Texas. But they also had much in common.
Our towns nurture dreams and nourish values. Think of the
ideals of integrity, hard work, and caring for others instilled
in a young boy growing up in Pinpoint, Georgia. Today, that man
stands ready to serve on the highest court in this land.
Clarence Thomas embodies the virtues America -- and all her towns
and townships -- hold dear.
I'm glad to be here with people from the towns that form
this nation's backbone. You know what Thomas Jefferson meant
when he said American townships "have proved themselves the
2
wisest invention ever devised by the wit of man for the perfect
exercise of self-government, and for its preservation."
You understand the problems that challenge our country. You
understand them not from a bureaucrat's safe distance, but from
the embattled position of public servants whose neighbors call to
complain about services -- or the lack thereof. You understand
the real basics of local government, and that's why you're our
country's future and our country's hope.
Our domestic policy begins with you -- the people of this
land. In Washington and in the states, politicians and officials
have learned that we can't just hurl money at problems. We take
enough of people's money as it is: If we want to do our jobs, we
must make better use of the vast sums already at our disposal.
More fundamentally, we must recognize the genius of our own
people. We must trust them -- trust you -- to find answers, to:
do good things, to make America work. We must make our government
more responsive, more local. And we must learn from the real
professionals -- you, the NATAT representatives. You're the
voice of small-town America.
That's a considerable voice, of course. Eight of ten
governmental bodies in this nation represent communities with
5,000 or fewer residents. And you will have to teach the other
20 percent how to live within their means.
Your strengths begin with your commitment to the American
idea of civic responsibility. Many of you are part-time
officials, volunteers. You give your time to your communities.
3
You emphasize creativity and innovation -- what folks in my
birthplace of Milton, Massachusetts would call "old-fashioned
Yankee ingenuity." Sometimes, you exhaust your ingenuity just
trying to escape regulatory handcuffs placed upon you by federal
and state mandates. I'm concerned about those mandates, and I
believe strongly in the importance of cooperation among all
levels of government.
Our Administration also remains committed to the common-
sense approach of the Regulatory Flexibility Act -- one that lets
you use your common sense to solve your own problems -- and I
will direct federal departments and agencies to follow the spirit
and the letter of that law. 111
Speaking of creativity, I want to add my congratulations to.
Bill Herman of Weare, New Hampshire. Bill won your Grassroots
Government Leadership Award by producing ideas for cutting costs
without slashing services. 11 Maybe I should call on Bill's help
in solving a big problem -- because when I asked my staff how we
could improve our crisis management, they said: "How about a
calendar that doesn't have August on it. " 111
All of you here have helped develop public/private
partnerships -- a crucial concept as we gear up for the unique
problems of the 21st Century. The alliance between your National
Center for Small Communities and private sector sources like the
Kellogg Foundation sets an example for others to follow.
Because of your strengths, your successes and your
leadership -- today I ask you to lead one of our greatest
4
battles: Making our nation's schools the world's best.
Our Administration introduced an education strategy five
months ago. We call it "America 2000," and it involves four
different tracks: accountable schools for today; a new generation
of schools for tomorrow; a nation of students committed to a
lifetime of education; and communities where learning can happen.
You play a critical role in making the entire strategy work
-- and especially Track Four: building communities that value,
support, encourage and advance education. It's no coincidence
that we historically have entrusted this fundamental responsi-
bility -- education to communities. We now call upon you to
enlist in our national crusade to improve education community-
by-community. First, you must adopt the education goals estab-
lished 18 months ago following the education summit with the
nation's governors. Then you can begin to develop a community
plan to reach the goals -- to design a report card to measure
your progress -- and to create your own "break the mold school"
-- one that builds upon your unique strengths and takes into
account your special needs and circumstances. 111
As we immerse ourselves in the challenges of the 90s, our
Administration also will look to you for leadership in other
areas. For instance, Congress is debating the five-year re----
authorization of the nation's surface transportation system. We
need your help in getting a system that spends money to address
needs -- and not just support politicians' careers.
We've called in our bill for increased investment in infra-
5
structure. But, frankly, simply spending more money isn't the
answer -- we need more sensible programs. More than half of all
Congressionally-mandated transportation projects don't even show
up on state priority lists. You might like some of the programs
your member of Congress slips into legislation, but in the end,
Congress usurps local power for its own purposes -- making
decisions in Washington that affect the lives and pocketbooks of
people in Berea, Kentucky, or Mount Wolf, Pennsylvania.
So: If Congress sends me a transportation bill with a gaso-
line tax, I will veto it. We must not let Congress raise the gas
tax for projects towns don't even need. We won't let it raise tax
that will do nothing except squeeze local economies and lighten
workers' already-thin pocketbooks. My highway bill will invest
in infrastructure without raising taxes or busting budget caps.
We believe in letting communities shape their own futures -
- and this belief lies at the heart of our Community Opportunity
Act. This proposal invites communities to think of new ways to
solve old problems -- and it lets all of us adopt a more flexible
approach to domestic social programs. It puts the emphasis on
results, and not on procedures cooked up in Washington. After
all, when someone wants food or shelter or schooling, what's more
important, the service -- or the government paperwork?
This common-sense approach, giving local governments greater
flexibility, led us to propose turning over $15 billion in
federal money to the states. This initiative will give decision-
making power to the people whose lives those decisions will
6
affect. Quite simply -- that's the fundamental principle on
which this Administration functions.
This "turnover proposal," and the Act itself, grow out of
the basic assumption that government assistance programs should
lead people to self-sufficiency. There's no better way to do
this than rebuilding these programs from the bottom up: based on
plans developed right at the community level.
I talked about Jefferson earlier: If we want to remain true
to the spirit of his philosophy, we must empower communities to
control their own futures. Our domestic policy isn't a spending
policy -- it's designed to increase personal freedom and to pro-
duce results -- not just expensive rhetoric. This is the way to
approach all this country's challenges -- it's an extraordinary
opportunity and it's essential that we get it enacted and in use.
Thank you for your work and your example. Even with
whatever problems our towns may face, I know we'd all agree with
writer Catharine Sedgwick, who loved her town of Stockbridge,
Massachusetts. Someone once told her that she spoke about
Stockbridge as if it were heaven. "Well," she replied, "I expect
no very violent transition." III
Good luck to all of you -- and may God bless the towns to
which you return.
#
#
#
#
#
THE WHITE HOUSE
WASHINGTON
April 24, 1991
MEMORANDUM FOR ROGER B. PORTER
FROM:
HANNS KUTTNER
He
SUBJECT:
University of Michigan Commencement Address
You said in staff meeting today that you planned to meet
with Tony Snow. I wanted to raise with you a thought I had
shared with Tony, that this set of remarks could be the point
for announcing the Community Opportunity Act. There had been a
few paragraphs on this in the announcement of the opportunity
package, but the proposal itself has never been revealed.
Community Opportunity Act
How it came to be. This proposal had the unfortunate
experience of being called the "Empowerment Opportunity Act"
until recently. The concept goes back to the presentation Bill
Roper made to the DPC in December 1989 when Bill chaired the
Low Income Opportunity Board. Bill brought a variant of this
concept to the DPC, but was sent back to the drawing board with
a request for something bigger and bolder. As you may recall,
Bill saw the handwriting on the wall, departed for Atlanta, and
now we have the Economic Empowerment Task Force.
What it is. The proposal is for greater flexibility in
the operation of domestic social programs. It can be
understood as a counterpart to the "ed flex" proposal, allowing
communities flexibility in the administration of social
programs in exchange for performance objectives. The proposal
would allow a community to come forward with a proposal to
combine any stream of federal funds into a new structure.
Why it is significant. Outside Secretary Kemp's Project
HOPE, the Administration has not made any new proposals for the
conduct of social programs. I feel deeply that this is a
valuable proposal and regret that I have not been more vigorous
in proclaiming its virtues. Perhaps if I had Jim Pinkerton's
salesmanship skills I would be more effective at making those
virtues known.
I think it is important because (1) it challenges
communities to think of new solutions, (2) says implicitly that
we need better solutions more than more money, and (3) makes it
clear that Congress is part of the problem, not part of the
solution, otherwise more flexible statutes would not be
necessary.
-2-
University of Michigan
The last Presidential commencement address at Michigan, I
believe, was Lyndon Johnson's 1964 address where he first used
the rhetoric of "the Great Society." I attach a copy of the
Johnson speech. (You will notice "Great Society" is
capitalized throughout.)
The press will be likely to make comparisons between
President Bush's remarks and what Johnson said. You should
keep the potential for comparison in mind.
If you think we should take on the Johnson rhetoric, we
could prepare a fact sheet that shows the levels of social
progress in the United States since Johnson called for a "Great
Society."
J81
.C2
1963/64
WHRC
PUBLIC PAPERS OF THE PRESIDENTS
OF THE UNITED STATES
Lyndon B. Johnson
Containing the Public Messages, Speeches, and
Statements of the President
1963-64
(IN TWO BOOKS)
BOOK I-NOVEMBER 22, 1963 TO JUNE 30, I964
UNITED STATES GOVERNMENT PRINTING OFFICE
WASHINGTON : 1965
[357] May 22
Public Papers of the Presidents
357 Remarks at the University of Michigan.
is
May 22, 1964
"
la
President Hatcher, Governor Romney, Sena-
build a society where progress is the servant
h
tors McNamara and Hart, Congressmen
of our needs, or a society where old values
th
Meader and Staebler, and other members of
and new visions are buried under unbridled
tl
the fine Michigan delegation, members of
growth. For in your time we have the op-
b1
the graduating class, my fellow Americans:
portunity to move not only toward the rich
It is a great pleasure to be here today.
society and the powerful society, but up-
ci
This university has been coeducational since
ward to the Great Society.
ge
1870, but I do not believe it was on the basis
The Great Society rests on abundance and
is
of your accomplishments that a Detroit high
liberty for all. It demands an end to pov-
in
school girl said, "In choosing a college, you
erty and racial injustice, to which we are
first have to decide whether you want a
totally committed in our time. But that is
de
coeducational school or an educational
just the beginning.
th
school."
The Great Society is a place where every
fo:
Well, we can find both here at Michigan,
child can find knowledge to enrich his mind
tra
although perhaps at different hours.
and to enlarge his talents. It is a place
lar
I came out here today very anxious to meet
where leisure is a welcome chance to build
the Michigan student whose father told a
and reflect, not a feared cause of boredom
pr
friend of mine that his son's education had
and restlessness. It is a place where the city
mt
been a real value. It stopped his mother
of man serves not only the needs of the body
wi
from bragging about him.
and the demands of commerce but the desire
lor
I have come today from the turmoil of
for beauty and the hunger for community.
(
your Capital to the tranquility of your
It is a place where man can renew contact
citi
campus to speak about the future of your
with nature. It is a place which honors cre-
im
country.
ation for its own sake and for what it adds
citi
The purpose of protecting the life of our
to the understanding of the race. It is a
I
Nation and preserving the liberty of our
place where men are more concerned with
It
citizens is to pursue the happiness of our
the quality of their goals than the quantity
the
people. Our success in that pursuit is the
of their goods.
era
test of our success as a Nation.
