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Junior Achievement National Hall of Fame, 3/16/89
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6
1
7
THE WHITE HOUSE
Office of the Press Secretary
(Colorado Springs, Colorado)
For Immediate Release
March 16, 1989
REMARKS OF THE PRESIDENT
TO THE JUNIOR ACHIEVEMENT NATIONAL BUSINESS
HALL OF FAME DINNER
International Center Ballroom
Broadmoor Hotel
Colorado Springs, Colorado
8:40 P.M. MST
THE PRESIDENT: Thank you very much. Thank you for that
warm Colorado welcome. Thank you all. I am simply delighted to be
here. A wonderful day -- it started in the Oval Office about 8:00
a.m. when I talked to the astronauts up there in the space shuttle.
And I listened to them very carefully as they shared with me their
view from their special vantage point about the need of doing more
for the world environment, and that meant obviously more education.
Then to Houston, Texas, which for Secretary Mosbacher and I was
returning home -- (applause) -- and I'm delighted that he's with me
here today. (Applause.)
It's wonderful to have a Secretary of Commerce who knows
what it is to take risks, build, succeed and work to help others.
Bob Mosbacher is doing an outstanding job, and I'm delighted he's
with me, and then on out here tonight for this very special occasion.
In Washington, you know the old saying, if you want a
friend, get a dog. (Laughter.) And Junior Achievement has a
different motto. They say, if you want a friend, sign up Lod Cook.
(Applause.) And what a job this guy's done. (Applause.)
And I, too, want to pay my respects to the six award
winners, the six laureates honored tonight, and then when you look at
that distinguished list as Dinah and I were reviewing there in this
program, you can't help but be impressed -- the achievements that
they've made and then what they're doing to help others achieve. And
if it wouldn't be too subjective on my part, I would like to say how
thrilled I am to see -- perhaps he's the dean of the laureates. He's
certainly one that the Bush family holds in great regard. We have
him as a role model, and I'm talking about Mr. Eric Johnson, over
here from Dallas, Texas. (Applause.) And so it's a special occasion
for me to see him again. (Applause.)
I want to pay my respects to the great Governor of this
state, Governor Romer, who is here with us tonight and thank him for
being with us. (Applause.)
- 2 -
But there's no doubt that Junior Achievement has a
positive impact. In fact, based on what Lod's told me about the
program, and others as well, I'm going to have to add a point or two
to our GNP estimates as soon as I get back to Washington.
(Laughter.)
While all of you here tonight share in this success
story, I want especially to commend Jim Hayes of Fortune. Jim, I
know that you and a number of your staff have been actively involved
in this "Project Business" -- Junior Achievement's "Project
Business," taking your skills and talents into classrooms throughout
New York City. The work you're doing with those junior high students
is opening their eyes to a whole new world.
And Junior Achievement is a phenomenally successful
enterprise by any measure. The numbers alone tell the story. You
reach over a million children each year, from 4th through 12th
grades, in more than a thousand communities across the country.
And I've spoken many times about the thousand points of
light, the dedicated and diverse volunteer organizations that
contribute so much to American life. Those of you involved in
Junior Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to describe
your efforts and that the 100,000 men and women involved in Junior
Achievement is a supernova of volunteers.
Let's agree that the volunteer ethic is the North Star.
As long as that sense of service guides us, we'll be strong, a
self-reliant people, as ready to help each other as we are to help
ourselves.
Our young people especially can bring an energy and
enthusiasm and ability to the volunteer effort. That's the idea
behind our administration's new initiative that I call YES -- Youth
Entering Service -- a new concept for the federal government's
participation that encourages young people to help those less
fortunate than they are themselves. And it's a good concept, and
we've selected Greg Petersmeyer of Colorado, now back in the White
House, to run this program. And when we get going, it is, as Lod
talked about, a public-private partnership. We're going to ask your
help. It is important that young people have inculcated into them
early in life a sense of service, and I believe the program will be
good in helping those kids who haven't had an equal place at the
starting line.
Tonight, I want to talk to you just a little about
education, the issue at the heart of your mission. First a word
about the lesson in applied economics that are the hallmark of JA.
In your creative hands, economics is anything but the dismal science,
as some have called it. You give economics life -- and you give our
young people a real understanding of the stake that we all have in
economic enterprise.
- 3 -
Junior Achievement. You're awakening the entrepreneurial spirit of a
new generation.
All of you have heard me say that I intend to be the
"Education President." And let me say now: I can't think of any
issue that is larger -- or more far-ranging in its impact than the
education of our young people. (Applause.)
Think about the great issues of the day. Do we want to
talk about America's place in the world? Then we'd better think
about education. Do we want to talk about competitiveness, and how
we can improve it? Again, we'd better think about education. About
productivity -- how to keep it on the increase? Again, education.
It's a matter of our horizons -- our ability to see how
we can meet and master the challenges we face, now and in the future.
Planning for today -- simply for tomorrow --- is a guarantee for
stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even begun
to recognize.
In 11 short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
accelerating. technological revolution. We can see the pace of change -- always
And what will our world look like in the century ahead?
Who will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be the
new pioneers in the fields of medicine, science, and engineering?
And who will display the creative genius that will challenge, excite
and inspire us?
We don't know their names. But I can tell you where to
find them: From 8:00 a.m. to 3:00 p.m. every day in the schools all
across this country.
