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Originally Processed With FOIA(s):
foia Number:
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Draft Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13477
Folder ID Number:
13477-006
Folder Title:
NEH Teacher Scholarship Program, 3/2/89
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25
6
1
4
DAVIS/DOOLEY
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 2, 1989
REMARKS BY THE PRESIDENT
AT RECEPTION FOR
NATIONAL ENDOWMENT FOR THE HUMANITIES
TEACHERS-SCHOLAR PROGRAM
The East Room
3:10 P.M. EST
THE PRESIDENT: Thank you all. Please be seated. Almost
everybody here is a teacher. I was coming through the line and who
was it from Tennessee spoke to me? Right there. (Laughter.) And
she -- we started comparing notes and she says, well, I'm a country
music fan. And I said, so am I. Guess who's staying with us in the
White House. And I said, Crystal Gayle. And she said, I don't
believe it. So I'm going to ask Crystal to stand up and if any of
the rest of you -- (applause.)
So that is the last of our formal introductions. And I
just wanted to say that I'm flattered to be in the company of the
most accomplished members of a most important profession. And I know
Barbara is, too. And without you, our links to the past and our
vision for the future -- all that we are, all that we've
accomplished, all that we would be -- would lay dormant in the minds
of our kids. And I thank you for your dedication.
As you know, I've just come back from a long trip with
Barbara to the Far East -- Japan and China and Korea. And let me
tell you -- as fascinating as it is to travel, it's nice to be back
in the states. And I think you'll like Baltimore -- it's wonderful
here. (Laughter.)
I'm a little jetlagged still. We're recovering. But it
was a vital trip and it has laid the future for our future relations
with our friends and our allies. In Japan, as all of you know, I saw
a nation that has risen in 40 years from a post-war destruction to
becoming a leading economic power. And I think it was right that the
President of the United States pay our respects to the present and to
the future by going there to the funeral of the late Emperor.
In the Republic of Korea, I saw an industrial power just
beginning to explore the measure of its future greatness. It's
exciting what's happening there. And in China, where Barbara and I
lived for -- 14 years ago for a years and a half or so -- just let me
say that there have been spectacular changes in China since I
represented our country there in Beijing -- amazing.
- 2 -
subjects that you'll be studying next fall, I had two feelings. One,
respect and the other, delight that I'd already graduated.
(Laughter.) Shakespeare, Chinese Literature, Hispanic Literature,
the Harlem Renaissance, American Indian Culture. And I realize that
together you emcompass the diversity of America. And that diversity
gives our nation and our educational system a vibrance of spirit --
that kid's making me feel at home. (Laughter.) You should have seen
us -- you should have seen it when we had our 10 grandchildren
playing around this place the day we came in here.
But anyway, that vibrance has produced men and women with
inquisitive minds, dogged determination and big dreams. And I'm sure
you recall that I made a pledge during the campaign to become the
education President -- to try hard in this field. And I'm pleased to
see Larry Cavazos here, our distinguished Secretary of Education, who
-- from whom I expect to learn a lot, but certainly who shares our
commitment to educational excellence. And it's a pledge that I made
that I intend to keep by working with you and thousands like you in
classrooms from Connecticut to California.
You and I know that education is our most enduring
legacy. You and I know that education is nothing less than the very
heart of our civilization. And that's why I am bound and determined
to use this office as a bully pulpit for progress in our schools.
I'll make a renewed push for a shift in some of our priorities to
concentrate resources on those who need help the most.
This nation grew into greatness because early Americans
understood the value of education. In the one-room school house and
the land-grant college -- these were the crowning achievements of the
pioneers. No less important were the urban pioneers who schooled the
children of the ghettos. The challenge that faced our ancestors was
not an easy one -- to build a national public educational system from
scratch. But they did it with blood, sweat, tears, and always joy.
They were dedicated individuals whose traditions have come
full-circle in each of you here today.
With the dawn of a new century only 11 short years away,
we're faced with a new challenge. To revitalize and restore the
system our forebears bequeathed to us. To ensure that American
education is second to none. And I've made a number of proposals to
work toward this goal. Among them is my request to reward those
schools whose students show measurable progress in educational
achievement while maintaining a safe and drug-free environment. I've
also asked for an annual fund of $100 million in new appropriations
to help create magnet schools to broaden the educational choice of
parents and students, and yet another one of our proposals is to
allot a special $60 million fund over four years to develop
endowments of historically black colleges and universities through a
matching grant program.
And during the coming weeks, I'll transmit comprehensive
legislation to the Congress detailing our proposals and asking for
cooperation in strengthening American education.
Today, I want to single out one other aspect of my
- 3 -
with this in mind, I've proposed $7.6 million to be spent
as $5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade level. I
hope that this Teacher's Award Program keeps all levels of our
educational system focused on the need to show good teachers that we
appreciate their dedication. I realize in something as large as our
own national school system across this country that this may not seem
tremendous. But I do think it's a good beginning to recognize and
pay our respects in this manner to excellence.
of course -- and you know this and I certainly know it --
public funds are tight at all levels of government. And as we
develop new ways to reward and keep good teachers, we must also look
to combine the resources of the public and private sectors. And this
is precisely what the NEH-Reader's Digest Teacher Scholar Program
accomplishments -- and I salute those people with vision who have
created and are implementing this program.
I'm very grateful to our friend, Lynne Cheney, who's
here, of NEH, and for all they've done, and I want to thank George
Gruen to ask him to convey my gratitude and admirations to those who
had the foresight to contribute to this effort. In making this
grant, you've planted the seeds of literacy and the learning curve as
well that will benefit our country for generations to come. And if
it's of any collateral interest, you've sure made the First Lady,
Barbara Bush, very, very happy, because she is specializing in trying
to help everybody in this room in raising our awareness as to how it
would be very good if we could become a literate nation, battling
against the functional illiteracy that is too widespread today. But
together, these two organizations have rewarded you with the most
precious gift that can be bestowed on the teachers -- time. Time
away from the report cards, library fines, hall passes; time to
learn, to master a subject; time to write, hopefully publish; time to
meditate, and just plain time to think. And so many will benefit.
What you'll learn and accomplish and pass on to our
children will ripple across the years like a stone across a still
pond. And in perusing the list of your projects, my eye settled on
one in particular -- a project proposed by Barbara Whittaker, of
Traverse city, Michigan, entitled, "The Origin of the American Dream
And Its Development in Literature." I am sure Barbara will reveal
deep insights into the American novel. But there's a larger point.
I believe we can trace the origin of the American dream to a very
ordinary place -- it can be found between the hours of 8:00 a.m. and
3:00 p.m. in every classroom, in every city, and in every town in
America.
And so for all that you do, you have my highest respect,
my gratitude, and in this instance, my sincerest congratulations.
Thank you all for coming to the White House. God bless you all.
Thank you. (Applause.)
END
3:30 P.M. EST
TO
Chris for kak
5
We are going to launch a crusade for excellence in American
public education. A crusade driven by local energy and
initiative. Drawing on people from both the public and private
sectors. And determined to build a culture of high expectations
in our schools.
At the Federal level, we are building a program that will be
driven by four principles:
First, we will reward excellence and success, by rewarding
superior teachers, and recognizing Presidential Merit Schools
that make substantial progress. We will establish benchmarks for
reward
achievement -- and both commend and compensate the teachers and
schools that succeed.
It is incumbent upon us to restore the honor -- the nobility
-- of teaching in this country. It won't escape the eyes of the
young, if we can show them how much we value learning, in the way
we value teachers.
Second, our program will put resources where they count.
We will target Federal dollars to help those most in need -- to
places where support can make a real difference.
one hange
KJ more
MASTERI
Document No. 011737
WHITE HOUSE STAFFING MEMORANDUM
2/28/89
3:00 TODAY
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: NEH/TEACHERS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE No comment
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
WINSTON
CARD
PINKERTON
CICCONI
FIRESTON,
DEMAREST
Rogers
FITZWATER
GRAY
HAGIN
REMARKS:
Please provide your comments/recommendations directly to
Chirss Winston's office with an info copy to my office by
3:00 TODAY Tuesday, February 28. THank you.