But most of all, the Great Society is not a
live
For a century we labored to settle and to
safe harbor, a resting place, a final objec-
I
subdue a continent. For half a century we
tive, a finished work. It is a challenge con-
I
called upon unbounded invention and un-
stantly renewed, beckoning us toward a
real
tiring industry to create an order of plenty
destiny where the meaning of our lives
]
for all of our people.
matches the marvelous products of our labor.
was
The challenge of the next half century is
So I want to talk to you today about three
of
whether we have the wisdom to use that
places where we begin to build the Great
tryi
wealth to enrich and elevate our national
Society-in our cities, in our countryside,
peo
life, and to advance the quality of our
and in our classrooms.
A
American civilization.
Many of you will live to see the day, per-
the
Your imagination, your initiative, and
haps 5° years from now, when there will be
have
your indignation will determine whether we
400 million Americans-four-fifths of them
only
704
Lyndon B. Johnson, 1963-1964
May 22 [357]
in urban areas. In the remainder of this
free, but America the beautiful. Today
century urban population will double, city
that beauty is in danger. The water we
land will double, and we will have to build
drink, the food we eat, the very air that we
the servant
homes, highways, and facilities equal to all
breathe, are threatened with pollution. Our
old values
those built since this country was first set-
parks are overcrowded, our seashores over-
unbridled
tled. So in the next 4° years we must re-
burdened. Green fields and dense forests
ave the op-
build the entire urban United States.
are disappearing.
rd the rich
Aristotle said: "Men come together in
A few years ago we were greatly con-
y, but up-
cities in order to live, but they remain to-
cerned about the "Ugly American." To-
gether in order to live the good life." It
day we must act to prevent an ugly America.
adance and
is harder and harder to live the good life
For once the battle is lost, once our natu-
:nd to pov-
in American cities today.
ral splendor is destroyed, it can never be
ich we are
The catalog of ills is long: there is the
recaptured. And once man can no longer
But that is
decay of the centers and the despoiling of
walk with beauty or wonder at nature his
the suburbs. There is not enough housing
spirit will wither and his sustenance be
where every
for our people or transportation for our
wasted.
th his mind
traffic. Open land is vanishing and old
A third place to build the Great Society is
is a place
landmarks are violated.
in the classrooms of America. There your
ace to build
Worst of all expansion is eroding the
children's lives will be shaped. Our society
of boredom
precious and time honored values of com-
will not be great until every young mind is
here the city
munity with neighbors and communion
set free to scan the farthest reaches of
of the body
with nature. The loss of these values breeds
thought and imagination. We are still far
at the desire
loneliness and boredom and indifference.
from that goal.
mmunity.
Our society will never be great until our
Today, 8 million adult Americans, more
new contact
cities are great. Today the frontier of
than the entire population of Michigan,
honors cre-
imagination and innovation is inside those
have not finished 5 years of school. Near-
what it adds
cities and not beyond their borders.
ly 20 million have not finished 8 years of
ice. It is a
New experiments are already going on.
school. Nearly 54 million-more than
cerned with
It will be the task of your generation to make
one-quarter of all America-have not even
the quantity
the American city a place where future gen-
finished high school.
erations will come, not only to live but to
Each year more than 100,000 high school
ciety is not a
live the good life.
graduates, with proved ability, do not enter
final objec-
I understand that if I stayed here tonight
college because they cannot afford it.
hallenge con-
I would see that Michigan students are
And if we cannot educate today's youth,
IS toward a
really doing their best to live the good life.
what will we do in 1970 when elementary
of our lives
This is the place where the Peace Corps
school enrollment will be 5 million greater
of our labor.
was started. It is inspiring to see how all
than 1960? And high school enrollment
y about three
of you, while you are in this country, are
will rise by 5 million. College enrollment
Id the Great
trying so hard to live at the level of the
will increase by more than 3 million.
countryside,
people.
In many places, classrooms are over-
A second place where we begin to build
crowded and curricula are outdated. Most
the day, per-
the Great Society is in our countryside. We
of our qualified teachers are underpaid, and
there will be
have always prided ourselves on being not
many of our paid teachers are unqualified.
ifths of them
only America the strong and America the
So we must give every child a place to sit
705
[357] May 22
Public Papers of the Presidents
and a teacher to learn from. Poverty must
Within your lifetime powerful forces, al-
in the f
not be a bar to learning, and learning must
ready loosed, will take us toward a way of
It was
offer an escape from poverty.
life beyond the realm of our experience,
that ma
But more classrooms and more teachers
almost beyond the bounds of our imagina-
the full
are not enough. We must seek an edu-
tion.
Than
cational system which grows in excellence
For better or for worse, your generation
as it grows in size. This means better train-
has been appointed by history to deal with
ing for our teachers. It means preparing
those problems and to lead America toward
youth to enjoy their hours of leisure as well
a new age. You have the chance never be-
358
as their hours of labor. It means exploring
fore afforded to any people in any age. You
new techniques of teaching, to find new
can help build a society where the demands
ways to stimulate the love of learning and
of morality, and the needs of the spirit, can
Ladies
the capacity for creation.
be realized in the life of the Nation.
Senator
These are three of the central issues of
So, will you join in the battle to give
I am
the Great Society. While our Government
every citizen the full equality which God
that yo
has many programs directed at those issues,
enjoins and the law requires, whatever his
here an
I do not pretend that we have the full an-
belief, or race, or the color of his skin?
were fly
Will you join in the battle to give every
and we
swer to those problems.
But I do promise this: We are going to
citizen an escape from the crushing weight
many t
of poverty?
two this
assemble the best thought and the broadest
knowledge from all over the world to find
Will you join in the battle to make it
ought t
those answers for America. I intend to
possible for all nations to live in enduring
House,
establish working groups to prepare a series
peace-as neighbors and not as mortal
agreed
enemies?
wonder
of White House conferences and meetings-
on the cities, on natural beauty, on the qual-
Will you join in the battle to build
those tv
the Great Society, to prove that our mate-
This
ity of education, and on other emerging chal-
lenges. And from these meetings and from
rial progress is only the foundation on
coming
this inspiration and from these studies we
which we will build a richer life of mind and
ments C
Secretar
will begin to set our course toward the Great
spirit?
There are those timid souls who say this
who ha
Society.
The solution to these problems does not
battle cannot be won; that we are con-
loving 1
rest on a massive program in Washington,
demned to a soulless wealth. I do not agree.
George
nor can it rely solely on the strained re-
We have the power to shape the civilization
see this
sources of local authority. They require us
that we want. But we need your will, your
and we
to create new concepts of cooperation, a
labor, your hearts, if we are to build that
to stop
creative federalism, between the National
kind of society.
shake y.
Capital and the leaders of local communi-
Those who came to this land sought to
I sho
build more than just a new country. They
membe
ties.
sought a new world. So I have come here
to know
Woodrow Wilson once wrote: "Every man
sent out from his university should be a
today to your campus to say that you can
[After b.
make their vision our reality. So let us
resumed
man of his Nation as well as a man of his
from this moment begin our work so that
I kn
time."
know t
at least
706
Lyndon B. Johnson, 1963-1964
May 23 [358]
ful forces, al-
in the future men will look back and say:
NOTE: The President spoke at the graduation exer-
ard a way of
It was then, after a long and weary way,
cises at the University of Michigan at Ann Arbor
after receiving an honorary degree of Doctor of
r experience,
that man turned the exploits of his genius to
Civil Law. His opening words referred to Harlan
our imagina-
the full enrichment of his life.
H. Hatcher, President of the University, Governor
Thank you. Goodby.
George Romney, Senators Pat McNamara and Philip
A. Hart, and Representatives George Meader and
IF generation
Neil Staebler, all of Michigan.
to deal with
erica toward
ice never be-
358 Remarks Upon Arrival at the Airport, Roanoke,
ny age. You
Virginia. May 23, 1964
the demands
he spirit, can
Ladies and gentlemen, boys and girls,
to know one of the great men of our time,
ation.
Senator Byrd:
the senior Senator from Virginia, my old
ttle to give
I am very thankful to you for the courtesy
longtime friend, Harry Byrd.
which God
that you have extended us in coming out
And next, the distinguished Secretary of
whatever his
here and meeting us. Senator Byrd and I
State, Mr. Dean Rusk; the distinguished
is skin?
were flying down talking with each other
former Secretary of State, Mr. Dean Ache-
give every
and we concluded that there were a good
son; my friend the Secretary of Agriculture,
ing weight
many things we agreed upon, particularly
Mr. Orville Freeman; the distinguished Sec-
two things: one, he agreed with me that we
retary of Commerce, my friend Luther
to make it
ought to cut the lights out at the White
Hodges; the very able Under Secretary of
a enduring
House, keep down our light bill; and he also
State, Mr. Averell Harriman.
as mortal
agreed that the people of Roanoke were a
And now I want to present the Congress-
wonderful group. So we have no dispute on
men-Congressman Everett, Congressman
: to build
those two questions.
Downing, Congressman Fulton, Congress-
our mate-
This is a delightful day for us. We are
man Jennings, and Congressman Marsh.
dation on
coming to Virginia to celebrate the achieve-
Then Mrs. Hodges, Mrs. Freeman, Mrs.
mind and
ments of a great man, and to honor a former
Acheson, and Mrs. Harriman; and Senator
Secretary of State and Secretary of Defense
and Mrs. Monroney from the great State of
10 say this
who has provided great leadership to liberty-
Oklahoma.
are con-
loving people throughout the world, General
Thank you so much for coming out. We
not agree.
George Marshall. We are going over to
will have a chance to come by the fence and
ivilization
see this historic and wonderful school, VMI,
say hello to you. We appreciate your friend-
will, your
and we are pleased that we have a chance
ship so very much.
build that
to stop here and look you in the face and
NOTE: The President spoke at Woodrum Field,
shake your hand.
Roanoke, Va. In his opening words he referred
sought to
I should like for you to meet some other
to Senator Harry F. Byrd of Virginia. Later he
referred to Secretary of State Dean Rusk, former
y. They
members of my party. First, I want you
Secretary of State and Mrs. Dean Acheson, Secre-
ome here
to know Mrs. Johnson, Lady Bird.
tary of Agriculture and Mrs. Orville Freeman, Sec-
retary of Commerce and Mrs. Luther H. Hodges,
you can
[After brief remarks by Mrs. Johnson the President
Under Secretary of State and Mrs. W. Averell Harri-
So let us
resumed speaking.]
man, Representatives Robert A. Everett and Richard
k so that
I know he is bashful and modest, but I
H. Fulton of Tennessee, Thomas N. Downing,
know he will appreciate having a chance to
W. Pat Jennings, and John O. Marsh of Virginia,
and Senator and Mrs. A. S. Monroney of Oklahoma.
at least wave his hand at you. I want you
707
42,000
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 13, 1990
u
The President today named Julia Goldstein of University City,
Missouri as the eighty-ninth "Daily Point of Light.' She founded
Partners for Educational Excellence Program (PEEP) to involve
senior citizens in helping troubled first and second grade
grammar school students in University City schools.
Three years ago, at the age of 87, Mrs. Goldstein went to visit
her great-grandchild's first grade class. She decided to use her
years of experience with children to devise a program to help
these children learn the value of education.
PEEP is based on a philosophy of using one of society's most
valuable resources, senior citizens, to build a child's self-
esteem, motivating the student to want to learn at an early age.
The seniors volunteer to take on a first grade student whom the
teachers believe will have trouble moving into the second grade.
Volunteers develop a one-on-one relationship with the students,
treating them as their own grandchildren.