Look for that fifth-grader, who forty years from now will
find him or herself in the position that you're in today. Look for
the five-year-old, whose curiosity about everything is the first sign
of a budding, scientific mind. Look into the classrooms across this
country today, where the spark of interest kindles a life-long
knowledge. involvement in exploring, in expanding, and in advancing our
education's importance on our national agenda. When it comes to our
So let's not make the mistake of underestimating
nation's future, education is the key. It is the best investment
that we can make. (Applause.)
that show American students trailing of
And now, we've all seen the studies -- discouraging, some
- 4
never, ever crowd out local control. Its parents, its local boards,
its PTA, its state efforts, all have themselves -- all of them --
important parts to play. All the primary responsibility rests with
the states and the local school systems, the federal government can
still serve as a catalyst for change' --- fresh thinking about how to
build the best possible education system.
And so I have built into my first budget a number of
education initiatives that I believe can enhance the quality of our
schools. Let me just mention four.
First, we must recognize excellence, and we must reward
it, because excellence breeds excellence. Reward it wherever it is
found. And that's why I've proposed a $500 million dollar program,
"merit schools" it's called, and a Presidential Award for Excellence
in Education for our best teachers. We must never forget the
teachers who are out there on the cutting edge. (Applause.)
Secondly, we've got to strengthen scientific education.
My budget includes an initiative called the National Science
Scholarship Program. Each year beginning in 1990, a total of 570
American high school seniors --- at least one from every congressional
district across this country --- will receive up to $10,000 a year in
scholarships to the college of their choice, renewable for four
years.
And third, we need to remove the barriers that can keep
talented teachers out of the classroom. Think of the knowledge
assembled in this room today -- this evening -- the business acumen,
the hands-on economic experience that you all possess. I was
thinking of unleashing my third world debt program here. Ron? Ron,
I've got you down for a billion. (Laughter.) Eric, half a billion.
We can solve it right here. (Applause.) No, but seriously, think of
the experience in this room. Look at that honor roll. Measure it in
terms of success and creativity and innovativeness, the hands-on
economic experience that you possess. Junior Achievement makes it
possible for you to pass that on to our school children. But what
about people with similar schools of knowledge, their entry into
teaching as a profession is barred in our country by the excessive
requirements of certification -- requirements that many in this room,
the brightest here, could not meet. And you could be a Ph.D., a
tremendous success in business, and yet the layers of requirements
for teaching in our public schools keeps you from volunteering
sabbatical year basis for helping the young people of this country.
Regulations make it impossible for schools to hire people with the
capabilities tonight. that -- whose capabilities are represented in this room
Teachers-by-training aren't the only ones who can teach.
'm not saying you don't need some education courses, but I urge the
State and local school systems to take a look at their certification
systems and make sure we open up our schools to those with a lifetime
share of experience what outside the classroom, who are ready and willing to
- 5 -
the value of competitiveness in the business world. Challenging
schools to strive to match the best among them can push them all to
new heights. Competition might just provide the quality schools that
we are all looking for. And where it's been tried, parental choice,
it has helped not only the kids, but it has helped the schools that
were achieving at the lower rates. It's a good idea. Choice for
parents works. (Applause.)
America --- we're well positioned to remain productive and
competitive in the world marketplace. But our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that ingenuity
free rein.
We have the raw materials. We have the opportunity.
What we need is a new sense of resolve -- a commitment to shape our
future by preparing today the children who will lead us into that
21st century.
Thank you all very much for what you are doing to lift
the sights and give opportunity to the young people of the United
States of America. Thank you and God bless you all. (Applause.)
END
9:02 P.M. MST
REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
3.00
3.
MARCH 16, 1989
4 If you went a friend, gota dog
THANK YOU, LOD, FOR YOUR KIND WORDS. As YOU KNOW,
I'VE BEEN AN ADMIRER OF JUNIOR ACHIEVEMENT AND ALL IT'S
DONE TO ADVANCE ECONOMICS EDUCATION FOR MANY YEARS. AND
FROM WHAT I SEE, LOD CooK HAS TAKEN WHAT WAS ALREADY A
STRONG PROGRAM AND MADE IT THAT MUCH BETTER.
GOING INTO THAT CLASSROOM TO MAKE THE MEANING OF
ECONOMICS A LITTLE CLEARER IS A TOUGH ASSIGNMENT.
2
I'VE HEARD ABOUT THE VOLUNTEER WHO ASKED HIS CLASS WHAT
THE GROSS NATIONAL PRODUCT WAS -- AND THE BOY WHO SAID IT
WAS "THE MOST DISGUSTING THING MADE IN AMERICA."
IT'S ANSWERS LIKE THAT THAT MAKE TEACHING A REWARDING
EXPERIENCE.
BUT THERE'S NO DOUBT THAT JUNIOR ACHIEVEMENT HAS A
POSITIVE IMPACT -- IN FACT, BASED ON WHAT LOD'S TOLD ME
ABOUT THE PROGRAM, I'M GOING TO HAVE TO ADD A POINT OR TWO
TO OUR GNP ESTIMATES AS SOON AS I GET BACK TO WASHINGTON.
THE WHITE HOUSE
WASHINGTON
Date:
4/12
TO:
CHRISS WINSTON
FROM: JOHN S. GARDNER
Special Assistant to the President
and Assistant Staff Secretary
When I was in Colorado Springs,
I made some notes at the
President's speech to Junior
Achievement of things he added
to the speech. I thought you
might be interested; sorry it
took me so long to get them to
you.
J.