RESPONSE:
from
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 1
1989 FED 28
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
Still, it was an important trip that will set the basis for
future relations. In Japan, I saw a nation that has risen in 40
years from utter destitution to become the second-greatest
economic power on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 2
Returning home, I am always delighted anew at the ethnic and
cultural diversity of our land. As American teachers, you are
often slighted by comparisons to foreign educational systems.
While I don't mean to criticize the teaching systems of other
countries, let's face it -- a highly systematized, impersonal and
rigid system of education is not right for America.
American teachers have the biggest job on earth. Name
another country that must educate and assimilate the children of
so many cultures from so many lands.
To educate the children of such a vast, diverse nation
requires the best and the brightest in the teaching profession.
I don't mean to embarrass you, but I believe that you in this
room exemplify the kinds of teachers we need.
You not only encompass the diversity of America; you
illustrate the encompassing of world culture in one society.
This diversity is reflected in the titles of your project
proposals, which includes works on Shakespeare, Chinese
literature, the Harlem Renaissance and American Indian culture.
During the campaign, I am sure you recall I made a pledge to
become the Education President. 'Sounds great,' some asked, 'but
what does that mean?' Let me tell you.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 3
To put it bluntly, a President is tempted to ignore the
whole issue of education. History will not judge him by the rise
or fall of S.A.T. scores. A President finds himself in the
center of a storm, beset by a thousand short-term problems that
cry out for immediate attention.
But you and I know that education is our most enduring
legacy. You and I know that education is nothing less than the
transmission and continuation of our civilization. And that is
why I am bound and determined to use the office of the Presidency
as a bully pulpit for progress in our schools.
This nation grew into greatness because it was the first
on earth to provide a free public education. The one-room school
house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
challenge that faced our ancestors was to build a national public
education system from scratch. And they did.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 4
Today, we are faced with a new challenge -- to revitalize
and restore the system our forebears bequeathed to us; to make an
American education second to none.
I have made many proposals to do this. Among them are:
MERIT SCHOOLS: I have requested $250 million to advance
merit schools for gifted children, especially among the
disadvantaged.
MAGNET SCHOOLS: I have asked for an annual fund of $100
million in new appropriations to help create magnet schools to
enrich the educational choices of parents and students.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: I have
proposed a special $60 million fund -- over four years -- to
develop the endowments of Historically Black Colleges and
Universities through matching grants.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 5
Today, I want to single out one aspect of my educational
program -- rewarding the brightest and most motivated teachers.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. Awards,
certificates and commendations are great. But a raise is the
most eloquent form of praise there is.
With this in mind, I proposed $8 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
This is just a start. In time, I hope the Teacher's Award
program will become a model for states and local school districts
to follow.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H.
and the DeWitt Wallace trust have accomplished.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priorities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
decision. It is not surprising that someone in George's business
-- whose publication, Reader's Digest, is read by more than 50
million Americans -- should take an active interest in the future
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?
In making this grant, the Dewitt Wallace trust is planting a
seed for the future growth of literacy, and the future of our
country.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 7
Together, these two organizations have rewarded you with the
most appropriate gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
What you will learn and accomplish, however, is not for you
alone. It is a trust for you to share with generations to come.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and its Development in American Literature."
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, and
sincerest congratulations.
Thank you.
#
#
#
FINAL
REMARKS: NATIONAL ENDOWMENT FOR THE HUMANITIES/READER'S
DIGEST TEACHER/SCHOLAR PROGRAM AWARDS
EAST ROOM
THURSDAY, MARCH 2, 1989
THANK YOU. I AM FLATTERED TO BE IN THE COMPANY OF
THE MOST ACCOMPLISHED MEMBERS OF A MOST IMPORTANT
PROFESSION. WITHOUT YOU, OUR LINKS TO THE PAST AND OUR
VISION FOR THE FUTURE -- ALL THAT WE ARE, ALL THAT WE HAVE
ACCOMPLISHED, ALL THAT WE WILL BE -- WOULD LAY DORMANT IN
THE MINDS OF OUR CHILDREN.
I THANK YOU FOR YOUR DEDICATION.
2
As YOU KNOW, I'VE JUST RETURNED FROM A TRIP TO THE
FAR EAST, WHERE I VISITED THREE COUNTRIES IN FIVE DAYS.
AND LET ME TELL YOU, AS FASCINATING AS IT IS TO TRAVEL,
THERE'S NO PLACE LIKE HOME
STILL, IT WAS A VITAL TRIP THAT HAS LAID THE
FOUNDATION FOR FUTURE RELATIONS WITH OUR FRIENDS AND
ALLIES. IN JAPAN, I SAW A NATION THAT HAS RISEN IN 40
YEARS FROM POST-WAR DESTRUCTION TO BECOME A LEADING
ECONOMIC POWER.
3
IN THE REPUBLIC OF KOREA, I SAW A NASCENT INDUSTRIAL POWER
JUST BEGINNING TO EXPLORE THE MEASURE OF ITS FUTURE
GREATNESS. AND IN CHINA
WELL, JUST LET ME SAY THAT
THERE HAVE BEEN SPECTACULAR CHANGES IN CHINA SINCE I
REPRESENTED OUR GOVERNMENT IN BEIJING.
IN EACH OF THESE COUNTRIES, EDUCATION HAS BEEN AN
IMPORTANT INGREDIENT FOR ECONOMIC SUCCESS.
4
OUR EDUCATIONAL SYSTEM HAS AN EQUALLY CRITICAL ROLE
TO PLAY IN ENSURING THE INTELLECTUAL CREATIVITY, THE
ECONOMIC OPPORTUNITY, AND THE BASIC FREEDOMS OF OUR NEXT
GENERATION.
AMERICAN TEACHERS HAVE A BIG JOB AND AN EVEN BIGGER
RESPONSIBILITY. To EDUCATE THE CHILDREN OF SUCH A VAST,
DIVERSE NATION AS OURS REQUIRES MEN AND WOMEN OF TALENT
AND DEDICATION TO OUR CHILDREN AND THE TEACHING
PROFESSION. You IN THIS ROOM EXEMPLIFY THE KINDS OF
TEACHERS WE NEED
OUR VERY BEST.
5
As I READ ABOUT THE MANY SUBJECTS YOU WILL BE
STUDYING NEXT FALL -- SHAKESPEARE, CHINESE LITERATURE,
HISPANIC LITERATURE, THE HARLEM RENAISSANCE, AMERICAN
INDIAN CULTURE -- I REALIZED THAT, TOGETHER, YOU ENCOMPASS
THE DIVERSITY OF AMERICA. THAT DIVERSITY GIVES OUR NATION
AND OUR EDUCATIONAL SYSTEM A VIBRANCE OF SPIRIT THAT HAS
PRODUCED MEN AND WOMEN WITH INQUISITIVE MINDS, DOGGED
DETERMINATION AND BIG DREAMS.
I AM SURE YOU RECALL I MADE A PLEDGE DURING THE
CAMPAIGN TO BECOME THE EDUCATION PRESIDENT.
6
AND IT'S A PLEDGE I INTEND TO KEEP BY WORKING WITH YOU AND
THOUSANDS LIKE YOU IN CLASSROOMS FROM CONNECTICUT TO
CALIFORNIA.
You AND I KNOW THAT EDUCATION IS OUR MOST ENDURING
LEGACY. You AND I KNOW THAT EDUCATION IS NOTHING LESS
THAN THE VERY HEART OF OUR CIVILIZATION. AND THAT IS WHY
I AM BOUND AND DETERMINED TO USE THE OFFICE OF THE
PRESIDENCY AS A BULLY PULPIT FOR PROGRESS IN OUR SCHOOLS.
7
I WILL MAKE A RENEWED PUSH FOR A SHIFT IN SOME OF OUR
PRIORITIES TO CONCENTRATE RESOURCES ON THOSE WHO NEED HELP
THE MOST.
THIS NATION GREW INTO GREATNESS BECAUSE EARLY
AMERICANS UNDERSTOOD THE VALUE OF EDUCATION. THE ONE-ROOM
SCHOOL HOUSE, THE LAND-GRANT COLLEGE --, THESE WERE THE
CROWNING ACHIEVEMENTS OF THE PIONEERS. No LESS IMPORTANT
WERE THE URBAN PIONEERS WHO SCHOOLED THE CHILDREN OF THE
GHETTOES.
8
THE CHALLENGE THAT FACED OUR ANCESTORS WAS NOT AN EASY
ONE: TO BUILD A NATIONAL EDUCATIONAL SYSTEM FROM SCRATCH.