Through this relationship, the volunteers tutor the students, set
goals, teach the importance of education, and work to build the
self-esteem of the children. Each volunteer follows their child
through the second grade, while taking on a new first grader.
Teachers in the school system monitor the progress of each child,
offering suggestions when necessary. Sixty volunteers offer
their energy and experience to the students in six school in the
University City district.
The President extends his deepest gratitude to Julia Goldstein
for her commitment to helping the young students of University
City. Her selfless dedication exemplifies the President's
conviction that, "From now on in America, any definition of a
successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
6938 Kingsbury
University City, MO 63130
(314) 721-3135
1,171
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
May 30, 1990
The President today named the Bridgerland Literacy Program, of
Logan, Utah, as the one hundred fifty-sixth "Daily Point of
Light." Through the help of this program, the written word is no
longer an enemy, but a friend.
In the Cache Valley community, one in seven adults cannot read,
or reads below a fifth grade level. The Bridgerland Literacy
Program, founded in 1987, addresses this endless cycle of
despair.
The Bridgerland Literacy Program provides one-to-one tutoring to
those in need. After attending a 15 hour training program, the
volunteers become certified as tutors. They meet once or twice a
week with a student in the local library or at a home, teaching
reading and writing skills and developing lasting relationships.
The program has resulted in new and better jobs for the students,
and the ability to function more efficiently and productively in
their personal and work lives.
The President salutes Bridgerland Literacy Program as the one
hundred fifty-sixth "Daily Point of Light." Daily Point of Light
recognition is intended to call every individual, group, and
organization in America to claim society's problems as their own
by taking direct and consequential action; to identify, enlarge,
and multiply successful initiatives, like the Bridgerland
Literacy Program; and to discover, encourage, and develop new
leaders in community service, reflecting the President's
conviction that, "From now on in America, any definition of a
successful life must include serving others."
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
Nadene Steinhoff
(202) 456-6266
Logan Library
255 North Main
Post Office Box 327
Logan, UT 84321
(801) 753-5064
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
June 29, 1990
The President today named Dean Cornett, of Paint Lick, Kentucky,
as the one hundred eighty-second "Point of Light." Ms. Cornett,
72, is making her lifelong struggle to bring adequate education
to rural areas a reality.
Ms. Cornett realized that many residents cannot read, fill out a
job application, or qualify for many local jobs. In 1988, she
founded Friends of Paint Lick. Located in a small store front in
the middle of the village, this community center offers tutoring,
G.E.D. (General Educational Development) testing preparation, a
public library, clothing and shelter for those in need, and
children's reading hours. She has worked with the University of
Eastern Kentucky in establishing a G.E.D. preparation class, and
she has acquired a VCR and tapes for the center, so that students
do not have to travel far from their home to learn how to read.
But she does not wait for people to seek help from the center.
Ms. Cornett walks along narrow dirt roads, searching the hills
and valleys of Appalachia for those in need, offering them a
brighter future. After working on her own farm in the morning,
Ms. Cornett spends 10 hours a day, six days a week, encouraging
neighbors to visit the center.
The President salutes Dean Cornett as the one hundred eighty-
second "Daily Point of Light." Daily Point of Light recognition
is intended to call every individual, group, and organization in
America to claim society's problems as their own by taking direct
and consequential action; to identify, enlarge, and multiply
successful initiatives, like the efforts of Ms. Cornett; and to
discover, encourage, and develop new leaders in community
service, reflecting the President's conviction that, "From now on
in America, any definition of a successful life must include
serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
Ms. Dean Cornett
(202) 456-6266
Route 1
Paint Lick, Kentucky 40461
(606) 986-2373
82,000
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
February 27, 1990
The President today named Orangeburg School District Five of
Orangeburg, South Carolina as the seventy-seventh daily "Point of
Light." This school system promotes educational excellence
through the combined efforts of concerned volunteers and school
faculty.
Recently, the dropout rate in the Orangeburg School District has
fallen to less than two percent. However, in 1984 the dropout
rate in this school system was 35 percent. This alarming
statistic concerned many parents, community members, and school
faculty members. They decided to act. While recruiting support
throughout the district, this group decided that the community
needed to demonstrate its support for the students through
"hands-on" educational involvement.
Members of the business community began donating supplies.
Parents began to volunteer in tutoring, storytelling, grading
papers, and chaperoning. Local civic leaders now serve on the
School Improvement Council. Over 3000 people volunteer over
10,000 hours per year.
The President applauds the accomplishments of the Orangeburg
School District Five volunteers and employees for embodying the
President's conviction that, "From now on in America, any
definition of a successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
Dr. James Wilsford
578 Ellis Avenue
Orangeburg, SC 29115
(803) 534-5454
THE WHITE HOUSE
Office of the Press Secretary
EMBARGOED FOR RELEASE UNTIL
February 15, 1991
SATURDAY, FEBRUARY 16, 1991
The President today named the volunteers of Community of Readers,
of Greensboro, North Carolina, as the 381st "Daily Point of
Light." Through the Community of Readers, local businesses and
organizations have united to enhance the education of community
members.
The Greensboro Public Library has recruited 40 community
businesses and organizations to work together in bettering the
community. Throughout the year, they coordinate a variety of
activities which promote education and literacy, such as study
skills workshops for teenagers, book readings for children,
plays, writing workshops, and writing contests for students. In
addition, the Lifelong Learning Center of the Greensboro Public
Library offers job counseling, tutoring, computer literacy
workshops, and literacy materials.
Community members also support ongoing community service efforts
through Community of Readers. One example is a program located
at the Pathway Shelter. Volunteers established a mini-library at
the shelter for the children, where they can borrow books and
listen to volunteers read stories and fairytales. The volunteers
also mentor the families at the shelter, helping them to obtain
permanent housing and employment and encouraging the children to
continue their studies. Another program is "Catch Them In The
Cradle," through which volunteers visit teen pregnancy classes to
talk about positive parenting skills, suggesting ways in which
parents can increase their children's interest in reading and
writing.
The President salutes the volunteers of Community of Readers as
the 381st "Daily Point of Light." Daily Point of Light
recognition is intended to call every individual, group, and
organization in America to claim society's problems as their own
by taking direct and consequential action; to identify, enlarge,
and multiply successful initiatives, like the efforts of the
volunteers of Community of Readers; and to discover, encourage
and develop new leaders in community service, reflecting the
President's conviction that, "From now on in America, any
definition of a successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
900 South Benbow Road
Greensboro, North Carolina 27406
(919) 373-2392
Contact: Steve Sumerford
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
September 5, 1990
The President today named GIVE (Grandpersons Interested in
Volunteering for Education), of Toledo, Ohio, as the two hundred
fortieth "Daily Point of Light." GIVE, a program of the Toledo
Public School System and the community-based RSVP (Retired Senior
Volunteer Program), offers the elderly an opportunity to share a
lifetime of wisdom, experience, and skills with younger people.
Founded in 1979, GIVE places senior citizens in schools,
promoting mutual understanding and fostering intergenerational
relationships. In 1989, more than 80 elderly people met the
increasing need for individualized attention in schools while
contributing to the community in their golden years.
GIVE volunteers offer one-to-one tutoring in basic reading and
math, assist teachers in the classroom, and share special skills
and experiences. They also lead small group activities such as
storytelling, singing, dancing, and craft workshops.
The President salutes GIVE as the two hundred fortieth "Daily
Point of Light.' Daily Point of Light recognition is intended to
call every individual, group, and organization in America to
claim society's problems as their own by taking direct and
consequential action; to identify, enlarge, and multiply
successful initiatives, like GIVE; and to discover, encourage,
and develop new leaders in community service, reflecting the
President's conviction that, "From now on in America, any
definition of a successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
Ann Szumigala
Toledo Public Schools - Adult and Continuing Education
GIVE Program
615 Cherry Street
Toledo, Ohio 43604
(419) 246-1321
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
July 12, 1990
The President today named Operation Read, of Lexington, Kentucky,
as the one hundred ninety-third "Daily Point of Light." Through
the efforts of Operation Read, the written word is now a friend
to adults who were once unable to read.
Founded in 1979 by a group of concerned citizens, Operation Read
offers tutoring to adults. In 1989, more than 250 individuals
spent over 15,000 hours tutoring 420 students.
After a 16-hour training session, each volunteer is matched with
a student. For at least one year, they meet twice a week,
enabling them to develop a close relationship. The tutor plans
each lesson, focusing on the interests and goals of the student.
They use a practical approach to the learning process, studying
items such as newspapers, magazines, grocery lists, and work
orders.
The President salutes Operation Read as the one hundred ninety-
third "Daily Point of Light." Daily Point of Light recognition
is intended to call every individual, group, and organization in
America to claim society's problems as their own by taking direct
and consequential action; to identify, enlarge, and multiply
successful initiatives, like Operation Read; and to discover,
encourage, and develop new leaders in community service,
reflecting the President's conviction that, "From now on in
America, any definition of a successful life must include serving
others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
Operation Read, Inc.
1737 Russell Cave Road
Lexington, Kentucky 40505
(606) 293-5123 Connie Schwein
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
November 15, 1990
The President today named the volunteers of I KNOW I CAN, of
Columbus, Ohio, as the 301st "Daily Point of Light" in honor of
American Education Week. The volunteers of I KNOW I CAN assist
students in considering carefully the options and opportunities
of post-secondary education.
Founded in 1988, I KNOW I CAN encourages elementary, middle, and
high school students to stay in school and pursue college
educations, counsels college bound students and their parents
regarding financial aid, and provides "Last Dollar" grant
assistance to students in need. Most of the students seeking
this assistance are either from low-income families or are the
first in their families to graduate from high school and pursue
college.
Almost 200 volunteers, many of them executives and professionals,
visit local high schools weekly to discuss entrance examination
procedures, scholarships, and financial aid with high school
seniors. I KNOW I CAN also places volunteer advisors in schools,
whereby students get immediate answers to their questions and
concerns about college. In addition, many of the students who
were assisted by this effort and are attending college now visit
younger students at their alma maters, talking to them about life
as a college student.
The President salutes the volunteers of I KNOW I CAN as the 301st
"Daily Point of Light." Daily Point of Light recognition is
intended to call every individual, group, and organization in
America to claim society's problems as their own by taking direct
and consequential action; to identify, enlarge, and multiply
successful initiatives, like the efforts of the volunteers of I
KNOW I CAN; and to discover, encourage, and develop new leaders
in community service, reflecting the President's conviction that,
"From now on in America, any definition of a successful life must
include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
I Know I Can
270 East State Street
Columbus, Ohio 43215
** Contact Thekla Shackelford or JoAnn Davis
(614) 469-7044
*
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
October 10, 1990
The President today named SCALE (Student Coalition for Action in
Literacy Education), of Chapel Hill, North Carolina, as the 270th
"Daily Point of Light. SCALE, founded in 1988 by University of
North Carolina students Lisa Madry and Clay Thorpe, unites
students nationwide in the fight for literacy.
Ms. Madry and Mr. Thorpe both were actively involved with a
campus literacy project when they realized the need for
coordination of college literacy programs at a national level.
They combined their experience to establish SCALE, a national
network of college and university students, administrators, and
faculty, working together to combat illiteracy.