3
WHILE ALL OF YOU HERE TONIGHT SHARE IN THIS SUCCESS
STORY, I WANT ESPECIALLY TO COMMEND JIM HAYES OF FORTUNE
MAGAZINE. JIM, I KNOW YOU AND A NUMBER OF YOUR STAFF HAVE
BEEN ACTIVELY INVOLVED IN JUNIOR ACHIEVEMENT'S "PROJECT
BUSINESS," TAKING YOUR SKILLS AND TALENTS INTO CLASSROOMS
THROUGHOUT NEW YORK CITY. THE WORK YOU'RE DOING WITH
THOSE JUNIOR HIGH STUDENTS IS OPENING THEIR EYES TO A
WHOLE NEW WORLD.
JUNIOR ACHIEVEMENT IS A PHENOMENALLY SUCCESSFUL
ENTERPRISE BY ANY MEASURE.
4
THE NUMBERS ALONE TELL THE STORY: YOU REACH OVER A
MILLION CHILDREN EACH YEAR, FROM FOURTH THROUGH TWELFTH
GRADES, IN MORE THAN A THOUSAND COMMUNITIES ACROSS THE
NATION.
I'VE SPOKEN MANY TIMES ABOUT THE THOUSAND POINTS OF
LIGHT, THE DEDICATED AND DIVERSE VOLUNTEER ORGANIZATIONS
THAT CONTRIBUTE so MUCH TO AMERICAN LIFE. I'VE TAKEN SOME
RIBBING ABOUT JUST WHAT THAT MEANS BUT THOSE OF YOU
INVOLVED IN JUNIOR ACHIEVEMENT KNOW EXACTLY WHAT I'M
TALKING ABOUT.
5
IN FACT, LOD TELLS ME THAT A THOUSAND POINTS OF LIGHT
DOESN'T BEGIN TO DESCRIBE YOUR EFFORTS -- AND THAT THE
100,000 MEN AND WOMEN INVOLVED IN JUNIOR ACHIEVEMENT IS A
SUPER-NOVA OF VOLUNTEERS.
LOD, MAYBE I CAN CLEAR UP THE CONFUSION. LET'S AGREE
THAT THE VOLUNTEER ETHIC IS THE NORTH STAR. As LONG AS
THAT SENSE OF SERVICE GUIDES US, WE'LL BE A STRONG,
SELF-RELIANT PEOPLE, AS READY TO HELP EACH OTHER AS WE ARE
TO HELP OURSELVES.
6
OUR YOUNG PEOPLE ESPECIALLY CAN BRING ENERGY AND
and ability
ENTHUSIASM TO THE VOLUNTEER EFFORT. THAT'S THE IDEA
BEHIND THE INITIATIVE I CALL YES -- YOUTH ENTERING
SERVICE. a new concept that encourages young people to help others less fortunate
TONIGHT, I WANT TO TALK ABOUT EDUCATION, THE ISSUE AT
a pullic private pathership
THE HEART OF JUNIOR ACHIEVEMENT'S MISSION.
FIRST, A WORD ABOUT THE LESSONS IN "APPLIED
ECONOMICS" THAT ARE THE HALLMARK OF JUNIOR ACHIEVEMENT.
IN YOUR CREATIVE HANDS, ECONOMICS IS ANYTHING BUT "THE
DISMAL SCIENCE" AS SOME HAVE CALLED IT.
7
You GIVE ECONOMICS LIFE == AND YOU GIVE OUR YOUNG PEOPLE A
REAL UNDERSTANDING OF THE STAKE WE ALL HAVE IN ECONOMIC
ENTERPRISE.
I KNOW WHAT IT MEANS TO BUILD A BUSINESS. I KNOW THE
RISK
THE WORRIES LATE AT NIGHT... THE
RESPONSIBILITIES YOU FEEL FOR THE EMPLOYEES THAT ARE IN IT
WITH YOU. I DON'T NEED TO TELL ALL OF YOU IT'S SOMETHING
YOU NEVER FORGET.
8
I ALSO KNOW THE FEELING THAT COMES WITH SUCCESS --
THE PRIDE, THE EXHILARATION YOU FEEL WHEN YOUR BUSINESS IS
UP ON ITS FEET, AND RUNNING. THE FEELING YOU GET WHEN YOU
TAKE AN IDEA -- SOMETHING THAT EXISTS ONLY IN YOUR MIND --
AND TURN IT INTO SOMETHING REAL, A COMMON ENTERPRISE THAT
MEETS THE TEST OF THE MARKETPLACE, THAT CARVES OUT A PLACE
IN THE LARGER ECONOMY.
ALL OF YOU HERE TODAY ARE HELPING YOUNG PEOPLE
EXPERIENCE THAT SAME SENSE OF ACCOMPLISHMENT THROUGH THEIR
INVOLVEMENT WITH JUNIOR ACHIEVEMENT.
9
You ARE AWAKENING THE ENTREPRENEURIAL SPIRIT OF A NEW
GENERATION.
ALL OF YOU HAVE HEARD ME SAY I INTEND TO BE THE
"EDUCATION PRESIDENT." Now, I'VE HEARD SOME PEOPLE SAY IN
RESPONSE: "THAT'S NOT ENOUGH." THEY SEEM TO BE SAYING
THAT THE PRESIDENT NEEDS TO CONCERN HIMSELF WITH THE
of
LARGER ISSUES -- AND THAT EDUCATION DOESN'T QUALIFY.]