BUT THEY DID IT WITH BLOOD, SWEAT, TEARS AND JOY. THEY
WERE DEDICATED INDIVIDUALS WHOSE TRADITIONS HAVE COME FULL
CIRCLE IN EACH OF YOU HERE TODAY.
WITH THE DAWN OF A NEW CENTURY ONLY ELEVEN SHORT
YEARS AWAY, WE ARE FACED WITH A NEW CHALLENGE -- TO
REVITALIZE AND RESTORE THE SYSTEM OUR FOREBEARS BEQUEATHED
TO US; TO ENSURE AMERICAN EDUCATION IS SECOND TO NONE.
9
I HAVE MADE A NUMBER OF PROPOSALS TO WORK TOWARD THIS
GOAL. AMONG THEM IS MY REQUEST TO REWARD THOSE SCHOOLS
WHOSE STUDENTS SHOW MEASURABLE PROGRESS IN EDUCATIONAL
ACHIEVEMENT, WHILE MAINTAINING A SAFE AND DRUG-FREE
ENVIRONMENT.
I HAVE ALSO ASKED FOR AN ANNUAL FUND OF $100 MILLION
IN NEW APPROPRIATIONS TO HELP CREATE MAGNET SCHOOLS TO
BROADEN THE EDUCATIONAL CHOICES OF PARENTS AND STUDENTS.
10
YET ANOTHER ONE OF OUR PROPOSALS IS TO ALLOT A
SPECIAL $60 MILLION FUND -- OVER FOUR YEARS -- TO DEVELOP
THE ENDOWMENTS OF HISTORICALLY BLACK COLLEGES AND
UNIVERSITIES THROUGH MATCHING GRANTS.
DURING THE COMING WEEKS, I WILL TRANSMIT
COMPREHENSIVE LEGISLATION TO THE CONGRESS DETAILING OUR
PROPOSALS AND ASKING FOR COOPERATION IN STRENGTHENING
AMERICAN EDUCATION.
11
TODAY, I WANT TO SINGLE OUT ONE OTHER ASPECT OF MY
EDUCATIONAL PROGRAM -- REWARDING THE BRIGHTEST AND MOST
MOTIVATED TEACHERS. TEACHERS DO NOT CHOOSE THEIR
PROFESSION BECAUSE OF ITS FINANCIAL REWARDS. THERE ARE
TOO MANY OTHER WAYS TO MAKE A LIVING, EVEN A BETTER
LIVING. HOWEVER, TEACHERS ENJOY THE IMMENSE SATISFACTION
OF RAISING THE SIGHTS OF THE NEXT GENERATION. THEIR WORK
MAKES OUR HORIZONS LONGER AND OUR FUTURES BRIGHTER.
I CONSIDER ONE PROPOSAL TO BE CRITICALLY IMPORTANT --
THE PRESIDENT'S AWARD FOR EXCELLENCE IN EDUCATION.
12
THIS AWARD COMBINES THE RECOGNITION OF YOUR PROFESSION AND
THE RESPECT OF YOUR COLLEAGUES WITH FINANCIAL REWARD -- AN
IDEA WHOSE TIME HAS COME.
WITH THIS IN MIND, I PROPOSED $7.6 MILLION TO BE
SPENT AS $5,000 CASH AWARDS TO TOP TEACHERS IN EVERY
STATE. ELIGIBLE TEACHERS WILL BE SELECTED FROM ALL
SUBJECTS AND EVERY GRADE LEVEL.
I HOPE THE TEACHER'S AWARD PROGRAM KEEPS ALL LEVELS
OF OUR EDUCATIONAL SYSTEM FOCUSED ON THE NEED TO SHOW GOOD
TEACHERS THAT WE APPRECIATE THEIR DEDICATION.
13
OF COURSE, PUBLIC FUNDS ARE TIGHT AT ALL LEVELS OF
GOVERNMENT. As WE DEVELOP NEW WAYS TO REWARD AND KEEP
GOOD TEACHERS, WE MUST ALSO LOOK TO COMBINE THE RESOURCES
OF THE PUBLIC AND PRIVATE SECTORS. THIS IS PRECISELY WHAT
THE N.E.H./ READER'S DIGEST TEACHER/SCHOLAR PROGRAM
ACCOMPLISHES.
I AM VERY GRATEFUL TO LYNNE CHENEY AND N.E.H. FOR ALL
THEY HAVE DONE. I ALSO WANT GEORGE GRUNE [GROON] TO
CONVEY MY GRATITUDE AND ADMIRATION TO THOSE WHO HAD THE
FORESIGHT TO CONTRIBUTE TO THIS EFFORT.
14
IN MAKING THIS GRANT, YOU HAVE PLANTED THE SEEDS OF
LITERACY AND LEARNING THAT WILL BENEFIT OUR COUNTRY FOR
GENERATIONS TO COME.
TOGETHER, THESE TWO ORGANIZATIONS HAVE REWARDED YOU
WITH THE MOST PRECIOUS GIFT THAT CAN BE BESTOWED ON
TEACHERS -- TIME. TIME AWAY FROM REPORT CARDS, LIBRARY
FINES AND HALL PASSES. TIME TO LEARN, TO MASTER A
SUBJECT. TIME TO WRITE AND PUBLISH. TIME TO MEDITATE AND
REFLECT.
15
AND so MANY WILL BENEFIT. WHAT YOU WILL LEARN AND
ACCOMPLISH AND PASS ON TO OUR CHILDREN WILL RIPPLE ACROSS
THE YEARS LIKE A STONE TOSSED ON A STILL POND.
IN PERUSING THE LIST OF YOUR PROJECTS, MY EYE SETTLED
ON ONE IN PARTICULAR -- A PROJECT PROPOSED BY BARBARA
WHITTAKER OF TRAVERSE CITY, MICHIGAN, ENTITLED, "THE
ORIGIN OF THE AMERICAN DREAM AND ITS DEVELOPMENT IN
LITERATURE."
I AM SURE BARBARA WILL REVEAL DEEP INSIGHTS INTO THE
AMERICAN NOVEL.
16
BUT THERE IS A LARGER POINT HERE. MY FRIENDS, I BELIEVE
WE CAN TRACE THE ORIGIN OF THE AMERICAN DREAM TO A VERY
ORDINARY PLACE. IT CAN BE FOUND BETWEEN THE HOURS OF 8
A.M. AND 3 P.M., IN EVERY CLASSROOM IN EVERY CITY AND TOWN
IN AMERICA.
FOR ALL THAT YOU DO, YOU HAVE MY HIGHEST RESPECT, MY
GRATITUDE AND MY SINCEREST CONGRATULATIONS.
THANK YOU.
#
#
#
1
(Davis/Dooley)
March 1, 1989
12:00 p.m.
disc 1
REMARKS: NATIONAL ENDOWMENT FOR THE HUMANITIES/READER'S DIGEST
TEACHER/SCHOLAR PROGRAM AWARDS
EAST ROOM
THURSDAY, MARCH 2, 1989
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
Still, it was a vital trip that has laid the foundation for
future relations with our friends and allies. In Japan, I saw a
nation that has risen in 40 years from post-war destruction to
become a leading economic power. In the Republic of Korea, I saw
a nascent industrial power just beginning to explore the measure
of its future greatness. And in China
well, just let me
say that there have been spectacular changes in China since I
represented our government in Beijing.
2
In each of these countries, education has been an important
ingredient for economic success.
Our educational system has an equally critical role to
play in ensuring the intellectual creativity, the economic
opportunity, and the basic freedoms of our next generation.
American teachers have a big job and an even bigger
responsibility. To educate the children of such a vast, diverse
nation as ours requires men and women of talent and dedication to
our children and the teaching profession. You in this room
exemplify the kinds of teachers we need
our very best.
As I read about the many subjects you will be studying next
fall -- Shakespeare, Chinese literature, Hispanic literature, the
Harlem Renaissance, American Indian culture -- I realized that,
together, you encompass the diversity of America. That diversity
gives our nation and our educational system a vibrance of spirit
that has produced men and women with inquisitive minds, dogged
determination and big dreams.
I am sure you recall I made a pledge during the campaign to
become the Education President. And it's a pledge I intend to
keep by working with you and thousands like you in classrooms
from Connecticut to California.