Ms. Madry and Mr. Thorpe administer a variety of programs to
recruit literacy volunteers. The team publishes a newsletter
which profiles existing literacy efforts to stimulate their
replication by other student groups across the country. They
coordinate a nationwide literacy awareness day, assist colleges
with program development, and train new volunteers. Their work
has infused the literacy movement with youthful vitality and
vigor and has contributed to the effectiveness of literacy
attainment nationwide.
The President salutes SCALE as the 270th "Daily Point of Light."
Daily Point of Light recognition is intended to call every
individual, group, and organization in America to claim society's
problems as their own by taking direct and consequential action;
to identify, enlarge, and multiply successful initiatives, like
the efforts of SCALE; and to discover, encourage, and develop new
leaders in community service, reflecting the President's
conviction that, "From now on in America, any definition of a
successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
Mr. Clay Thorpe and Ms. Lisa Madry
(202) 456-6266
Room 102, RMCA Building
University of North Carolina at Chapel Hill
Chapel Hill, North Carolina 27599-5115
(919) 962-2338
962-1542
*
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
December 5, 1989
THE DAILY "POINT OF LIGHT"
The President today named Edward Castor, of Tipton County,
Indiana as his ninth daily "Point of Light." Formerly
illiterate, Castor not only learned to read but has committed
himself to the fight against illiteracy.
For most of his life Edward Castor could not read. He got help
at the age of 40, and has since earned his high school diploma
and taken college courses. He now travels the state giving
lectures on literacy and volunteering his time to teach others to
read. He has been involved with numerous groups dealing with
literacy and is the Governor's appointee to the Indiana Adult
Literacy Coalition.
The President praises Edward Castor for his efforts in the fight
against illiteracy. He shows that community service can truly
make a difference in the lives of others.
# # #
Edward Castor
Route #1
Box 109
Wind Falls, Indiana 46076
(317) 646-2888
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
December 18, 1989
THE DAILY "POINT OF LIGHT"
The President today named Aja Dyani Henderson, of Baton Rouge,
Louisiana as his twentieth daily "Point of Light." Miss Henderson,
15, started her own library to make it easier for the children in
her community to get books.
Aja Henderson saw a problem in her neighborhood. Children who
wanted books could not get to the public library because they had
no means of transportation. So she started a library in her own
home to encourage the kids in her community to read. In addition
to her own collection, she has received donations of books.
Unlike the school libraries, Aja's stays open through the summer.
Miss Henderson also volunteers in a church-run literacy program
targeted at inner city kids.
The President and Mrs. Bush express their gratitude to Aja Dyani
Henderson for her efforts to promote literacy. She is a shining
example of what young people can do to help others in their
communities.
# # #
FOR FURTHER INFORMATION CONTACT: John Galletta (202) 456-6266
10677 South Gibbens Drive
Baton Rouge, LA 70807
(504) 775-5834
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
January 23, 1990
The President today named Dian Wurst and her third grade class in
Polk, Nebraska, as his forty-eighth daily "Point of Light."
These young students at Polk-Hordville Public School dedicate a
little bit of time everyday to ensure that elderly, housebound
members of their community are safe.
For seven years, Ms. Wurst has directed this program with her
third graders. Every morning the entire class gathers together
and calls nineteen elderly men and women, delivering a morning
greeting and asking whether they are in need of anything. The
students formally meet with the men and women twice a year at a
Christmas party and a spring tea. However, most of the students
know the people they check up on well and often visit them after
school or on weekends.
The President salutes Dian Wurst and her third graders for their
dedication to community service and for bringing such joy and
happiness to the elderly of Polk, Nebraska. This effort is a
shining example for us all.
# # #
For further information contact: Lucy Carney (202) 456-6266
Dian Wurst
Polk-Hordville Public School
Box 29, 260 South Pine
Polk, NE 68654
(402) 765-2271
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 20, 1990
The President today named Pauline Hord of Memphis, Tennessee as
the ninety-fifth "Daily Point of Light." Ms. Hord founded the
"Heads Up" program which tutors inmates at the Parchman
Penitentiary in Northern Mississippi.
Pauline Hord became concerned about the 70-75 percent illiteracy
rate at the nearby prison. To combat that problem, she founded
"Heads Up. Every Wednesday, Ms. Hord takes 4-8 volunteers to
the prison to tutor some of the 5000 inmates. Over the past four
years, Heads Up has taught over 100 men to read and write, and 47
now serve as tutors themselves. Church groups and private
donations supply the books and transportation fees, enabling the
volunteers to spend all of their time in one-on-one tutoring
relationships.
The President applauds Pauline Hord for her outstanding
commitment to promoting literacy in the Parchman Penitentiary.
Ms. Hord embodies the President's conviction that, "From now on
in America, any definition of a successful life must include
serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
475 South Perkins Road
Apartment 601
Memphis, TN 38117
(901) 682-7545
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
August 10, 1990
The President today named Lucy Narvaiz, of Santa Fe, New Mexico,
as the two hundred eighteenth "Daily Point of Light." Ms.
Narvaiz, 79, has dedicated her life to serving others.
Since she was 9 years old, Ms. Narvaiz has been serving her
community. As a young girl, she was the only member of her
village who spoke English. She would help her neighbors
translate medical instructions, interpret tax forms, and read
letters. Eventually, she became the 4-H club leader, a position
she held for over 19 years, teaching children how to grow,
harvest, and preserve fruits and vegetables.
For the last twenty years, Ms. Narvaiz has been a volunteer tutor
to Hispanics and Native Americans through the local community
college and Literacy Volunteers of America. She also provides
financial help to needy individuals until they are able to
support themselves.
The President salutes Lucy Narvaiz as the two hundred eighteenth
"Daily Point of Light. " Daily Point of Light recognition is
intended to call every individual, group, and organization in
America to claim society's problems as their own by taking direct
and consequential action; to identify, enlarge, and multiply
successful initiatives, like the efforts of Ms. Narvaiz; and to
discover, encourage, and develop new leaders in community
service, reflecting the President's conviction that, "From now on
in America, any definition of a successful life must include
serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
Lucy Narvaiz
Route 6, Box 104
Santa Fe, New Mexico 87501
(505) 471-2454
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 20, 1990
The President today named Pauline Hord of Memphis, Tennessee as
the ninety-fifth "Daily Point of Light." Ms. Hord founded the
"Heads Up" program which tutors inmates at the Parchman
Penitentiary in Northern Mississippi.
Pauline Hord became concerned about the 70-75 percent illiteracy
rate at the nearby prison. To combat that problem, she founded
"Heads Up.' Every Wednesday, Ms. Hord takes 4-8 volunteers to
the prison to tutor some of the 5000 inmates. Over the past four
years, Heads Up has taught over 100 men to read and write, and 47
now serve as tutors themselves. Church groups and private
donations supply the books and transportation fees, enabling the
volunteers to spend all of their time in one-on-one tutoring
relationships.
The President applauds Pauline Hord for her outstanding
commitment to promoting literacy in the Parchman Penitentiary.
Ms. Hord embodies the President's conviction that, "From now on
in America, any definition of a successful life must include
serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
475 South Perkins Road
Apartment 601
Memphis, TN 38117
(901) 682-7545
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
February 20, 1991
The President today named the volunteers of the Wright State
Engineering Preparation Program (Wright STEPP), of Dayton, Ohio,
as the 384th "Daily Point of Light." Wright STEPP, a
collaborative effort between Wright State University's College of
Engineering and Computer Science Department and the Aeronautical
Systems Division of the Wright-Patterson Air Force Base, assists
young people in pursuing careers in technology and mathematics.
Founded in 1987, Wright STEPP makes dreams come true for low-
income minority students who want to pursue careers in
technological and mathematical fields. The students are chosen
through a competitive application process. They are required to
receive a nomination from a science teacher, maintain a B average
in school, write a 200 word paper on their reasons for wanting to
participate in this program, and complete an interview.
More than 100 students from the seventh, eighth, and ninth grades
attend this program each year. The program commences in the
summer with a five-week intensive course, during which the
students listen to volunteers from the Air Force speak about
issues relating to technology and potential career opportunities.
The volunteers also teach classes in subjects such as algebra,
geometry, trigonometry, and computer technology.
During the school year, students enrolled in Wright STEPP can
meet with a volunteer at the university, using classrooms,
lecture halls, laboratories, and computer facilities, offering
the students a taste of college life. For each year the students
participate in Wright STEPP, Wright State University offers a
one-year scholarship, making it possible for low-income minority
students to attend college.
The President salutes the volunteers of the Wright State
Engineering Preparation Program as the 384th "Daily Point of
Light.' Daily Point of Light recognition is intended to call
every individual, group, and organization in America to claim
society's problems as their own by taking direct and
consequential action; to identify, enlarge, and multiply
successful initiatives, like the efforts of the volunteers of
Wright STEPP; and to discover, encourage, and develop new leaders
in community service, reflecting the President's conviction that,
"From now on in America, any definition of a successful life must
include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
Write-Patterson Air Force Base
Aeronautical Systems Division/TQ
Attention: Colonel Levon Simmons
Dayton, Ohio 45433-6503
Contact: Colonel Levon Simmone
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
February 25, 1991
The President today named Albert Tonner, of Woodmere, New York,
as the 388th "Daily Point of Light." Mr. Tonner, 75, shares his
skills and experiences with young people.
Mr. Tonner volunteers for the Special Tutorial Education Program
(STEP), an initiative of the National Council of Jewish Women.
Despite undergoing two serious surgeries, Mr. Tonner has tutored
more than sixty 3rd, 4th and 5th grade students over the past six
years who are in need of special academic assistance. He meets
with eight to ten students each day at the Lawrence Public School
#6, from 9:00 a.m. to 3:00 p.m., Monday through Thursday.
Working one-on-one with each youngster allows Mr. Tonner to focus
on the individual academic needs of his students, while providing
a caring environment in which learning can occur.
Last year Mr. Tonner also tutored a young foreign student who
needed help improving his English language skills. They met
after school for several months and spent time working on
pronunciation, grammar, reading and writing skills.
The President salutes Mr. Albert Tonner as the 388th "Daily Point
of Light. Daily Point of Light recognition is intended to call
every individual, group, and organization in America to claim
society's problems as their own by taking direct and
consequential action; to identify, enlarge, and multiply
successful initiatives, like the efforts of Mr. Tonner; and to
discover, encourage, and develop new leaders in community
service, reflecting the President's conviction that, "From now on
in America, any definition of a successful life must include
serving others."
###
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
Albert Tonner
368 Island Avenue
Woodmere, New York 11598
(516) 295-1974
29
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
December 29, 1989
THE DAILY "POINT OF LIGHT"
The President today named Duke Power Company of Charlotte, North
Carolina as his twenty-ninth daily "Point of Light." This
utility company sponsors an employee volunteer effort to improve
the schools of their community.
Through a program called Power in Education, Duke Power
encourages its employees to volunteer in area schools. Begun in
1984, this program now includes 2,300 workers volunteering as
tutors and teaching assistants and conducting inspections of
school facilities. The management of Duke Power actively
encourages employees to volunteer through speeches, an awards
program, and most importantly, "leading by example". To date
over 2500 schools have been enriched by the contributions of Duke
Power employees.
The President salutes Duke Power Company for their outstanding
commitment to volunteerism and education. They serve as a prime
example of what companies can do to get involved in community
service.