LET ME SAY NOW: I CAN'T THINK OF ANY ISSUE THAT IS
LARGER -- OR MORE FAR-RANGING IN ITS IMPACT THAN THE
EDUCATION OF OUR YOUTH.
10
THINK ABOUT THE GREAT ISSUES OF THE DAY. Do WE WANT
TO TALK ABOUT AMERICA'S PLACE IN THE WORLD? THEN WE'D
BETTER THINK ABOUT EDUCATION. Do WE WANT TO TALK ABOUT
COMPETITIVENESS, AND HOW WE CAN IMPROVE IT? AGAIN, WE'D
BETTER THINK ABOUT EDUCATION. ABOUT PRODUCTIVITY, AND HOW
TO KEEP IT ON THE INCREASE? AGAIN, EDUCATION.
IT'S A MATTER OF OUR HORIZONS -- OUR ABILITY TO SEE
HOW WE CAN MEET AND MASTER THE CHALLENGES WE FACE, NOW AND
IN THE FUTURE. PLANNING FOR TODAY -- SIMPLY TO GET TO
TOMORROW -- IS A GUARANTEE FOR STOP-GAP SOLUTIONS.
11
EDUCATION IS LONG-RANGE PLANNING AT ITS BEST. IT'S A
SOLUTION FOR THE NEXT CENTURY -- FOR PROBLEMS WE HAVEN'T
EVEN BEGUN TO RECOGNIZE.
IN ELEVEN SHORT YEARS, WE'LL STAND ON THE THRESHOLD
OF A NEW CENTURY. WE KNOW NOW THAT THE WORLD IS IN THE
MIDST OF A TECHNOLOGICAL REVOLUTION. WE CAN SEE THE PACE
OF CHANGE -- ALWAYS ACCELERATING.
WHAT WILL OUR WORLD LOOK LIKE IN THE CENTURY AHEAD?
WHO WILL LEAD AMERICA A GENERATION FROM NOW?
12
WHO WILL HOLD THE TOP POSITIONS IN GOVERNMENT AND IN THE
PRIVATE SECTOR? WHO WILL BE THE NEW PIONEERS IN THE
FIELDS OF MEDICINE, SCIENCE, AND ENGINEERING? WHO WILL
DISPLAY THE CREATIVE GENIUS THAT WILL CHALLENGE, EXCITE
AND INSPIRE us?
WE DON'T KNOW THEIR NAMES. BUT I CAN TELL YOU WHERE
TO FIND THEM:
FROM 8 A.M. TO 3 P.M. EVERY DAY IN OUR SCHOOLS.
13
Look FOR THE FIFTH GRADER, WHO FORTY YEARS FROM NOW
WILL FIND HIM OR HERSELF IN THE POSITION YOU ARE IN TODAY.
Look FOR THE FIVE-YEAR-OLD, WHOSE CURIOSITY ABOUT
EVERYTHING IS THE FIRST SIGN OF A BUDDING SCIENTIFIC MIND.
LOOK INTO CLASSROOMS ACROSS THIS COUNTRY TODAY, WHERE THE
SPARK OF INTEREST KINDLES A LIFE-LONG INVOLVEMENT IN
EXPLORING, IN EXPANDING, AND ADVANCING OUR KNOWLEDGE.
So LET'S NOT MAKE THE MISTAKE OF SAYING
EDUCATION IS A MINOR MATTER ON OUR NATIONAL AGENDA.
underestinating education's importance
14
WHEN IT COMES TO OUR NATION'S FUTURE, EDUCATION IS
THE KEY. IT'S THE BEST INVESTMENT WE CAN MAKE.
Now, WE'VE ALL SEEN THE STUDIES THAT SHOW AMERICAN
STUDENTS TRAILING THOSE OF OTHER NATIONS IN SCIENCE AND
MATH SKILLS. WE'VE ALL READ THE STORIES ABOUT KIDS WHO
CAN'T FIND AMERICA ON A MAP. WE ALL KNOW THE DROP-OUT
abymally especially among minorities,
RATE IS T00 HIGH, AND THE LEVEL OF LITERACY TOO LOW. WE
KNOW THAT WE MUST DO MORE To OPEN THE DOOR TO ADVANCEMENT
FOR OUR DISADVANTAGED YOUTH, BY PROVIDING THEM THE
EDUCATIONAL OPPORTUNITIES THEY DESERVE.
15
THE ANSWER ISN'T TO WRING OUR HANDS. WE NEED TO ROLL
UP OUR SLEEVES, AND TAKE AN ACTIVE PART IN MAKING OUR
SCHOOLS BETTER.
AND THAT REQUIRES A TRULY COOPERATIVE EFFORT --
INVOLVING ALL LEVELS OF GOVERNMENT, THE PUBLIC AND THE
PRIVATE SECTOR. IN OUR FEDERAL SYSTEM, EDUCATION IS A
SHARED RESPONSIBILITY.
Federal policy must never crowd out local control-
all have a role to play.
16
WHILE THE PRIMARY RESPONSIBILITY RESTS WITH THE STATES AND
LOCAL SCHOOL SYSTEMS, THE FEDERAL GOVERNMENT CAN STILL
SERVE AS A CATALYST FOR CHANGE -- FOR FRESH THINKING ABOUT
HOW TO BUILD THE BEST POSSIBLE EDUCATION SYSTEM.
I'VE BUILT INTO MY BUDGET A NUMBER OF EDUCATION
INITIATIVES I BELIEVE CAN ENHANCE THE QUALITY OF OUR
SCHOOLS. I'LL MENTION FOUR HERE TODAY.