3
You and I know that education is our most enduring legacy.
You and I know that education is nothing less than the very heart
of our civilization. And that is why I am bound and determined
to use the office of the Presidency as a bully pulpit for
progress in our schools. I will make a renewed push for a shift
in some of our priorities to concentrate resources on those who
need help the most.
This nation grew into greatness because early Americans
understood the value of education. The one-room school house,
the land-grant college -- these were the crowning achievements of
the pioneers. No less important were the urban pioneers who
schooled the children of the ghettoes. The challenge that faced
our ancestors was not an easy one: to build a national
educational system from scratch. But they did it with blood,
sweat, tears and joy. They were dedicated individuals whose
traditions have come full circle in each of you here today.
With the dawn of a new century only eleven short years away,
we are faced with a new challenge -- to revitalize and restore
the system our forebears bequeathed to us; to ensure American
education is second to none.
I have made a number of proposals to work toward this goal.
Among them is my request to reward those schools whose students
show measurable progress in educational achievement, while
maintaining a safe and drug-free environment.
4
I have also asked for an annual fund of $100 million in new
appropriations to help create magnet schools to broaden the
educational choices of parents and students.
Yet another one of our proposals is to allot a special $60
million fund -- over four years -- to develop the endowments of
Historically Black Colleges and Universities through matching
grants.
During the coming weeks, I will transmit comprehensive
legislation to the Congress detailing our proposals and asking
for cooperation in strengthening American education.
Today, I want to single out one other aspect of my
educational program -- rewarding the brightest and most motivated
teachers. Teachers do not choose their profession because of its
financial rewards. There are too many other ways to make a
living, even a better living. However, teachers enjoy the
immense satisfaction of raising the sights of the next
generation. Their work makes our horizons longer and our futures
brighter.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. This award
combines the recognition of your profession and the respect of
your colleagues with financial reward -- an idea whose time has
come.
5
With this in mind, I proposed $7.6 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
I hope the Teacher's Award program keeps all levels of our
educational system focused on the need to show good teachers that
we appreciate their dedication.
Of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H./
Reader's Digest Teacher/Scholar program accomplishes.
I am very grateful to Lynne Cheney and N.E.H. for all they
have done. I also want George Grune to convey my gratitude and
admiration to the those who had the foresight to contribute to
this effort.
In making this grant, you have planted the seeds of literacy
and learning that will benefit our country for generations to
come.
Together, these two organizations have rewarded you with the
most precious gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
6
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
And so many will benefit. What you will learn and
accomplish and pass on to our children will ripple across the
years like a stone tossed on a still pond.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and Its Development in Literature. "
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m., in every classroom in every city and town in America.
For all that you do, you have my highest respect, my
gratitude and my sincerest congratulations.
Thank you.
#
#
#
1
(Davis/Dooley)
March 1, 1989
12:00 a.m.
disc 1
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
Still, it was a vital trip that has laid the foundation for
future relations with our friends and allies. In Japan, I saw a
nation that has risen in 40 years from post-war destruction to
become a leading economic power. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Beijing.
2
In each of these countries, education has been an important
ingredient for economic success.
Our educational system has an equally critical role to
play in ensuring the intellectual creativity, the economic
opportunity, and the basic freedoms of our next generation.
American teachers have a big job and an even bigger
responsibility. To educate the children of such a vast, diverse
nation as ours requires men and women of talent and dedication to
our children and the teaching profession. You in this room
exemplify the kinds of teachers we need
our very best.
As I read about the many subjects you will be studying next
fall -- Shakespeare, Chinese literature, Hispanic literature, the
Harlem Renaissance, American Indian culture -- I realized that,
together, you encompass the diversity of America. That diversity
gives our nation and our educational system a vibrance of spirit
that has produced men and women with inquisitive minds, dogged
determination and big dreams.
I am sure you recall I made a pledge during the campaign to
become the Education President. And it's a pledge I intend to
keep by working with you and thousands like you in classrooms
from Connecticut to California.
3
You and I know that education is our most enduring legacy.
You and I know that education is nothing less than the very heart
of our civilization. And that is why I am bound and determined
to use the office of the Presidency as a bully pulpit for
progress in our schools. I will make a renewed push for a shift
in some of our priorities to concentrate resources on those who
need help the most.
This nation grew into greatness because early Americans
understood the value of education. The one-room school house,
the land-grant college -- these were the crowning achievements of
the pioneers. No less important were the urban pioneers who
schooled the children of the ghettoes. The challenge that faced
our ancestors was not an easy one: to build a national
educational system from scratch. But they did it with blood,
sweat, tears and joy. They were dedicated individuals whose
traditions have come full circle in each of you here today.
With the dawn of a new century only eleven short years away,
we are faced with a new challenge -- to revitalize and restore
the system our forebears bequeathed to us; to ensure American
education is second to none.
I have made a number of proposals to work toward this goal.
Among them is my request to reward those schools whose students
show measurable progress in educational achievement, while
maintaining a safe and drug-free environment.
4
I have also asked for an annual fund of $100 million in new
appropriations to help create magnet schools to broaden the
educational choices of parents and students.
Yet another one of our proposals is to allot a special $60
million fund -- over four years -- to develop the endowments of
Historically Black Colleges and Universities through matching
grants.
During the coming weeks, I will transmit comprehensive
legislation to the Congress detailing our proposals and asking
for cooperation in strengthening American education.
Today, I want to single out one other aspect of my
educational program -- rewarding the brightest and most motivated
teachers. Teachers do not choose their profession because of its
financial rewards. There are too many other ways to make a
living, even a better living. However, teachers enjoy the
immense satisfaction of raising the sights of the next
generation. Their work makes our horizons longer and our futures
brighter.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. This award
combines the recognition of your profession and the respect of
your colleagues with financial reward -- an idea whose time has
come.
5
With this in mind, I proposed $7.6 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
I hope the Teacher's Award program keeps all levels of our
educational system focused on the need to show good teachers that
we appreciate their dedication.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H./
Reader's Digest Teacher/Scholar program accomplishes.
I am very grateful to Lynne Cheney and N.E.H. for all they
have done. I also want George Grune to convey my gratitude and
admiration to the those who had the foresight to contribute to
this effort.
In making this grant, you have planted the seeds of literacy
and learning that will benefit our country for generations to
come.
Together, these two organizations have rewarded you with the
most precious gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
6
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
And so many will benefit. What you will learn and
accomplish and pass on to our children will ripple across the
years like a stone tossed on a still pond.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and Its Development in Literature." "
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, my
gratitude and my sincerest congratulations.
Thank you.
#
#
#
CAST CASTORCIUATION
B
(Davis/Dooley)
March 1, 1989
12:00 a.m.
disc 1
NEH/Teachers
3/2/89
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
Still, it was a vital trip that has laid the foundation for
future relations with our friends and allies. In Japan, I saw a
nation that has risen in 40 years from post-war destruction to
become a leading economic power. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Beijing.
3
You and I know that education is our most enduring legacy.
You and I know that education is nothing less than the very heart
of our civilization. And that is why I am bound and determined
to use the office of the Presidency as a bully pulpit for
ZENTENCES
progress in our schools, even as I make a renewed push for a
shift in some of our priorities to concentrate resources on those
who need help the most.
This nation grew into greatness because early Americans
understood the value of a free public education. The one-room
school house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
challenge that faced our ancestors was not an easy one: to build
a national educational system from scratch. But they did it with
blood, sweat, tears and joy. They were dedicated individuals
whose traditions have come full circle in each of you here today.
With the dawn of a new century only eleven short year away,
we are faced with a new challenge -- to revitalize and restore
the system our forebears bequeathed to us; to ensure an American
education second to none.
I have made a number of proposals to work toward this goal.
Among them is my request to reward those schools whose students
show measurable progress in educational achievement, while
maintaining a safe and drug-free environment.
4
I have also asked for an annual fund of $100 million in new
appropriations to help create magnet schools to broaden the
educational choices of parents and students.
our
Yet another one of proposals is to allot a special $60
million fund -- over four years -- to develop the endowments of
Historically Black Colleges and Universities through matching
grants.
During the coming weeks, I will transmit comprehensive
of
legislation to the Congress detailing our proposals and asking
COOPERATION
for their help in strengthening American education.