###
FOR FURTHER INFORMATION CONTACT: John Galletta (202) 456-6266
William Lee
500 South Church Street
Charlotte, NC 28242
(704) 373-8050
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
June 5, 1990
The President today named the Central Alabama Laubach Literacy
Council, of Montgomery, Alabama, as the one hundred sixty-first
"Daily Point of Light." The Central Alabama Laubach Literacy
(CALL) Council, a program sponsored by St. Jude's Church, is a
light at the end of a dark tunnel for those who want to learn to
read.
Founded in 1985 by Sister Electa Armstrong, CALL is a non-profit
volunteer organization which offers tutoring in basic reading and
writing skills to individuals who are 16 years old and older.
After attending a 12-hour training workshop, volunteers meet
twice a week with a student. In addition to the local literacy
program, CALL operates literacy programs in four Alabama prisons.
Through this program, inmates learn how to tutor other inmates.
CALL volunteers also recruit and train additional volunteers,
provide office assistance, and raise awareness of illiteracy.
Currently, more than 90 volunteers are active in this program.
The President salutes the Central Alabama Laubach Literacy
Council as the one hundred sixty-first "Daily Point of Light."
Daily Point of Light recognition is intended to call every
individual, group, and organization in America to claim society's
problems as their own by taking direct and consequential action;
to identify, enlarge, and multiply successful initiatives, like
the CALL Council; and to discover, encourage, and develop new
leaders in community service, reflecting the President's
conviction that, "From now on in America, any definition of a
successful life must include serving others."
###
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
Sister Angele Lutgen
2048 West Fairview Avenue
Montgomery, AL 36108-4198
(205) 264-1239
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
August 17, 1990
The President today named Right to Read of Weld County, Inc., of
Greeley, Colorado, as the two hundred twenty-fourth "Daily Point
of Light." Right to Read offers a brighter future to adults who
were once unable to read.
Since 1976, Right to Read has provided one-to-one tutoring to
those who want to improve their literacy skills. Community
members volunteer to tutor those who are 16 years old or older in
subjects such as reading, writing, math, GED preparation, job
skills development, and English as a second language.
After completing a training course, tutors meet at least 2 hours
per week with a student on an ongoing basis. The team meets at a
convenient location, fostering a more comfortable learning
environment. The tutor plans the lessons, records the student's
progress, and encourages him or her to continue learning.
The President salutes Right to Read as the two hundred twenty-
fourth "Daily Point of Light.' Daily Point of Light recognition
is intended to call every individual, group, and organization in
America to claim society's problems as their own by taking direct
and consequential action; to identify, enlarge, and multiply
successful initiatives, like Right to Read; and to discover,
encourage, and develop new leaders in community service,
reflecting the President's conviction that, "From now on in
America, others." any definition of a successful life must include serving
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
Ludie Dickeson
Right to Read of Weld County, Inc.
1116 Ninth Avenue
Greeley, CO 80631
(303) 352-7323
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
August 27, 1990
The President today named Thora Bautz, of Scotts Valley,
California, as the two hundred thirty-second "Daily Point of
Light. " Ms. Bautz, a retired school teacher, still dedicates her
time to teaching people how to read.
Eleven years ago, Ms. Bautz volunteered to teach English to a
Vietnamese family. This experience inspired her to continue
teaching during her retirement years. Ms. Bautz then became a
volunteer for the English Language and Literacy Program, tutoring
those who want to improve their English literacy skills. She
teaches reading and writing skills to native English speakers and
those who are learning English as a second language. Ms. Bautz
spends 120 hours each month, meeting with the students on a
regular basis.
In addition, for the last six years she has been the program's
volunteer coordinator, whereby she has initiated literacy
programs at low-income housing developments and community
centers. She has recruited more than 100 volunteers to help her
in this effort.
The President salutes Thora Bautz as the two hundred thirty-
second "Daily Point of Light. " Daily Point of Light recognition
is intended to call every individual, group, and organization in
America to claim society's problems as their own by taking direct
and consequential action; to identify, enlarge, and multiply
successful initiatives, like the efforts of Ms. Bautz; and to
discover, encourage, and develop new leaders in community
service, reflecting the President's conviction that, "From now on
in America, any definition of a successful life must include
serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Jill Chodorov
(202) 456-6266
Thora Bautz
1881 Glenwood Drive
Scotts Valley, CA 95066
(408) 438 5939
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 19, 1990
The President today named Jesse Sanchez Berain of Boise, Idaho as
the ninety-fourth "Daily Point of Light." For over thirty years,
Mr. Berain has devoted his time and energy to improving the
living conditions of migrant agricultural workers.
After working on a farm as a child, Jesse Berain became acutely
aware of the needs of migrant workers and determined to do
something about them. He co-founded IMAGE de Idaho and CAMP
(College Assistance for Migrant People), initiatives designed to
encourage Hispanic Americans to seek employment and achieve
academically. IMAGE de Idaho uses Hispanic role models to
provide youth with alternatives to substance abuse, while CAMP
offers scholarships to Hispanic Americans to study at a college
of their choice. Mr. Berain also voluntarily speaks at
elementary schools about Hispanic history and how it relates to
American history, and he offers classes on Mexican cooking.
In addition, Mr. Berain interprets and writes letters, takes
community members to medical appointments, assists with income
tax form preparation, voluntarily teaches a citizenship class and
has served as an interpreter in court. He also works with
community groups and churches, planting grass, trees, and flowers
in migrant worker camps. He even broadcasts a special radio
program for Hispanics publicizing community events.
The President applauds the work of Jesse Berain. His outstanding
commitment to helping migrant agricultural workers exemplifies
the President's belief that, "From now on in America, any
definition of a successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
1725 Gourley Street
Boise, ID 83705
(208) 334-1904
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
April 6, 1990
The President today named Nicholas Monreal, Jr. of San Antonio,
Texas as the one hundred and tenth "Daily Point of Light.' Mr.
Monreal founded Teach The Children, a program which provides
school supplies for students from low-income families.
After seeing a student retrieve a crumpled piece of paper from a
garbage can and use it for school work, Mr. Monreal realized that
one cause of poor educational performance in his community was
that many families could not afford to purchase school supplies
for their children. He recognized that children's natural
enthusiasm for learning can be shattered by embarrassment when
they lack basic supplies. The effects of this deprivation can be
apathy toward school work, poor attendance, and a high drop-out
rate.
Since 1976, Teach The Children has helped tens of thousands of
students obtain free school supplies. After the program's first
year of success in San Antonio, eight other cities in Texas have
now replicated the effort. Each city forms a committee composed
of interested community members who plan and develop fundraising
events. The events involve volunteers from all segments of the
community, including teachers, parents, business members, and the
media. Funds are raised through corporate contributions, private
donations, and special events such as picnics, car washes, and a
local telethon. School supplies are then purchased and
distributed to needy students who are identified by teachers and
school counselors.
The President applauds Mr. Monreal's dedication to enhancing the
education of low-income youth. His work exemplifies the
President's conviction that, "From now on in America, any
definition of a successful life must include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
9307 Lamerton
San Antonio, Texas 78250
512-681-8052
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 12, 1990
The President today named Robert and Jacquelyn Corrigan of
Gorham, New Hampshire as the eighty-eighth "Daily Point of
Light. These high school teachers are committed, both in the
classroom and out, to providing opportunities for advanced
education for the students of Gorham.
Most of the Corrigans' work is aimed at high school seniors. The
Corrigans dedicate 60-70 hours each month beyond regular school
activities to help the students of Gorham stay in school and go
on to attend college. The Corrigans have voluntarily tutored
students outside of class and have offered encouragement and
advice regularly. They have taken students on college trips,
showing the young people what opportunities await them.
Mr. and Mrs. Corrigan also began a community scholar program.
This initiative offers some degree of finiancial support to every
high school senior who wants to go on to college. They conduct
fundraisers in the community to provide scholarships. The
Corrigans believe that if they encourage students to go to
college, they must help provide every student with the means to
do SO. With the help of their efforts, the percent of seniors
who go on to college from Gorham High School has risen from 40%
to 60%.
The President extends his gratitude to Robert and Jacquelyn
Corrigan for their dedication to improving educational
opportunities for the students of Gorham. Their commitment to
community service exemplifies the President's belief that, "From
now on in America, any definition of a successful life must
include serving others."
# # #
FOR FURTHER INFORMATION CONTACT: Tracey Taylor or Robert Marbut
(202) 456-6266
Star Route A
Gorham, NH 03581
(603) 466-2776
31499
For Beth-
Savannah, GA COC
(912)944-0444
Judge Thomas
>caleto to get population (now
native of Pinpoint, GA (near Savannah)
schooled in Conception Junction, MO (Immaculate Conception
Seminary)
then to Holy Cross College in Worcester
Brian
Jenny stacy
approx. population 9,5 plob
Barrier reslands area
SE Savannah
was an older black community
used to bean oyter factorythere.
Mr. Law blackhistorian in Savannah
(912) 234 8002 Inst
(912)234-8000 Cottage
Black Heritage Museum
(912) 233-2027 home
Apr. 18 / Administration of George Bush, 1991
fy successful ways of motivating and ena-
Working through the Domestic Policy
bling individuals to receive the comprehen-
Council Economic Empowerment Task
sive services, education, and skills necessary
Force and with the Nation's Governors
to achieve economic independence.
and other officials, the administration
E. Mobilizing A "Nation of Students'
will undertake better coordination of
existing Federal programs with corre-
The President will work to transform "A
sponding State and local activities.
Nation at Risk" into "A Nation of Students."
As part of this effort, existing program
The President called on the Secretary
eligibility requirements will be re-
of Education and the Secretary of
viewed in order to streamline them
Labor to convene business and labor
and reduce Federal red tape. Wherev-
leaders, education and training experts,
er possible, States will be afforded max-
and Federal, State, and local govern-
imum flexibility to design and imple-
ment officials at a national conference
ment integrated State, local, and Fed-
on the education of adult Americans to
eral programming.
launch a national effort to transform
adult America into a "Nation of Stu-
dents."
IV. Making our Communities Places
Message to the Congress Reporting on
Where Learning Will Happen
Environmental Quality
The President called on communities to
April 18, 1991
adopt the six national education goals as
their own, set a community strategy to
To the Congress of the United States:
meet them, produce a report card to meas-
Of all the great social and technological
ure results, and agree to create and support
changes of the 20th century, none may be
a New American School.
more crucial to our well-being and that of
The President believes that it is essential
future generations than the change that has
to reaffirm such enduring values as personal
occurred in the way we view our environ-
responsibility, individual action, and other
ment. Ours was the first generation to see
core principles that must underpin life in a
democratic society. The aim of the America
the many colors of Earth from the vastness
2000 community campaign is to make our
of space, and to recognize that our decisions
communities places where learning will
will determine whether the next generation
happen.
lives in a polluted world of lowered expec-
tations or in a world that sustains humanity
A. Greater Parental Involvement
and a wondrous diversity of life.
The President urged parents to become
Given these high stakes, I am pleased to
more involved in their children's education
report that 1990 was a landmark year in the
and in the work of the New American
Nation's efforts to enhance environmental
Schools.
quality.
Parents and teachers should encourage
We enacted the Clean Air Act Amend-
children to study more, learn more,
ments of 1990, providing the United
and strive to meet higher academic
States with the world's most advanced,
standards.
comprehensive, and market-oriented
The President encouraged parents to
laws to address air pollution, including
read aloud daily to their children, espe-
acid precipitation, urban air quality,
cially their younger children.
toxic air pollutants, and global ozone
layer depletion.