FIRST, WE MUST RECOGNIZE EXCELLENCE, AND WE MUST
REWARD IT -- WHEREVER IT IS FOUND.
excellence heeds excellence
17
THAT'S WHY I'VE PROPOSED A $500 MILLION DOLLAR "MERIT
SCHOOL" PROGRAM, AND A PRESIDENTIAL AWARD FOR EXCELLENCE
IN EDUCATION FOR OUR BEST TEACHERS.
SECOND, WE MUST STRENGTHEN SCIENTIFIC EDUCATION. MY
BUDGET INCLUDES AN INITIATIVE CALLED THE NATIONAL SCIENCE
SCHOLARSHIP PROGRAM. EACH YEAR BEGINNING IN 1990, A TOTAL
OF 570 AMERICAN HIGH SCHOOL SENIORS -- AT LEAST ONE FROM
EVERY CONGRESSIONAL DISTRICT ACROSS THE COUNTRY -- WILL
RECEIVE UP TO $10,000 A YEAR IN SCHOLARSHIPS TO THE
COLLEGE OF THEIR CHOICE, RENEWABLE FOR FOUR YEARS.
18
THIRD, WE NEED TO REMOVE THE BARRIERS THAT CAN KEEP
TALENTED TEACHERS OUT OF THE CLASSROOM. THINK OF THE
KNOWLEDGE ASSEMBLED IN THIS HALL HERE TODAY -- THE
BUSINESS ACUMEN, THE HANDS-ON ECONOMIC EXPERIENCE YOU ALL
POSSESS. JUNIOR ACHIEVEMENT MAKES IT POSSIBLE FOR YOU TO
PASS THAT ON TO OUR SCHOOL CHILDREN. BUT WHAT ABOUT
PEOPLE WITH SIMILAR SKILLS AND KNOWLEDGE, WHOSE ENTRY INTO
TEACHING AS A PROFESSION IS BARRED BY CERTIFICATION
REQUIREMENTS THEY DON'T MEET?
Many in this room- the hightest here- could not meet
these requirements.
>th not saying you don't 19 need some education courses
TEACHERS-BY-TRAINING AREN'T THE ONLY ONES WHO CAN
TEACH.
I URGE STATE AND LOCAL SCHOOL SYSTEMS TO TAKE A
LOOK AT THEIR CERTIFICATION SYSTEMS, AND MAKE SURE WE OPEN
OUR SCHOOLS TO THOSE WITH A LIFETIME OF EXPERIENCE OUTSIDE
THE CLASSROOM, WHO ARE READY AND WILLING TO SHARE WHAT
THEY KNOW WITH OUR YOUNG PEOPLE.
went to rolunter at community
FOURTH, WE MUST USE COMPETITION TO SPUR EXCELLENCE IN
college in Odessa
EDUCATION.
think anew, as Linedn said
20
I SUPPORT THE USE OF "MAGNET SCHOOLS" TO INTRODUCE AN
ELEMENT OF CHOICE INTO EDUCATION -- AND I'VE REQUESTED
$100 MILLION TO HELP WITH THE START-UP COSTS OF NEW MAGNET
SCHOOLS.
WE ALL KNOW THE VALUE OF COMPETITIVENESS IN THE
BUSINESS WORLD. CHALLENGING SCHOOLS TO STRIVE TO MATCH
THE BEST AMONG THEM CAN PUSH THEM ALL TO NEW HEIGHTS.
COMPETITION MIGHT JUST PROVIDE THE QUALITY SCHOOLS WE'RE
ALL LOOKING FOR.
It's a good idea. Choice for parents works.
21
AMERICA IS WELL POSITIONED TO REMAIN PRODUCTIVE AND
COMPETITIVE IN THE WORLD MARKETPLACE. OUR STRONG SUIT IS
OUR ABUNDANT SUPPLY OF THE MOST INEXHAUSTIBLE RESOURCE ON
THE PLANET: HUMAN INGENUITY -- AND, OF COURSE, A SYSTEM
THAT GIVES THAT INGENUITY FREE REIN.
WE HAVE THE RAW MATERIALS. WE HAVE THE OPPORTUNITY.
WHAT WE NEED IS A RENEWED SENSE OF RESOLVE -- A COMMITMENT
TO SHAPE OUR FUTURE BY PREPARING TODAY THE CHILDREN WHO
WILL LEAD US IN THE 21st CENTURY.
THANK YOU.
lift their sights and give them opportunity
REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
THANK YOU, Lod, FOR YOUR KIND WORDS. As YOU KNOW,
I'VE BEEN AN ADMIRER OF JUNIOR ACHIEVEMENT AND ALL IT'S
DONE TO ADVANCE ECONOMICS EDUCATION FOR MANY YEARS. AND
FROM WHAT I SEE, Lod CooK HAS TAKEN WHAT WAS ALREADY A
STRONG PROGRAM AND MADE IT THAT MUCH BETTER.
GOING INTO THAT CLASSROOM TO MAKE THE MEANING OF
ECONOMICS A LITTLE CLEARER IS A TOUGH ASSIGNMENT.
2
I'VE HEARD ABOUT THE VOLUNTEER WHO ASKED HIS CLASS WHAT
THE GROSS NATIONAL PRODUCT WAS -- AND THE BOY WHO SAID IT
WAS "THE MOST DISGUSTING THING MADE IN AMERICA."