Today, I want to single out one other aspect of my
educational program -- rewarding the brightest and most motivated
teachers. INSERT A? But I consider one proposal to be
critically important -- the President's Award for Excellence in
Education. This award combines the recognition of your
profession and the respect of your colleagues with financial
reward -- an idea whose time has come.
With this in mind, I proposed $7.6 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
5
I hope the Teacher's Award program keeps all levels of our
educational system focused on the need to show good teachers that
we appreciate their dedication.
Of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H./
Reader's Digest Teacher/Scholar program accomplishes.
IAM VERY GRATEful to LynnE Cheney AND N.E.H. forall
they have /DonE.
OK
I also want George Grune to convey my gratitude and
CONTRIBUTE TO
admiration to the those who had the foresight to make this
This EffoRT
contribution.
In making this grant, you have planted the seeds of literacy
and learning that will benefit our country for generations to
come.
6
Together, these two organizations have rewarded you with the
most precious gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
And so many will benefit. What you will learn and
across
accomplish and pass on to our children will ripple through the
years like a stone tossed on a still pond.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and Its Development in Literature."
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, my
gratitude and my sincerest congratulations.
Thank you.
#
#
#
3- CARDS
446
SINGLE SPACE
3 TO 4 BULLETS
Dspare between millets
S space between lines-
Ineachoro of or these countries, 2
has been
for economic success,
Education 1S an important ingredient in each country's
formula for success.
Our educational system has an equally critical role to
play in ensuring the intellectual creativity, the economic
opportunity, and the basic freedoms of our next generation.
American teachers have a big job and an even bigger
responsibility. To educate the children of such a vast, diverse
nation as ours requires men and women of talent and dedication to
our children and the teaching profession. You in this room
exemplify the kinds of teachers we need
our very best.
nextfall
As I read about the many subjects you will be studying in
one
the next year -- Shakespeare, Chinese literature, Hispanic
literature, the Harlem Renaissance, American Indian culture -- I
realized that, together, you encompass the diversity of America.
That diversity gives our nation and our educational system a
vibrance of spirit that has produced men and women with
PROGRAM DEGINS in
inquisitive minds, dogged determination and big dreams.
Sept.)
During the campaign, I am sure you recall I made a pledge to
Anoit's A PLEDGE I intens
become the Education President. Working with you and thousands
like TO KEEP in by classrooms WORKING WITH you AND THOUSANDS like you in of
you from Connecticut to California, its a
CLASSROOMS FROM CONNECTICUT TO CALIFORNIA,
pledge I intend to keep
THE WHITE HOUSE
WASHINGTON
February 28, 1989
Memorandum to Chriss Winston
From:
Jim Pinkertor
Re:
Comments on the NEH, Westinghouse, and Thornburgh drafts
Welcome back!
I have a few specific comments, which reflect the input of
Roger Porter and Bill Roper. I also have a general comment, which
is this: these speeches are well-written and flow well enough,
but they tend to lack a specific hook. I realize that Tower could
well be all the news the President will make this week, no matter
what else he says, but it seems to Roger, Bill, and myself that
we ought to strive to have one clearcut line or graf that punches
through and makes reporters take notice. I know we won't neces-
sarily achieve that goal in every speech, and that some speeches
provide more obvious opportunities than others. Nevertheless,
these comments represent our best effort at helping you in this
effort.
NEH
Page 1, para 4 Please change "Peking" to "Beijing."
P3,p1 This is a confusing graf, that doesn't really advance
the speech, and which hints at a degree of self-doubt that the
President does not suffer from. I think the best course is to
simply delete it.
P3,p2 The emerging "rap" on the Administration is that
our budget proposal offers little more for education than "the
J
bully pulpit." Therefore I'd add a second clause to the third
sentence, e.g. "even as I make a renewed push for a shift in
some of our priorities to concentrate resources on those who
need help the most. That's not the most felicitous phrase, but
I do think we should avoid setting ourselves up as being, as it
were, all hat and no cattle.
P3,p3 While it is quite proper to praise our ancestors
for building a "national public education system from scratch,"
we should not leave it there, neglecting private education. I
suspect that many of the NEH scholars come from private schools.
P4, bottom of page Having restated some of our key proposals
from the 2/9 speech, I think we need to bring out our real point,
which would be something like this: "During the coming weeks, I
2-2-2
will transmit comprehensive legislation to the Congress detailing
our proposals and asking for their help in strengthening American
education."
P5,p1, last two lines I don't think this last sentence
captures the President's idealism and sense of service at all.
I would completely rewrite to something like this. "Teachers
do not choose their profession because of its financial rewards.
There are too many other ways to make a living, even a better
ment
living. However, teachers enjoy the immense satisfaction of
raising the sights of the next generation. Their work makes
A
our horizons longer and our futures brighter. Something like
that. Then, having listed all the satisfactions they gain from
teaching, I would mention society's effort to honor teachers.
Then, and only then would I slip in a reference to money as an
additional incentive. Again, the logic is the reverse of what
the draft reads at present.
P6,p1, line 3 I don't think this accurately captures the
thrust of Lynn Cheney's book. The real point of the book was
to alert Americans to the underachievement problem. The pre-
scription about "administrative impediments" is one of many
cited. I would delete.
P7,p3+4 In the name of being extra-careful, are we sure
that we're safe in citing this particular project. I take it
from the text that this is a proposal, as opposed to a finished
project. Even so, do we know anything about Barbara Whittaker
and what she is likely to say when reporters swarm around her
after the President's remarks? At an absolute minimum, we recom-
mend that we downgrade the reference to just the title of the
project, as opposed to the project itself. That gives us some
cover, in case the project turns out to be something unseemly.
However, we think we are on safer ground if we look into this
matter more deeply or just delete it completely.
Westinghouse
P1,p1, line 4 I know the Jefferson reference is intended
to be humorous, but I think it will come across as snotty.
P3,p3, line 6 It's a "Research and Experimentation tax
credit.
Thornburgh
P1, Given where we are in terms of Senate confirmation, I'd
say, in the third line
"
and the man I hope Congress will soon
confirm
"
P3p1, line 1 Let's personalize it more. "Dick will tell these
three governments that I am committed to a tough zero tolerance
3-3-3
policy and that the American people join with me
"
I think
that we should seize every opportunity to emphasize the President's
personal involvement in this effort.
Thanks for taking the time to wade through all these kibitzes!
#
CC: Roger Porter
Bill Roper
(Davis (Dooley)
Staffed for
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
3'00 pm today
Page 1
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
our aclies,
metal
Still, it was an important trip that will set the basis for
has laid
future relations. In Japan, I saw a nation that has risen in 40
post wor desoruction
years from utter destitution to become the second greatest
a leadercy
economic power, on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking. Bujing
Education is am important ingreduent in
each country's formula -MORE- for sucress.
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
nuts Caridge
Page 2
Returning home, I am always delighted anew at the ethnic and
cultural diversity of our land. As American teachers, you are
often slighted by comparisons to foreign educational systems.
While I don't mean to criticize the teaching systems of other
countries, let's face it a highly systematized, impersonal and
rigid system of education is not right for America
Our educational system has an equally cratecal
and rele the visic freedoms of our rest generation and an wen begger
to pl aop in ensuring the intellectual creativity, economic opportunity
American teachers have the biggest job on earth. Name
responsability,
another country that must educate and assimilate the children of
so many cultures from so many lands.
cours
To educate the children of such a vast, diverse nation
men and w onen of bent and dedication to own C
requires the best and the brightest in the teaching profession.
I don't mean to embarrass you, but I believe that you in this
room exemplify the kinds of teachers we need our very best,
Onenlized that together,
You not only encompass the diversity of America you
llustrate the encompassing of world culture in one society.
as I read about the mony subjects
you
will
This diversity is reflected in the titles of your project5
be studying in the next year,
proposals, which includes works on Shakespeare, Chinese
literature, the Harlem Renaissance and American Indian culture
That diversity gives our nation and am cdneational
sop term a vilerance of spirit that las produced (over)
During the campaign, I am sure you recall I made a pledge to
Woring work you and thousands
become the Education President. Sounds-great, some asked, but
like you in Cleseroomo from Connecticut to Colifornia, its
what does that mean?" Let me tell you
a please I intend to Deep,
-MORE-
men and women with imquisitive minds,
clogged actermination and bing dreams,
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 3
To put it bluntly, a President is tempted to ignore the
whole issue of education. History will not judge him by the rise
or fall of S.A.T. scores. A President finds himself in the
center of a storm, beset by a thousand short-term problems that
cry out for immediate attention.