B. Enhanced Program Effectiveness for
We adopted an international agree-
Children and Communities
ment and enacted laws to phase out
The President is committed to making
chlorofluorocarbons (CFCs) and other
government work better to improve pro-
substances that deplete the Earth's
grams for America's children and communi-
ozone layer, which protects us from
ties.
the harmful effects of solar radiation.
472
Rrawd 2/21/91
DRAFT
"Community Opportunity Act
of 1991"
Section-by-Section Summary
The first section of the draft bill gives its short title,
as stated above.
Purpose; Federal Administrator
Section 2 (a) of the bill states its purpose: to declare the
need for new community level approaches to increase economic
opportunity and opportunities for self-sufficiency, through
restructured local delivery systems that --
1.
allow the integration and restructuring of services and
benefits to improve the economic opportunity of low-
income individual and families;
2.
are locally based with specified target groups;
3. allow for target group participation in the design and
implementation of the system, and
4.
afford maximum choice and control to those in the
target group.
Subsection (b) describes the mechanism for administration at
the Federal level. The President will designate an official or a
group to act as a panel (in either case referred to as the
"Federal administrator" to serve as a focal point for the receipt
and approval of applications to operate a community opportunity
system and thereafter to exercise lead responsibility as the
project continues. The Federal administrator will consider the
project application, and whether it meets all applicable criteria
for approval, and with respect to inclusion of programs (and
waiver of statutory and regulatory requirements) for which
another Federal department or agency head administrative
responsibility, will make recommendations to that other Federal
official.
Technical Assistance
Section 3 (a) authorizes any agency eligible to submit an
application to operate à demonstration system under the Act to
request technical assistance to develop the information necessary
to design a restructured system. The application is submitted to
the Federal administrator, containing some detail about its
proposed system (in order to determine the value of providing
technical assistance). The application must assure that the
target groups will be given an opportunity to participate in
designing the system to be the subject of the application under
section 4 the Federal agency likely to have the preponderance of
02/21/91
13:08
OMB LRD/LWP
003
2
the programs included in the applicant's system to furnish
technical assistance. It may be funded from any amounts
available to the agency head to the extent he concludes it is
likely to promote the success of the system.
Community Opportunity Systems
Section 4 (a) defines an agency that is eligible to submit an
application to operate a community opportunity system. It must
be currently receiving or eligible to receive Federal assistance
under a program to be included in the system. It must also
document the concurrence of any other non-Federal entity to which
the funds under any included program would otherwise be given.
This would include the State (in the case of programs for which
the authorizing statute requires making grants to States), as
well as any intermediate grantees between the State and the
ultimate beneficiary. The applicant must also assure that it has
the ability to design and carry out the system, that it will be
accountable for Federal funds, and that low-income individuals
and families in the target groups have participated in developing
the system for which approval is sought.
subsection (b) requires the application to describe:
1.
the geographic area to be served by the system;
2.
the target groups included in the demonstration;
3.
the goals and performance levels to be achieved under
the system and a plan for their measurement and
comprehensive evaluation;
4.
the way in which the individuals and families will be
enabled to participate in the long and short range
plans for all aspects of the provision of services and
other benefits;
5.
the Federally funded programs to be included in the
system, and the services and benefits (and eligibility
criteria) under the system;
6.
the Federal statutory or regulatory requirements for
which waivers are requested;
7.
the fiscal control and accountability procedures to be
applied; and
8.
any other information which the Federal administrator
needs to decide whether to approve the application or
to carry out any of his other responsibilities under
the Act.
3
Subsection (c) states that the concurrence in the
application of entities that would otherwise be grantees
constitutes their consent to pay to the applicant agency that
portion of the program funds that would benefit the target groups
within the community served by the system. The application must
describe, however, the source of the non-Federal share which is
required by the statutes that authorize programs to be included
in the system.
Subsection (d) authorizes the Federal administrator, as a
prerequisite to approval of an application, to request a
statement by the Attorney General of the relevant State that the
applicant has authority under state law to take all the actions
necessary to implement the system.
Approval of Application
Section 5 (a) directs the Federal administrator to furnish a
copy of each application received to the head of any other
Federal department or agency with a program proposed for
inclusion within the applicant's system. Before approving the
application, the Federal administrator will make recommendations
regarding the approval of programs proposed by the applicant for
inclusion in the system, and regarding related waivers, to the
Federal officials with responsibility for those programs. The
Federal administrator (and each other Federal official) may, with
respect to programs for which each is responsible, approve the
inclusion of a program and waive any statutory or regulatory
requirement if necessary for the implementation of the system,
and may substitute a lesser requirement where appropriate (in
effect, waive the requirement in part, rather than completely).
Subsection (b) allows approval of the application only upon
the Federal administrator's finding that the system is likely to
improve the economic opportunity of the target groups to be
served. However, in no event may he approve an application
unless he concludes that under the restructured system, the
target group members who were previously beneficiaries of an
included program will be reasonably able to meet the needs for
which those included programs were designed.
Subsection (c) provides that upon approval, the Federal
administrator must specify the agreements reached with the
applicant on the following:
1.
the demonstration's term, which may be extended by
mutual consent;
2.
the Federally-funded included programs, except the
system cannot include any program of benefits paid
directly to the individual by the Federal government,
Federal benefits financed from a trust fund, or medical
4
assistance which a State is required to provide under
title XIX of the Social Security Act;
3.
the waivers granted (and any lesser requirements that
may have been substituted), but the Federal
administrator (or other Federal official) may not waive
any requirements under title VI of the civil Rights Act
of 1964, section 504 of the Rehabilitation Act of 1973,
title IX of the Education Amendments of 1972, or the
Age Discrimination Act of 1975, nor may they waive any
required non-Federal share. Further, they may waive
program requirements only where it will not
unnecessarily adversely affect the individual, and may
not impose confidentiality requirements that would
impede the necessary flow of information between
various points within the system;
4.
the total Federal cost of the demonstration (or an
agreed upon method for ascertaining the cost), but
authority under the Act cannot be exercised so as to
cause total obligations or outlays for all
discretionary programs included in a system, or for all
included direct spending programs to increase in any
year over what they would have been in the absence of
this Act; and
5.
the data that will be collected for the comprehensive
evaluation of the system, and for the measurable
performance criteria applicable over the term of the
demonstration.
Exclusivity of System as Source
of Services and Benefits
Section 6 limits individuals and families in the target
group to be served under a system to receiving services and
benefits under an included Federal program only though that
system.
Evaluation and Modification
Section 7 (a) requires the non-Federal administering agency
to do everything necessary to carry out its evaluation
responsibilities, and to cooperate with the Federal administrator
in any Federal evaluation or other review. Within 30 days after
the close of each 12 month period that the system is in
operation, the administering agency must submit a report
summarizing the system's principal achievements and comparing
them to the agreed upon performance criteria.
Subsection (b) provides that if the Federal administrator,
after consulting with each other affected Federal department and
5
agency head, finds a substantial failure of the system to meet
the performance criteria, he may terminate the demonstration,
after allowing a reasonable period for all relevant entities to
resume administration of the individual programs previously
included in the system.
Reports; Extension of Authority
for Successful Systems
Section 8 (a) requires the non-Federal administering agency
to submit interim and final reports, and cooperate in audits. If
the agency believes that its system was successful in achieving
the objectives of the Act, it may submit its final evaluation and
report prior to the expiration of the demonstration's term, and
request its extension. The Federal administrator (and the other
Federal officials with included programs) may, if it appears
warranted, agree to extend the approval, and the necessary
waivers, for an appropriate period.
Subsection (b) requires that a copy of the final report be
sent to the Governor.
Definitions
Section 9 defines the following terms:
1.
"state" means the 50 States, the District of columbia,
Puerto Rico, Guam and the Virgin Islands,
2.
"agency" and "applicant agency" include the governing
organization of an Indian tribe (as defined by the
Federal administrator) and include a State agency, and
3.
"Governor" means the chief elected of official of the
State.
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
February 2, 1990
The President today named Daniel James Greene of David, Kentucky
as his fifty-seventh daily "Point of Light. " Mr. Greene saw a
problem with education in his community and founded The David
School in order to address it.
Twenty years ago, Daniel Greene moved from New York to the
Appalachian coal fields of David, Kentucky. He realized that
often economic survival takes precedence over education in this
area. This attitude greatly affects economically disadvantaged
students, who often drop out of school. These are the young that
The David School was founded to help. Mr. Greene takes an active
role in recruiting these drop-outs to come to The David School.
He helps students by visiting their parents at home, gaining
their support, and getting them interested in their children's
education. The school has a statewide reputation for helping
thousands of students learn the joy of learning.
The President applauds Daniel Greene for his outstanding service
to his community. The David School has affected the lives of
thousands of young people, all due to the selfless dedication of
Mr. Greene.
# # #
For further information contact: Lucy Carney (202) 456-6266
Daniel James Greene
Box 1
David, Kentucky 41616
(606) 886-8374
94566218 P.01
AUG-30-1991 09:41 FROM DOEd OFFICE of SECRETARY TO.
STATEMENT OF EDUCATION
OFFICE OF THE SECRETARY
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
UNITED STATES of AMERICA
Washington, D.C. 20202
Telephone: (202) 401-3000
Fax Number: (202) 401-0596
FAX COVER SHEET
TO: CAROL BLYAURE
MESSAGE
FAX NUMBER: 456-6218
FROM: LESLYE ARSHT
Sheet #1 of
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President Bush - Towns and Townships - September 6, 1991
Community Efforts to Reach the Six National Education Goals
Orangeburg, SC:
Orangeburg is a good example of turnaround district that has excelled despite
poverty conditions and a long history of racial strife in the community.
Student enrollment is 6,700. 80 percent black. 20 percent white. 82 percent
qualify for free or reduced-price lunches.
By the mid-1980s, superintendent James Wilsford and his staff began to establish
programs based on the recommendations in the National Governor's Association
Time for Results. Some examples:
Computers are used to help improve the basic skills of students who did not
pass all portions of the State's Basic Skills Assessment Program test.
Computers are also used for the Writing to Read program for kindergarten and
1st graders.
Orangeburg supports early intervention programs, as shown by its all-day
instruction program for at-risk four-year-olds.
Orangeburg schools also offer both an extended day and extended year to
students in need of supplemental instruction. And extra hour of class each day
for students in grades 1-12 who are falling behind is provided in reading,
writing or math.
A summer program operates to provide instruction to at-risk students.
Orangeburg has reduced its dropout rate considerably.
The percentage of student performing in the lowest quartile on the Comprehensive
Test of Basic Skills has dropped from 50 percent in 1978 to 14 percent in 1990.
Clay County [H.S.], WV:
Clay County High School serves as a hub for activities in a community characterized
by low-income, high-unemployment, and under-educated adults.
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Teacher pay is in the lowest 10 percent for the State, which itself is in the lowest 10
percent nationally.
This school exemplifies the school as the site of reform and the important link
between the school and its community.
Clay County H.S. is the recipient of the Secretary's Secondary School Recognition
for school year 1988-89. It is the district's only high school.
It has an enrollment of 1,500. Students live in scattered isolated communities.
60 percent of the area's adults did not finish high school and 70 percent is low-
income.
Unemployment is over 30 percent.