IT'S ANSWERS LIKE THAT THAT MAKE TEACHING A REWARDING
EXPERIENCE.
BUT THERE'S NO DOUBT THAT JUNIOR ACHIEVEMENT HAS A
POSITIVE IMPACT -- IN FACT, BASED ON WHAT LOD'S TOLD ME
ABOUT THE PROGRAM, I'M GOING TO HAVE TO ADD A POINT OR TWO
TO OUR GNP ESTIMATES AS SOON AS I GET BACK TO WASHINGTON.
3
WHILE ALL OF YOU HERE TONIGHT SHARE IN THIS SUCCESS
STORY, I WANT ESPECIALLY TO COMMEND JIM HAYES OF FORTUNE
MAGAZINE. JIM, I KNOW YOU AND A NUMBER OF YOUR STAFF HAVE
BEEN ACTIVELY INVOLVED IN JUNIOR ACHIEVEMENT'S "PROJECT
BUSINESS," TAKING YOUR SKILLS AND TALENTS INTO CLASSROOMS
THROUGHOUT NEW YORK CITY. THE WORK YOU'RE DOING WITH
THOSE JUNIOR HIGH STUDENTS IS OPENING THEIR EYES TO A
WHOLE NEW WORLD.
JUNIOR ACHIEVEMENT IS A PHENOMENALLY SUCCESSFUL
ENTERPRISE BY ANY MEASURE.
4
THE NUMBERS ALONE TELL THE STORY: YOU REACH OVER A
MILLION CHILDREN EACH YEAR, FROM FOURTH THROUGH TWELFTH
GRADES, IN MORE THAN A THOUSAND COMMUNITIES ACROSS THE
NATION.
I'VE SPOKEN MANY TIMES ABOUT THE THOUSAND POINTS OF
LIGHT, THE DEDICATED AND DIVERSE VOLUNTEER ORGANIZATIONS
THAT CONTRIBUTE SO MUCH TO AMERICAN LIFE. I'VE TAKEN SOME
RIBBING ABOUT JUST WHAT THAT MEANS -- BUT THOSE OF YOU
INVOLVED IN JUNIOR ACHIEVEMENT KNOW EXACTLY WHAT I'M
TALKING ABOUT.
5
IN FACT, LOD TELLS ME THAT A THOUSAND POINTS OF LIGHT
DOESN'T BEGIN TO DESCRIBE YOUR EFFORTS -- AND THAT THE
100,000 MEN AND WOMEN INVOLVED IN JUNIOR ACHIEVEMENT IS A
SUPER-NOVA OF VOLUNTEERS.
LOD, MAYBE I CAN CLEAR UP THE CONFUSION. LET'S AGREE
THAT THE VOLUNTEER ETHIC IS THE NORTH STAR. As LONG AS
THAT SENSE OF SERVICE GUIDES US, WE'LL BE A STRONG,
SELF-RELIANT PEOPLE, AS READY TO HELP EACH OTHER AS WE ARE
TO HELP OURSELVES.
6
OUR YOUNG PEOPLE ESPECIALLY CAN BRING ENERGY AND
ENTHUSIAM TO THE VOLUNTEER EFFORT. THAT'S THE IDEA BEHIND
THE INITIATIVE I CALL YES -- YOUTH ENTERING SERVICE.
TONIGHT, I WANT TO TALK ABOUT EDUCATION, THE ISSUE AT
THE HEART OF JUNIOR ACHIEVEMENT'S MISSION.
FIRST, A WORD ABOUT THE LESSONS IN "APPLIED
ECONOMICS" THAT ARE THE HALLMARK OF JUNIOR ACHIEVEMENT.
IN YOUR CREATIVE HANDS, ECONOMICS IS ANYTHING BUT "THE
DISMAL SCIENCE" AS SOME HAVE CALLED IT.
7
You GIVE ECONOMICS LIFE "- AND YOU GIVE OUR YOUNG PEOPLE A
REAL UNDERSTANDING OF THE STAKE WE ALL HAVE IN ECONOMIC
ENTERPRISE.
I KNOW WHAT IT MEANS TO BUILD A BUSINESS. I KNOW THE
RISK
THE WORRIES LATE AT NIGHT... THE
RESPONSIBILITIES YOU FEEL FOR THE EMPLOYEES THAT ARE IN IT
WITH YOU. I DON'T NEED TO TELL ALL OF YOU IT'S SOMETHING
YOU NEVER FORGET.
8
I ALSO KNOW THE FEELING THAT COMES WITH SUCCESS --
THE PRIDE, THE EXHILARATION YOU FEEL WHEN YOUR BUSINESS IS
UP ON ITS FEET, AND RUNNING. THE FEELING YOU GET WHEN YOU
TAKE AN IDEA -- SOMETHING THAT EXISTS ONLY IN YOUR MIND --
AND TURN IT INTO SOMETHING REAL, A COMMON ENTERPRISE THAT
MEETS THE TEST OF THE MARKETPLACE, THAT CARVES OUT A PLACE
IN THE LARGER ECONOMY.
ALL OF YOU HERE TODAY ARE HELPING YOUNG PEOPLE
EXPERIENCE THAT SAME SENSE OF ACCOMPLISHMENT THROUGH THEIR
INVOLVEMENT WITH JUNIOR ACHIEVEMENT.
9
You ARE AWAKENING THE ENTREPRENEURIAL SPIRIT OF A NEW
GENERATION.