But you and I know that education is our most enduring
legacy. You and I know that education is nothing less than the
bery heart
transmission and continuation of our civilization. And that is
why I am bound and determined to, use the office of the Presidency
as a bully pulpit for progress in our schools even as I make a
renewed push for a shift in some afour priorities to concentrate
resources on those who need help the most.
Hearly americans undustood
This nation grew into greatness because it was the first
the value of
on earth to provide- a free public education. The one-room school
house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
(not an easy
challenge that faced our ancestors was to build a national public
education system from scratch. And But they did it with the
blood, sweat,teasundjoy, They aypredicated individuals
whose traditions have come full circle in each
-MORE-
of you here today,
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 4
With the downy a new century only elven sent ears Eway
Today, we are faced with a new challenge -- to revitalize
emsure
and restore the system our forebears bequeathed to us; to make an
American education second to none.
X work this
I have made many proposals to do this. Among them are:
reward
MERIT SCHOOLS: I have requested $250 million to advance
these
whose students show measureever progress
merit schools for gifted children, especially among the
in educational achuvement at the some maintaing a sept
disadvantaged. and drug - free environment
MAGNET SCHOOLS: I have asked for an annual fund of $100
million in new appropriations to help create magnet schools to
broaden
enrich the educational choices of parents and students.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: I have
proposed a special $60 million fund -- over four years -- to
develop the endowments of Historically Black Colleges and
Universities through matching grants.
During the coming weeks, I will transmet
Comprehensive MORE- to the Congress detailing
our proposals and asking for their help in
strengthing american education.
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 5
other
Today, I want to single out one aspect of my educational
most
program -- rewarding the brightest and most motivated teachers.
A
But I consider one proposal to be critically important -- the
This awards combines
President's Award for Excellence in Education.
Awards
the recognition of your profession the respect of
with
certificates and commendations are great a/raise Genernatreword is the
dea hose Jame bescome
most eloquent -form of praise, there
$7.6
With this in mind, I proposed $8' million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
This is just a start. In time, I hope the Teacher's Award
program will become a model for states and local school districts
to follow.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H.
and the DeWitt Wallace trust have accomplished.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is only but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priórities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
2
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
decision. It is not surprising that someone in George's business
-- whose publication, Reader's Digest, is read by more than 50
million Americans -- should take an active interest in the future
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?
you have
ed the
In making this grant, the Dewitt Wallace trust is planting
of
(and learning) (e) thet will benefit
seeds for the future growth of literacy and the future of our
country for generations to come
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 7
Together, these two organizations have rewarded you with the
precious
most appropriate gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
and so many will venefit.
and pass on to ourchedren
What you will learn and accomplish, however, is not for you
alone It is a trust for you to share with generations. to-come
ICE Ewill risple through the years like a stone
Jasundon a shill pond,
In perusing the list of your projects, my eye settled on one
check
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and its Development in American Literature."
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
my gratetude
For all that you do, you have my highest respect, and my
sincerest congratulations.
Thank you.
#
#
#
THE WHITE HOUSE
WASHINGTON
February 28, 1989
The Reception and Address to the NEH - Reader's Digest
Award Winners by President George Bush
March 2, 1989
The White House
East Room
Sequence of events:
2:00pm.
Charles Bacarisse and Joe Watkins are at the
East Gate to assist in the arrival of the
guests.
2:15pm.
Sarah DeCamp and Sichan Siv meet the guests
in the State Dining Room.
2:45pm.
Sarah DeCamp gathers the 53 award winners,
Chairman Cheney, and Mr. Grune inside the
Blue Room, where Cathy Fenton of the Social
Office briefs the group.
2:55pm.
Secretary Cavazos is met by Joe Watkins in
the West Wing Basement and escorted to the
East Room for the event.
3:00pm.
The President arrives in the Blue Room and
proceeds to greet the 53 award winners,
Chairman Lynn Cheney, and Mr. George Grune
3:05pm.
The President proceeds to the East Room
for remarks to the NEH - Reader's Digest
group.
3:20pm.
The President concludes remarks and departs
the East Room.
At the conclusion of the program, Charles Bacarisse will
escort Secretary Cavazos back to the West Wing.
Sarah DeCamp and Joe Watkins will assist Media Relations in
rounding up the various award winners for interviews out on
the North Lawn.
Chus Wish
THE WHITE HOUSE
WASHINGTON
CABINET AFFAIRS STAFFING MEMORANDUM
Date:
2/28
Number:
Due By: 3:00 pm Today
Subject: PRESIDENTIAL REMARKS / NEH TEACHER)
Action
FYI
Action
FYI
ALL CABINET MEMBERS
CEA
Vice President
CEQ
OSTP
State
Treasury
Defense
Justice
Interior
Agriculture
Commerce
Scowcroft
Labor
Porter
HHS
Breeden
HUD
Cicconi (For WH Staffing)
Transportation
Energy
Education
no comments
Veterans
OMB
USTR
Chief of Staff
UN
Executive Secretary for:
DPC
CIA
National Drug Policy
EPC
EPA
GSA
NASA
OPM
SBA
REMARKS:
RETURN TO:
David Q. Bates
Associate Director
Cabinet Secretary
Office of Cabinet Affairs
456-2174
456-2800
(1st Floor, West Wing)
(Room 235, OEOB)
Document No. 011737
WHITE HOUSE STAFFING MEMORANDUM
2/28/89
3:00 TODAY
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: NEH/TEACHERS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
WINSTON
BREEDEN
PINKERTON
CARD
FIRESTON:
CICCONI
DEMAREST
Rogers
FITZWATER
GRAY
HAGIN
REMARKS:
Please provide your comments/recommendations directly to
Chirss Winston's office with an info copy to my office by
3:00 TODAY Tuesday, February 28. THank you.
no comments
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext 2702
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 1
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
Still, it was an important trip that will set the basis for
future relations. In Japan, I saw a nation that has risen in 40
years from utter destitution to become the second-greatest
economic power on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 2
Returning home, I am always delighted anew at the ethnic and
cultural diversity of our land. As American teachers, you are
often slighted by comparisons to foreign educational systems.
While I don't mean to criticize the teaching systems of other
countries, let's face it -- a highly systematized, impersonal and
rigid system of education is not right for America.
American teachers have the biggest job on earth. Name
another country that must educate and assimilate the children of
so many cultures from so many lands.
To educate the children of such a vast, diverse nation
requires the best and the brightest in the teaching profession.
I don't mean to embarrass you, but I believe that you in this
room exemplify the kinds of teachers we need.
You not only encompass the diversity of America; you
illustrate the encompassing of world culture in one society.
This diversity is reflected in the titles of your project
proposals, which includes works on Shakespeare, Chinese
literature, the Harlem Renaissance and American Indian culture.
During the campaign, I am sure you recall I made a pledge to
become the Education President. 'Sounds great,' some asked, 'but
what does that mean?' Let me tell you.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 3
To put it bluntly, a President is tempted to ignore the
whole issue of education. History will not judge him by the rise
or fall of S.A.T. scores. A President finds himself in the
center of a storm, beset by a thousand short-term problems that
cry out for immediate attention.
But you and I know that education is our most enduring
legacy. You and I know that education is nothing less than the
transmission and continuation of our civilization. And that is
why I am bound and determined to use the office of the Presidency
as a bully pulpit for progress in our schools.
This nation grew into greatness because it was the first
on earth to provide a free public education. The one-room school
house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
challenge that faced our ancestors was to build a national public
education system from scratch. And they did.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/99/10 a.m.
Page 4
Today, we are faced with a new challenge -- to revitalize
and restore the system our forebears bequeathed to us; to make an
American education second to none.
I have made many proposals to do this. Among them are:
MERIT SCHOOLS: I have requested $250 million to advance
merit schools for gifted children, especially among the
disadvantaged.