Exemplary features:
The school is an integral part of the community. It is used for gospel sings,
community dinners, wedding receptions, and shin-digs.
Students are producing the 20th volume of a comprehensive written history of the
county, emphasizing oral history and cultural traditions.
Though the school's Job Training and Partnership Act summer program, students
gain an average of two year achievement in only six weeks.
A successful dropout prevention program has teachers making summer visits to
homes of recent dropouts. Once back in school, the teacher follows up with one
hour a day counselling with the former dropout. Result: 50 percent reduction in the
dropout rate at the school over the course of one year.
The science department includes a classroom ZOO which has received both State and
national recognition. Over 50 small animals are cared for by students.
Daily attendance averages 98 percent.
Poudre District, Ft. Collins, CO:
The Even Start program is designed to assist disadvantaged families with children
ages 1 to 7 in preparing their children for school. At the same time, this Federally-
funded program builds parents' literacy, child-rearing, and employment skills.
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Ft. Collins is a small rural community outside of Denver.
Several families living in a large trailer park transformed an open area drug market
into a safe haven for play and learning.
Some mothers in the community secured a large double trailer, and placed it in the
middle of the troubled open area. Practically every member of the Poudre District
community is very supportive and involved in this effort.
The program focuses on whole family instruction, providing home-based instruction
in the participants' trailer. Center-based learning opportunities are available for
family groups in the double-wide trailer, which also serves as a family learning
center located in the heart of the worst section of the trailer park.
The 80 families participating are predominantly Hispanic.
Community involvement includes churches, libraries, businesses (from the local
grocery store to Anheuser-Busch), the University of Colorado and other community
agencies donated playground equipment, time, food, clothing, and books.
Literacy volunteers form mentoring relationship with the Even Start families. These
relationships offer moral as well as educational support.
Not only has literacy and school readiness improved, but the process of mobilizing
for the common interest of better learning is producing a better life in Ft. Collins.
Sneedville, TN:
This Even Start project is located in the northeast mountains of Tennessee. The
mean income of the families in the county is $12,000. 80% require financial
assistance.
The Even Start project serves 150 families throughout the county in a home-based
program. Paraprofessionals meet the families once a week.
The project coordinator has enlisted the assistance of the Head Start program, as
well as the adult education coordinator, the Job Training and Partnership Act
(JTPA), and JOBS, and the University of Tennessee.
To celebrate the program's first anniversary, this small 6,000 member town held a
picnic. Over 500 family members came to show their support.
The sheriff organized the cooking;
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The paraprofessionais and their families did the serving;
The undertaker provided big tents to cover the serving line;
The owner of the beauty parlor gave free hairstyles and make-overs (to many
mountain women who had never used make-up or had a haircut in their lives);
The church pastor offered the blessing before the meal;
The local newspaper donated the printing of advertisements;
Coca Cola donated all the soft drinks;
And the local grocery store donated much of the food.
Educational attainments: Six of the eight women that took their GED test passed on
their first try (one received the highest score in the county), ten women received
their drivers licenses, and children and adults improved learning both at school and
at home.
Missouri Parents as Teachers:
Background:
Missouri Parents as Teachers (PAT) is a home-school partnership designed to give
children the best possible start in life and assist parents in their role as the child's
first teachers.
The program offers a variety of services to parents during the formative early
years-birth to three years.
Participating parents receive home visits on a monthly basis to train parents in child
development. The program shows parents how they can foster growth and learning.
Group meetings where parents can share their experiences, common concerns,
frustration and successes.
They provide a referral network that helps parents who need special assistance that
is beyond the scope of PAT.
Goal:
A primary prevention program. It is designed to maximize children's overall
development during the first three years of life, laying a foundation for later success
in school and life.
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How program is used:
Ferguson-Florissant School District has a population of 11,000 and encompasses
four small towns; Ferguson, Berkeley, Kinloch, Florissant. Kinloch is one of the
ten poorest areas in the nation.
In the past year, this program served over the maximum 30 percent of parents in the
area.
Positive results:
Children that participate in the program are significantly more advanced than other
children of the same age.
Parents in the program have a more positive relationship with their children. The
children also have a more positive relationship with adults.
Statements from parents answering the question: "What did you like about the business?"
"The information is very helpful and the quality is excellent."
"My educator provides me with tools that help inform me about books, toys, and
activities that enhance my child's abilities. It made me feel good to know someone I
could get close to discuss my possible problems and understands my needs. Also
her flexibility in helping me understand my sleep problems had more than one
possible solution and her ability to get outside input helped me. I have found
valuable the different ways to discipline my children in a positive manner."
"The screenings made me confident that my child is developing normally."
"The development materials were helpful".
"I feel confident in my parenting because of their help."
"It's good to talk to someone who knows the problems parents face."
"She (the educator) was willing to listen to my concerns."
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National Center for Family Literacy:
Background:
Promotes family literacy for undereducated families
Three days a week, adult education teachers help the parents think critically while
teaching them basic writing, reading and math skills.
Parents are also taught skills like resume-writing and job interviewing.
Parents and children are involved in joint projects such as reading together or
writing their own books.
Accomplishments:
75 percent of the participating children are in the top half of their classes and more
than a third are in the top quarter.
Parents in the program say it encourages them to participate in their children's
education.
6
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15:37
FROM
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TO
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OFFICE OF THE SECRETARY
OF EDEATION
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
UNITED STATES of AMERICA
Washington, D.C. 20202
Telephone: (202) 401-3000
Fax Number: (202) 401-0596
FAX COVER SHEET
MESSAGE
TO: Carol Blymire
Carol:
Sorry this took so long. Here are the
quotes from Lamar for the Towns and
Townships speech. Call me if you want
FAX NUMBER: 456-6218
more or something different.
Leslye
Leslye Arsht
FROM:
401-3046
Sheet #1 of
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SECRETARY ALEXANDER ON BUILDING AMERICA 2000 COMMUNITIES
Communities and the Role of Parents
"The amount of time that a parent spends with a child in
conversation today, in this busy America we have, is 15
minutes. And all the Head Starts, and all the programs we
could pass in Washington, or the state capital, will never
make up for the mother taking care of herself and the child
and for the father being home to converse with the
child, for turning off the television, helping with the
homework, and insisting on standards. There's no cure for
that. There's no how-to book. There's no magic formula, no
silver bullet. It all starts with focusing toward those
[national education] goals."
Address to the National Conference of State Legislatures
Orlando, Florida
August 13, 1991
Communities, Families, and the 91 Percent Factor
"The President talks about the 91 percent factor. He found
a professor who added up all the time you spend between the
age zero to the age 18 outside of the classroom, and it's 91
percent of that time. You're in the class 9 percent of the
time, and so what happens outside of that time, whether your
mother reads to you, whether your father played with you,
whether you arrived at school never having seen a book,
whether you arrive at school healthy, whether you're up all
night because neither parent came home,
whether you had
aunts or uncles who also were interested in encouraging and
constraining you, which I suspect most of you may have had
whether by blood or just in the community. All of that
makes an enormous difference in whether we reach our
national education goals.
It's first the family responsibility, then it's the school
responsibility, but it's also a community responsibility."
Address to Presidential Scholars
Washington, D.C.
June 18, 1991
*
Today's Different World and the Importance of Building
AMERICA 2000 Communities
"The world has changed. Families have changed. The
problems are different from the time I grew up in Maryville,
Tennessee, when I got in trouble at home if I got in trouble
at school. And drugs were things you took when you got
AUG-30-1991 15:38 FROM DOEd OFFICE of SECRETARY
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sick. Things have changed, and we're going to have to think
differently and do things differently
I hope one of
the things we remember is that
not everything we have to
do costs a lot of money. And a lot of what we could do is
perfectly obvious. And most of what works could be done if
we all went to work in our communities creating AMERICA 2000
Communities."
Speech to the Second National Conference on State and Local
Drug Policy
Washington, D.C.
June 19, 1991
Education as an Integral Part of Democracy and Getting Ahead
"Education is how we move from the back of the line to the
front of the line in America, it is how we make a democracy
work, it is how we ensure our individualism, it is how we
make life interesting, how we understand why that telescope
is way out at the other end of space, it is how we keep good
jobs, how we raise our children, how we accept our own
responsibilities, and it is how we lead, how we set an
example for the rest of the world."
Address at the 75th Anniversary of the Brookings Institute
Washington, D.C.
May 6, 1991
The Importance of Education
"There is a great deal to do to help people who need help,
people who've just arrived to our shores, people who are
stuck in poverty and need out. Our system of education is
the way you get out. It's the way you make democracy work.
It's the way you keep the economy strong. It's the way you
understand what we're fighting for in the Persian Gulf.
It's the way an individual gets himself or herself in a
position where that person doesn't have to take so many
orders from other people. It's an enormous challenge, [and]
I hope I can be a spark plug for that. BY
U.S. Senate Confirmation Hearing
Washington, D.C.
February 6, 1991
*
Education Reform's Importance to Keeping America Competitive
"This is a nation that likes to be first. This is the
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country that grew up reading The Little Engine That Could.
Now, suddenly, the world has changed, and we don't know
enough and can't do enough to be that kind of country. With
increased global competition, there are new world standards
in math, science, history, geography, and English that we
must meet today, standards that were not necessary to meet
even 10 or 20 years ago. So, for instance, we have to
challenge the notion that our math curriculum can continue
to consist of eight years of 15th Century arithmetic,
followed by one year of 17th Century algebra, followed by
one year in 3rd Century B.C. geometry."
Interview with Parade magazine
August 25, 1991
*
Developing the New American Schools
"What we're talking about is not making the Pony Express run
faster. We're talking about imagining the telegraph. We're
talking about giving educators the chance to do what they've
always dreamed of doing -- letting them compete for the
opportunity to create a brand new break-the-mold school,
starting from scratch to serve these children
"
Address to the National Conference of State Legislatures
Orlando, Florida
August 13, 1991
*
Education Reform as a National Effort -- School-by-School
"There's no single go-to-the-moon federal government
solution that can solve our problem in education. There's
no one war to wage, as there was in the Persian Gulf, that
will make the difference. Instead of one Desert Storm,
there need to be 110,000 Desert Storms, which is the number
of public and private schools in America."
Interview with Parade magazine
August 25, 1991
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Secretary Alexander's Speech to The Second
National Conference on State and Local Drug
Policy (Note: This is a transcript of the speech)
June 19, 1991 - Washington, D.C.
"Story on Murfreesboro, Tennessee's Extended School 18
One other story and I'll stop. We've talked about the
amount of change in America and how it relates to education and
Program
how to cause people to realize this and to make those changes
themselves. You know, everybody wants a how-to-do-it book. When
they get it, they don't like it. And that's not really the way
to do things. You have to figure it out for yourself in the end.
That's the hardest part.
But here's the example: You may have noticed, those of you
in the Washington area, the little article in the paper maybe a
month ago about a working couple who had come home in the late
afternoon, about 6 p.m., and discovered a note from a social
worker instead of their fifth grader. The social worker had
taken the fifth grader and charged the couple with child neglect.
They come home from their jobs about 6 o'clock; the fifth grader
comes home from school about 3 o'clock. He's home alone every
afternoon. The social worker said that was child neglect. Well,
the family negotiated with the social services agency, hired a
baby-sitter, and I guess worked that out.