ALL OF YOU HAVE HEARD ME SAY I INTEND TO BE THE
"EDUCATION PRESIDENT." Now, I'VE HEARD SOME PEOPLE SAY IN
RESPONSE: "THAT'S NOT ENOUGH." THEY SEEM TO BE SAYING
THAT THE PRESIDENT NEEDS TO CONCERN HIMSELF WITH THE
LARGER ISSUES -- AND THAT EDUCATION DOESN'T QUALIFY.
LET ME SAY NOW: I CAN'T THINK OF ANY ISSUE THAT IS
LARGER -- OR MORE FAR-RANGING IN ITS IMPACT THAN THE
EDUCATION OF OUR YOUTH.
10
THINK ABOUT THE GREAT ISSUES OF THE DAY. Do WE WANT
TO TALK ABOUT AMERICA'S PLACE IN THE WORLD? THEN WE'D
BETTER THINK ABOUT EDUCATION. Do WE WANT TO TALK ABOUT
COMPETITIVENESS, AND HOW WE CAN IMPROVE IT? AGAIN, WE'D
BETTER THINK ABOUT EDUCATION. ABOUT PRODUCTIVITY, AND HOW
TO KEEP IT ON THE INCREASE? AGAIN, EDUCATION.
It's A MATTER OF OUR HORIZONS -- OUR ABILITY TO SEE
HOW WE CAN MEET AND MASTER THE CHALLENGES WE FACE, NOW AND
IN THE FUTURE. PLANNING FOR TODAY -- SIMPLY TO GET TO
TOMORROW -- IS A GUARANTEE FOR STOP-GAP SOLUTIONS.
11
EDUCATION IS LONG-RANGE PLANNING AT ITS BEST. IT'S A
SOLUTION FOR THE NEXT CENTURY -- FOR PROBLEMS WE HAVEN'T
EVEN BEGUN TO RECOGNIZE.
IN ELEVEN SHORT YEARS, WE'LL STAND ON THE THRESHOLD
OF A NEW CENTURY. WE KNOW NOW THAT THE WORLD IS IN THE
MIDST OF A TECHNOLOGICAL REVOLUTION. WE CAN SEE THE PACE
OF CHANGE -- ALWAYS ACCELERATING.
WHAT WILL OUR WORLD LOOK LIKE IN THE CENTURY AHEAD?
WHO WILL LEAD AMERICA A GENERATION FROM NOW?
12
WHO WILL HOLD THE TOP POSITIONS IN GOVERNMENT AND IN THE
PRIVATE SECTOR? WHO WILL BE THE NEW PIONEERS IN THE
FIELDS OF MEDICINE, SCIENCE, AND ENGINEERING? WHO WILL
DISPLAY THE CREATIVE GENIUS THAT WILL CHALLENGE, EXCITE
AND INSPIRE us?
WE DON'T KNOW THEIR NAMES. BUT I CAN TELL YOU WHERE
TO FIND THEM:
FROM 8 A.M. TO 3 P.M. EVERY DAY IN OUR SCHOOLS.
13
LOOK FOR THE FIFTH GRADER, WHO FORTY YEARS FROM NOW
WILL FIND HIM OR HERSELF IN THE POSITION YOU ARE IN TODAY.
LOOK FOR THE FIVE-YEAR-OLD, WHOSE CURIOSITY ABOUT
EVERYTHING IS THE FIRST SIGN OF A BUDDING SCIENTIFIC MIND.
LOOK INTO CLASSROOMS ACROSS THIS COUNTRY TODAY, WHERE THE
SPARK OF INTEREST KINDLES A LIFE-LONG INVOLVEMENT IN
EXPLORING, IN EXPANDING, AND ADVANCING OUR KNOWLEDGE.
So LET'S NOT MAKE THE MISTAKE OF SAYING
EDUCATION IS A MINOR MATTER ON OUR NATIONAL AGENDA.
14
WHEN IT COMES TO OUR NATION'S FUTURE, EDUCATION IS
THE KEY. IT'S THE BEST INVESTMENT WE CAN MAKE.
Now, WE'VE ALL SEEN THE STUDIES THAT SHOW AMERICAN
STUDENTS TRAILING THOSE OF OTHER NATIONS IN SCIENCE AND
MATH SKILLS. WE'VE ALL READ THE STORIES ABOUT KIDS WHO
CAN'T FIND AMERICA ON A MAP. WE ALL KNOW THE DROP-OUT
RATE IS TOO HIGH, AND THE LEVEL OF LITERACY TOO LOW. WE
KNOW THAT WE MUST DO MORE TO OPEN THE DOOR TO ADVANCEMENT
FOR OUR DISADVANTAGED YOUTH, BY PROVIDING THEM THE
EDUCATIONAL OPPORTUNITIES THEY DESERVE.
15
THE ANSWER ISN'T TO WRING OUR HANDS. WE NEED TO ROLL
UP OUR SLEEVES, AND TAKE AN ACTIVE PART IN MAKING OUR
SCHOOLS BETTER.
AND THAT REQUIRES A TRULY COOPERATIVE EFFORT --
INVOLVING ALL LEVELS OF GOVERNMENT, THE PUBLIC AND THE
PRIVATE SECTOR. IN OUR FEDERAL SYSTEM, EDUCATION IS A
SHARED RESPONSIBILITY.