MAGNET SCHOOLS: I have asked for an annual fund of $100
million in new appropriations to help create magnet schools to
enrich the educational choices of parents and students.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: I have
proposed a special $60 million fund -- over four years -- to
develop the endowments of Historically Black Colleges and
Universities through matching grants.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 5
Today, I/want to single out one aspect of my educational
program -- rewarding the brightest and most motivated teachers.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. Awards,
certificates and commendations are great. But a raise is the
most eloquent form of praise there is.
With this in mind, I proposed $8 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
This is just a start. In time, I hope the Teacher's Award
program will become a model for states and local school districts
to follow.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H.
and the DeWitt Wallace trust have accomplished.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priorities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
decision. It is not surprising that someone in George's business
-- whose publication, Reader's Digest, is read by more than 50
million Americans -- should take an active interest in the future
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?
In making this grant, the Dewitt Wallace trust is planting a
seed for the future growth of literacy, and the future of our
country.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOOM
Page 7
Together, these two organizations have rewarded you with the
most appropriate gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
What you will learn and accomplish, however, is not for you
alone. It is a trust for you to share with generations to come.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and its Development in American Literature."
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, and
sincerest congratulations.
Thank you.
#
#
#
Gray - Counsel Office
ID #.
011737cu
WHITE HOUSE
CORRESPONDENCE TRACKING WORKSHEET
O . OUTGOING
H . INTERNAL
I . INCOMING
Date Correspondence
Received (YY/MM/DD)
/
/
Name of Correspondent: Jamesci ec oni
MI Mail Report
User Codes: (A)
(B)
(C)
Subject:
Presidential Remarks : NEH/Texchers
ROUTE TO:
ACTION
DISPOSITION
Tracking
Type
Completion
Action
Date
of
Date
Office/Agency
(Staff Name)
Code
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Code
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Cyotc
ORIGINATOR
89.02.28
/
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Cyato3
Referral Note:
-
89,02,28
89,02.20
Referral Note:
/
/
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/
-
Referral Note:
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/
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-
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ACTION CODES:
DISPOSITION CODES:
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I . Info Copy Only/No Action Necessary
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C Completed
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R - Direct Reply w/Copy
B - Non-Special Referral
S Suspended
D Draft Response
S For Signature
F - . Furnish Fact Sheet
X Interim Reply
to be used as Enclosure
FOR OUTGOING CORRESPONDENCE:
Type of Response = Initials of Signer
Code
=
"A"
Completion Date = Date of Outgoing
Comments:
Direct reply to Chriss Winston by
Due totime constraint, marked /draft w/camments given to Winston/Ciccon
3:00 Tuesday Copy to Cicconi's Office
Keep this worksheet attached to the original incoming letter.
Send all routing updates to Central Reference (Room 75, OEOB).
Always return completed correspondence record to Central Files.
Refer questions about the correspondence tracking system to Central Reference, ext. 2590.
5/81
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priorities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
must
decision. It is not surprising that someone in George's business
delete,
-- whose publication, Reader's Digest, is read by more than 50
too much
of 9
million Americans -- should take an active interest in the future
commercial
endorsement
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?]
In making this grant, the Dewitt Wallace trust is planting a
seed for the future growth of literacy, and the future of our
country.
-MORE-
Cansel - problem an p.6
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 1
1933
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
Still, it was an important trip that will set the basis for
future relations. In Japan, I saw a nation that has risen in 40
years from utter destitution to become the second-greatest
economic power on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking.
-MORE-
Document No. 011737
WHITE HOUSE STAFFING MEMORANDUM
2/28/89
3:00 TODAY
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: NEH/TEACHERS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
WINSTON
CARD
PINKERTON
CICCONI
FIRESTON,
DEMAREST
Rogers
FITZWATER
GRAY
HAGIN
REMARKS:
Please provide your comments/recommendations directly to
Chirss Winston's office with an info copy to my office by
3:00 TODAY Tuesday, February 28. THank you.
RESPONSE:
Saa Comments
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 1
1989 FED 20
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
still, it was an important trip that will set the basis for
future relations. In Japan, I saw a nation that has risen in 40
years from utter destitution to become the second-greatest
economic power on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 2
Returning home, I am always delighted anew at the ethnic and
cultural diversity of our land. As American teachers, you are
often slighted by comparisons to foreign educational systems.
While I don't mean to criticize the teaching systems of other
countries, let's face it -- a highly systematized, impersonal and
rigid system of education is not right for America.
American teachers have the biggest job on earth. Name
another country that must educate and assimilate the children of
so many cultures from so many lands.
To educate the children of such a vast, diverse nation
requires the best and the brightest in the teaching profession.
I don't mean to embarrass you, but I believe that you in this
room exemplify the kinds of teachers we need.
You not only encompass the diversity of America; you
illustrate the encompassing of world culture in one society.
This diversity is reflected in the titles of your project
proposals, which includes works on Shakespeare, Chinese
literature, the Harlem Renaissance and American Indian culture.
During the campaign, I am sure you recall I made a pledge to
become the Education President. 'Sounds great,' some asked, 'but
what does that mean?' Let me tell you.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 3
To put it bluntly, a President is tempted to ignore the
whole issue of education. History will not judge him by the rise
or fall of S.A.T. scores. A President finds himself in the
center of a storm, beset by a thousand short-term problems that
cry out for immediate attention.
But you and I know that education is our most enduring
legacy. You and I know that education is nothing less than the
transmission and continuation of our civilization. And that is
why I am bound and determined to use the office of the Presidency
as a bully pulpit for progress in our schools.
This nation grew into greatness because it was the first
on earth to provide a free public education. The one-room school
house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
challenge that faced our ancestors was to build a national public
education system from scratch. And they did.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 4
Today, we are faced with a new challenge -- to revitalize
and restore the system our forebears bequeathed to us; to make an
American education second to none.
I have made many proposals to do this. Among them are:
Holen
Y 5178
Reward
MERIT SCHOOLS: I have requested $250 million to advance
those shudentswhrse Schools whose student S measureable show progress
merit schools for gifted children, especially among the
in educational achieve ment & which maintain safe +
disadvantaged. drug free hearning environme nts.
MAGNET SCHOOLS: I have asked for an annual fund of $100
million in new appropriations to help create magnet schools to
enrich the educational choices of parents and students.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: I have
proposed a special $60 million fund -- over four years -- to
develop the endowments of Historically Black Colleges and
Universities through matching grants.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 5
other
Today, I want to single out one "aspect of my educational
program -- rewarding the brightest and most motivated teachers.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. Awards,
Cash award
certificates and commendations are great. But a raise is the
Holie 845
most eloquent form of praise there is.
$7.6
With this in mind, I proposed $8 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
This is just a start. In time, I hope the Teacher's Award
program will become a model for states and local school districts
to follow.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H.
and the DeWitt Wallace trust have accomplished.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priorities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
decision. It is not surprising that someone in George's business
-- whose publication, Reader's Digest, is read by more than 50
million Americans -- should take an active interest in the future
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?
In making this grant, the Dewitt Wallace trust is planting a
seed for the future growth of literacy, and the future of our
country.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 7
Together, these two organizations have rewarded you with the
most appropriate gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
What you will learn and accomplish, however, is not for you
alone. It is a trust for you to share with generations to come.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and its Development in American Literature."
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, and
sincerest congratulations.
Thank you.
#
#
#
Document No. 011737
WHITE HOUSE STAFFING MEMORANDUM
2/28/89
3:00 TODAY
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: NEH/TEACHERS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
WINSTON
CARD
PINKERTON
CICCONI
FIRESTONE
DEMAREST
Rogers
FITZWATER
GRAY
HAGIN
REMARKS:
Please provide your comments/recommendations directly to
Chirss Winston's office with an info copy to my office by
3:00 TODAY Tuesday, February 28. THank you.
RESPONSE:
on
\
girw
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 1
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
Still, it was an important trip that will set the basis for
future relations. In Japan, I saw a nation that has risen in 40
years from utter destitution to become the second-greatest
economic power on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 2
Returning home, I am always delighted anew at the ethnic and
cultural diversity of our land. As American teachers, you are
often slighted by comparisons to foreign educational systems.
While I don't mean to criticize the teaching systems of other
countries, let's face it -- a highly systematized, impersonal and
rigid system of education is not right for America.
American teachers have the biggest job on earth. Name
another country that must educate and assimilate the children of
so many cultures from so many lands.
To educate the children of such a vast, diverse nation
requires the best and the brightest in the teaching profession.