Whatever you may think of that, there are millions of
American children in the same shape. They go home every
afternoon to an empty house. Those of you who are professionals
in this area know that if you're your children are in the fourth
grade, fifth grade, sixth grade, and seventh grade, that's just
about the worst time in the world that they ought to be home in
the afternoon in an empty house. That's about the time they'll
try about anything and, if given the chance, usually they will.
AUG-30-1991 15:39 FROM DOEd OFFICE of SECRETARY TO
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13
so what do you do about that? Do you lecture parents? That
doesn't work. Do you order parents to stop working in the
afternoon? That's a little hard to do in this country. Do you
just let the children, five or six million of them, go home alone
in the afternoon? That doesn't seem to be helping our effort,
for example, to create better schools, or a drug-free community.
Do you pass a big federal program with a lot of money in it?
That usually won't work in something like that. What do you do?
Well, Murfreesboro, Tennessee, has an answer. In 1986, they
began to open their schools at six in the morning until six in
the evening. Now, there have been a lot of school boards tossed
out of office for extending the school year. It provokes a lot
of controversy; people worry about undermining the family. But
listen to what they did here for just a moment.
They opened the schools from six in the morning to six in
the evening for families who wished to use the schools. of
course, the teachers were already busy. They couldn't come at
six in the morning and leave at six in the afternoon. They had
parents to call and homework to grade, so the community hired a
whole new shift of people. They let the parents drop the
children off when they wanted to and pick them up when they
wanted to. There was no sign that said, "Your child will be put
in the garbage can if you're not here at 5:59." They negotiated
with a custodian so it would be possible to use the school in the
afternoon, which is sometimes one of the hardest things.
But the school is open in the afternoon and in the summer.
AUG-30-1991 15:40 FROM DOEd OFFICE of SECRETARY TO
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14
I went back three weeks ago to check on the progress of this
because it's intrigued me from the day it started. There are
eight elementary schools in Murfreesboro, which is a blue collar,
fairly conservative middle Tennessee town south of Nashville.
Just a good all-American city.
There are 4,400 children in those eight elementary schools,
and 2,000 of them have chosen to use the before-school and after-
school program and the summer program. That must really be
costing the taxpayers a pretty penny, you might be thinking.
Well, it doesn't cost them one penny because the parents pay for
it.
Only the rich can afford it, you might be thinking. Well,
there may be a few people who can't afford it, but the cost is
very low: $10 a week for the before-school program; $20 a week
for the afternoon program; $26 if you use both. We're actually
concerned about the fact that there might be some children among
the 4,400 children in those eight elementary schools who might
not be able to use the program, whose families would like for
them to use it. So we're doing a survey of that, and we judge
there are not more than 200. We've discovered that a federal
program that already exists, called Chapter One, can be used to
pay most of the cost. for those families if they wish to use the
program.
I walked through the halls in the afternoon, and there were
children doing homework, taking art lessons and music lessons.
There were children learning a language that they hadn't time to
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15
learn during the day. They were happy there. They were well
supervised there. There were student teachers there; there were
other adults there of good character from the community, who were
helping.
I asked the superintendent, "There are 110,000 schools in
America and several million children home alone in the afternoon
with the prospect of getting into trouble. We're on a crusade to
try to have communities drug free and children alcohol free; and
almost every school is closed in the afternoon at 3 or 4 p.m.,
and the gymnasium is locked. Why don't more schools do what
you're doing?"
And he said, "Well, nobody will do this because it's, number
one, too obvious, and number two, not expensive enough."
I'm not suggesting that in your community you do that. That
might not fit your community. But I am suggesting that
Murfreesboro is a community that has recognized the times have
changed and that children need to learn more, that families are
working at different times. And they've sought to find a way to
support the family by giving them more options. I heard
wonderful stories from fathers who are picking their children up
in the afternoon after work and taking them home-something
they've not ever done before--because the children went home at 3
o'clock. They would spend thirty minutes with their child, which
is about twice as much time as an average parent spends with his
child on a given day. That's a step forward for the family, it
seems to me.
NATaT-Washington DC TEL No .202-289-7996
Aug 30,91 10:57 No.003 P.03/07
(Start Herman slides)
member of the Board of Selectmen in the
Town of Weare (WHERE), New
Hampshire
(Pause)
Careful, long range planning has been
the hallmark of Bill Herman's career in town
government. This orientation has paid
especially valuable dividends during a time
when New Hampshire has experienced a
severe economic downtown which has
affected every municipality's ability to
provide pubic services while avoiding wildly
escalating costs.
(Pause)
After five failed attempts to gain voter
approval of a bond réferendum to construct
15
NATaT-Washington, DC TEL No 202-289-7996
Aug 30,91 10:57 No .003 P.04/07
much need elementary school space in one
of the state's fastest growing towns, Bill
Herman became instrumental in leading
the community to a new successful
approach
(Pause)
Lawis
His leadership was pivotal in gaining 70
percent of voters to support a broadly based
community planning committee for the
project. Then he chaired the advisory group
which supervised overall construction of the
new school, and headed the executive
committee which made day-to-day
decisions on the project
(Pause)
In December of 1990, a new facility
opened before the cold weather set in,
allowing the elimination of the use of 12
16
NATaT-Washington, DC TEL No 202-289-7996
Aug 30,91 10:57 No .003 P.05/07
expensive electrically heated trailers and
part of an aging, unsafe structure. The
project came in on-time and under budget
and has already saved town taxpayers
thousands in fuel costs.
(Pause)
Under Bill Herman's leadership, the
Town of Weare actually took advantage of
the slow economy to build a new solid waste
transfer station at a attractive price... In
addition, Bill had encouraged the town to
establish a reserve fund in 1985 to plan for
the capping and closing of the local landfill.
When the time came to do the work, the
money was there, and the job was
completed without a tax increase or bond
issue.
(Pause)
17
NATaT-Washington, DC TEL No .202-289-7996
Aug 30,91 10:57 No .003 P.06/07
Management expertise and strong
leadership skills surface in other endeavors,
too
(Pause)
Bill Herman has chaired a regional
solid waste/resource recovery cooperative
for four terms. Under his leadership, the
group has provided its 27 member
communities with the lowest disposal costs
in the state and fees among the lowest in the
entire country.
(Pause)
These and other accomplishments
have led his nominator to observe: "The
times require community leaders who are
willing to address problems directly and
make the tough and informed decisions that
must be made for the benefit of its
18
NATaT-Washington, DC TEL No 202-289-7996
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citizens..."
(Pause)
Ladies and Gentlemen. the first
finalist. William G. Herman!
(Pause for applause)
(Herman slides off)
(Spotlight off)
Announcer
Our second honoree is Carl
Morgenstern
(Spotlight on Morgenstern)
(Start Morgenstern slides)
Trustee of Union Township, in Butler
County, Ohio,
(Pause)
In the words of his nominator, Carl
Morgenstern has, in his relatively short
career in public office, served "as a catalyst
19
THE WHITE HOUSE
WASHINGTON
April 10, 1991
MEMORANDUM FOR TONY SNOW
FROM:
HANNS KUTTNER A
SUBJECT:
Community Opportunity Act of 1991
NATaT has been selected by the Farmers Home Adminis-
tration to provide its expertise in preparing a guidebook
on how small communities can keep their water supply
safe. NATaT has also been a recipient in the past of several
grants from federal agencies, so the President could say
that "We at the federal level know of and support the good
NATAT
work, the technical assistance and self-help information,
that NATaT provides for grassroots governmments."
NATaT is a solid supporter of the Regulatory Flexibility Act
of 1980, which requires federal agencies to consider the
impact of their regulations on small local governments and
small business. Given the President's commitment to
111 our errort to uo by those eially less well
off. [Through the Reagan years, the Congress grew to
distrust flexibility and innovation in social programs,
thinking any deviation from the Congressionally-dictated
structure was part of a plot to dismantle the program.]
Legitimacy demands involvement of those in whom
-2-
governmental powers are placed. Unlike "community action"
as practiced by the Johnson Administration was carried out
independent of local government, our proposal is for
action within communities.
Details
The bill summary is attached.
If enacted, the law would work like this:
A community decides it wants to do things differently.
They decide they want to take over the delivery of all
services ranging from garbage collection to administering
welfare in the community. (We have a concept paper from
people the City of New York's Human Resources
Administration proposing this.) Or they decide they want
welfare to work differently. Or they want to create
financial incentives to keep young women from becoming
pregnant and stay in school rather than having a child and
leaving school. You can do most anything in this
structure.
They get the state and local governments in on the deal,
to the extent those units of government are involved in
the way things are done today. In all states welfare
(AFDC, Food Stamps) involves at least the state government
and in some states county government as well. The
community group gets the governmental bodies involved on
board. (There isn't anything in the rules to keep the
state or local government from being the first mover.)
They come in to the feds. They tell us what they are
going to do, what goals they have, and how they will
measure progress towards the goals. They tell us where
the funds are coming from and where they are going. They
prove it is budget-neutral (and if it wobbles off course,
who picks up the tab.) Assuming it all adds up, we
approve it.
Attachment
Let me know if your want to
musue this - for Michigan or any other
upcoming speech -
m.
NATaT is
the voice of small-town America in Washington.
NATaT is
a non-profit membership organization offering
technical assistance, educational services and public
policy support to local-government officials in more
than 13,000 towns, townships and small communities
across the country. Through its National Center
for Small Communities, the association conducts
research and develops public policy recommenda-
tions which are scaled to the unique needs of rural
government and small towns.
1522 K Street, N.W.
Washington, D.C. 20005
(202) 737-5200
During the 99th Congress,
more than one mandate
per day was written
for local governments.*
WHO ARE LOCAL
GOVERNMENTS,
ANYWAY?
Most governments in the
U.S. represent populations
(eheck one):
between 1,000-4,999
between 5,000-9,999
between 10,000-49,999
over 50,000
none of the above
THE TRUTH IS
*A total of 397 pieces of legislation affecting local govern-
ment were introduced during the 381 working days of the
99th Congress.
half of all governments in the United States
represent populations UNDER 1,000!
Population
Number of
Percent of
Size
Governments
Governments*
86% - or 34,022
1-999
19,715
50%
1,000-4,999
11,417
29%
governments represent
5,000-9,999
2,890
7%
populations less than
10,000.
14%-or 5,505
10,000-49,999
4,278
11%
50,000 and up
1,227
3%
}
governments represent
populations over 10,000.
*There are 39,527 units of general-purpose local governments below the state
level, according to the Census Bureau; these are counties, municipalities,
and townships.
gress,
ndate
ritten
ents. *
Population
Number of
Percent of
L
Size
Governments
Governments*
,
86% - or 34,022
1-999
19,715
50%
1,000-4,999
11,417
29%
}
governments represent
5,000-9,999
7%
populations less than
2,890
10,000.
14% - or 5,505
10,000-49,999
4,278
11%
50,000 and up
1,227
3%
}
governments represent
populations over 10,000.
*There are 39,527 units of general-purpose local governments below the state
level, according to the Census Bureau; these are counties, municipalities,
and townships.
Please remember these small communities as you look at legislative proposals.
Realistic requirements get responsible results!
For more information, please contact the National Association of Towns and Townships
1522 K St. N.W., Suite 730, Washington, D.C. 20005 or call (202) 737-5200.
Jeffrey H. Schiff
Ann Cole
Executive Director
Federal Affairs Director