I don't mean to embarrass you, but I believe that you in this
room exemplify the kinds of teachers we need.
You not only encompass the diversity of America; you
illustrate the encompassing of world culture in one society.
This diversity is reflected in the titles of your project
proposals, which includes works on Shakespeare, Chinese
literature, the Harlem Renaissance and American Indian culture.
During the campaign, I am sure you recall I made a pledge to
become the Education President. 'Sounds great,' some asked, 'but
what does that mean?' Let me tell you.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 3
To put it bluntly, a President is tempted to ignore the
whole issue of education. History will not judge him by the rise
or fall of S.A.T. scores. A President finds himself in the
center of a storm, beset by a thousand short-term problems that
cry out for immediate attention.
But you and I know that education is our most enduring
legacy. You and I know that education is nothing less than the
transmission and continuation of our civilization. And that is
why I am bound and determined to use the office of the Presidency
as a bully pulpit for progress in our schools.
This nation grew into greatness because it was the first
on earth to provide a free public education. The one-room school
house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
challenge that faced our ancestors was to build a national public
education system from scratch. And they did.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 4
Today, we are faced with a new challenge -- to revitalize
and restore the system our forebears bequeathed to us; to make an
American education second to none.
I have made many proposals to do this. Among them are:
MERIT SCHOOLS: I have requested $250 million to advance
merit schools for gifted children, especially among the
disadvantaged.
MAGNET SCHOOLS: I have asked for an annual fund of $100
million in new appropriations to help create magnet schools to
enrich the educational choices of parents and students.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: I have
proposed a special $60 million fund -- over four years -- to
develop the endowments of Historically Black Colleges and
Universities through matching grants.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 5
Today, I want to single out one aspect of my educational
program -- rewarding the brightest and most motivated teachers.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. Awards,
certificates and commendations are great. But a raise is the
most eloquent form of praise there is.
With this in mind, I proposed $8 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
This is just a start. In time, I hope the Teacher's Award
program will become a model for states and local school districts
to follow.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H.
and the DeWitt Wallace trust have accomplished.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priorities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
decision. It is not surprising that someone in George's business
-- whose publication, Reader's Digest, is read by more than 50
million Americans -- should take an active interest in the future
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?
In making this grant, the Dewitt Wallace trust is planting a
seed for the future growth of literacy, and the future of our
country.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 7
Together, these two organizations have rewarded you with the
most appropriate gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
What you will learn and accomplish, however, is not for you
alone. It is a trust for you to share with generations to come.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse city, Michigan, entitled, "The Origin of the American
Dream and its Development in American Literature. M'
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, and
sincerest congratulations.
Thank you.
#
#
#
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 1
NEH/Teachers
Thank you. I am flattered to be in the company of the most
accomplished members of a most important profession. Without
you, our links to the past and our vision for the future -- all
that we are, all that we have accomplished, all that we will be
-- would lay dormant in the minds of our children.
I thank you for your dedication.
As you know, I've just returned from a trip to the Far East,
where I visited three countries in five days. And let me tell
you, as fascinating as it is to travel, there's no place like
home
especially if home is 1600 Pennsylvania Avenue.
still, it was an important trip that will set the basis for
future relations. In Japan, I saw a nation that has risen in 40
years from utter destitution to become the second-greatest
economic power on earth. In South Korea, I saw a nascent
industrial power just beginning to explore the measure of its
future greatness. And in China
well, just let me say that
there have been spectacular changes in China since I represented
our government in Peking.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 2
Returning home, I am always delighted anew at the ethnic and
cultural diversity of our land. As American teachers, you are
often slighted by comparisons to foreign educational systems.
While I don't mean to criticize the teaching systems of other
countries, let's face it -- a highly systematized, impersonal and
rigid system of education is not right for America.
American teachers have the biggest job on earth. Name
another country that must educate and assimilate the children of
so many cultures from so many lands.
To educate the children of such a vast, diverse nation
requires the best and the brightest in the teaching profession.
I don't mean to embarrass you, but I believe that you in this
room exemplify the kinds of teachers we need.
You not only encompass the diversity of America; you
illustrate the encompassing of world culture in one society.
This diversity is reflected in the titles of your project
proposals, which includes works on Shakespeare, Chinese
literature, the Harlem Renaissance and American Indian culture.
During the campaign, I am sure you recall I made a pledge to
become the Education President. 'Sounds great,' some asked, 'but
what does that mean?' Let me tell you.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 3
To put it bluntly, a President is tempted to ignore the
whole issue of education. History will not judge him by the rise
or fall of S.A.T. scores. A President finds himself in the
center of a storm, beset by a thousand short-term problems that
cry out for immediate attention.
But you and I know that education is our most enduring
legacy. You and I know that education is nothing less than the
transmission and continuation of our civilization. And that is
why I am bound and determined to use the office of the Presidency
as a bully pulpit for progress in our schools.
This nation grew into greatness because it was the first
on earth to provide a free public education. The one-room school
house, the land-grant college -- these were the crowning
achievements of the pioneers. No less important were the urban
pioneers who schooled the children of the ghettoes. The
challenge that faced our ancestors was to build a national public
education system from scratch. And they did.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 4
Today, we are faced with a new challenge -- to revitalize
and restore the system our forebears bequeathed to us; to make an
American education second to none.
I have made many proposals to do this. Among them are:
MERIT SCHOOLS: I have requested $250 million to advance
merit schools for gifted children, especially among the
disadvantaged.
MAGNET SCHOOLS: I have asked for an annual fund of $100
million in new appropriations to help create magnet schools to
enrich the educational choices of parents and students.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: I have
proposed a special $60 million fund -- over four years -- to
develop the endowments of Historically Black Colleges and
Universities through matching grants.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/28/89/10 a.m.
Page 5
Today, I want to single out one aspect of my educational
program -- rewarding the brightest and most motivated teachers.
I consider one proposal to be critically important -- the
President's Award for Excellence in Education. Awards,
certificates and commendations are great. But a raise is the
most eloquent form of praise there is.
With this in mind, I proposed $8 million to be spent as
$5,000 cash awards to top teachers in every state. Eligible
teachers will be selected from all subjects and every grade
level.
This is just a start. In time, I hope the Teacher's Award
program will become a model for states and local school districts
to follow.
of course, public funds are tight at all levels of
government. As we develop new ways to reward and keep good
teachers, we must also look to combine the resources of the
public and private sectors. This is precisely what the N.E.H.
and the DeWitt Wallace trust have accomplished.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 6
I want to single out Chairman Lynne Cheney for organizing
this project. This is but one outgrowth of her remarkable
report, American Memory, which detailed how administrative
impediments can demoralize even the best teachers. Her
observations should prompt every state in America to reassess its
programs and priorities.
I also want George Grune to convey my gratitude and
admiration to the DeWitt Wallace trust. You have shown a public
spiritedness and dedication that is a model for the private
sector.
I am sure George won't mind if I point out that this grant
of $1.5 million isn't a case of pure charity. For the corporate
community, investment in education is a hardnosed business
decision. It is not surprising that someone in George's business
-- whose publication, Reader's Digest, is read by more than 50
million Americans -- should take an active interest in the future
of American education. Will there be 50 million Americans who
read for pleasure in the year 2020 A.D.?
In making this grant, the Dewitt Wallace trust is planting a
seed for the future growth of literacy, and the future of our
country.
-MORE-
PRESIDENT BUSH/3/2/89
DRAFT/2/25/89/NOON
Page 7
Together, these two organizations have rewarded you with the
most appropriate gift that can be bestowed on teachers -- time.
Time away from report cards, library fines and hall passes. Time
to learn, to master a subject. Time to write and publish. Time
to meditate and reflect.
What you will learn and accomplish, however, is not for you
alone. It is a trust for you to share with generations to come.
In perusing the list of your projects, my eye settled on one
in particular -- a project proposed by Barbara Whittaker of
Traverse City, Michigan, entitled, "The Origin of the American
Dream and its Development in American Literature."
I am sure Barbara will reveal deep insights into the
American novel. But there is a larger point here. My friends, I
believe we can trace the origin of the American dream to a very
ordinary place. It can be found between the hours of 8 a.m. and
3 p.m, in every classroom in every city and town in America.
For all that you do, you have my highest respect, and
sincerest congratulations.
Thank you.
#
#
#