16
WHILE THE PRIMARY RESPONSIBILITY RESTS WITH THE STATES AND
LOCAL SCHOOL SYSTEMS, THE FEDERAL GOVERNMENT CAN STILL
SERVE AS A CATALYST FOR CHANGE -- FOR FRESH THINKING ABOUT
HOW TO BUILD THE BEST POSSIBLE EDUCATION SYSTEM.
I'VE BUILT INTO MY BUDGET A NUMBER OF EDUCATION
INITIATIVES I BELIEVE CAN ENHANCE THE QUALITY OF OUR
SCHOOLS. I'LL MENTION FOUR HERE TODAY.
FIRST, WE MUST RECOGNIZE EXCELLENCE, AND WE MUST
REWARD IT -- WHEREVER IT IS FOUND.
17
THAT'S WHY I'VE PROPOSED A $500 MILLION DOLLAR "MERIT
SCHOOL" PROGRAM, AND A PRESIDENTIAL AWARD FOR EXCELLENCE
IN EDUCATION FOR OUR BEST TEACHERS.
SECOND, WE MUST STRENGTHEN SCIENTIFIC EDUCATION. MY
BUDGET INCLUDES AN INITIATIVE CALLED THE NATIONAL SCIENCE
SCHOLARSHIP PROGRAM. EACH YEAR BEGINNING IN 1990, A TOTAL
OF 570 AMERICAN HIGH SCHOOL SENIORS -- AT LEAST ONE FROM
EVERY CONGRESSIONAL DISTRICT ACROSS THE COUNTRY -- WILL
RECEIVE UP TO $10,000 A YEAR IN SCHOLARSHIPS TO THE
COLLEGE OF THEIR CHOICE, RENEWABLE FOR FOUR YEARS.
18
THIRD, WE NEED TO REMOVE THE BARRIERS THAT CAN KEEP
TALENTED TEACHERS OUT OF THE CLASSROOM. THINK OF THE
KNOWLEDGE ASSEMBLED IN THIS HALL HERE TODAY --- THE
BUSINESS ACUMEN, THE HANDS-ON ECONOMIC EXPERIENCE YOU ALL
POSSESS. JUNIOR ACHIEVEMENT MAKES IT POSSIBLE FOR YOU TO
PASS THAT ON TO OUR SCHOOL CHILDREN. BUT WHAT ABOUT
PEOPLE WITH SIMILAR SKILLS AND KNOWLEDGE, WHOSE ENTRY INTO
TEACHING AS A PROFESSION IS BARRED BY CERTIFICATION
REQUIREMENTS THEY DON'T MEET?
19
TEACHERS-BY-TRAINING AREN'T THE ONLY ONES WHO CAN
TEACH. I URGE STATE AND LOCAL SCHOOL SYSTEMS TO TAKE A
LOOK AT THEIR CERTIFICATION SYSTEMS, AND MAKE SURE WE OPEN
OUR SCHOOLS TO THOSE WITH A LIFETIME OF EXPERIENCE OUTSIDE
THE CLASSROOM, WHO ARE READY AND WILLING TO SHARE WHAT
THEY KNOW WITH OUR YOUNG PEOPLE.
FOURTH, WE MUST USE COMPETITION TO SPUR EXCELLENCE IN
EDUCATION.
20
I SUPPORT THE USE OF "MAGNET SCHOOLS" TO INTRODUCE AN
ELEMENT OF CHOICE INTO EDUCATION -- AND I'VE REQUESTED
$100 MILLION TO HELP WITH THE START-UP COSTS OF NEW MAGNET
SCHOOLS.
WE ALL KNOW THE VALUE OF COMPETITIVENESS IN THE
BUSINESS WORLD. CHALLENGING SCHOOLS TO STRIVE TO MATCH
THE BEST AMONG THEM CAN PUSH THEM ALL TO NEW HEIGHTS.
COMPETITION MIGHT JUST PROVIDE THE QUALITY SCHOOLS WE'RE
ALL LOOKING FOR.
21
AMERICA IS WELL POSITIONED TO REMAIN PRODUCTIVE AND
COMPETITIVE IN THE WORLD MARKETPLACE. OUR STRONG SUIT IS
OUR ABUNDANT SUPPLY OF THE MOST INEXHAUSTIBLE RESOURCE ON
THE PLANET: HUMAN INGENUITY -- AND, OF COURSE, A SYSTEM
THAT GIVES THAT INGENUITY FREE REIN.
WE HAVE THE RAW MATERIALS. WE HAVE THE OPPORTUNITY.
WHAT WE NEED IS A RENEWED SENSE OF RESOLVE -- A COMMITMENT
TO SHAPE OUR FUTURE BY PREPARING TODAY THE CHILDREN WHO
WILL LEAD US IN THE 21st CENTURY.
THANK YOU.
MASTERI
015334SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
3/9/89
3/10/89 NOON
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
"ok"
no comments
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS: Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Yes ref.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
new A:
energy and to the Volunteer effort.
Our young people especially can bring
That's the idea behind yes- - Youth Eaking
3.
First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement.
In a your hands, economics
is anything but as some call "the dismal science " You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President. " Now, I've heard some people say in response:
"that's not enough." They seem to be saying that the President
4
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
5
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
6
dule
When it comes to our nation's future, education is the key
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
7
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
O
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
m
a year scholarships to the college of their choice, renewable for
four years.
O
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
8
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
O
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
MASTERII
II
Document No.
015334SS
WHITE HOUSE STAFFING MEMORANDUM
DATE:
3/13/89
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
WINSTON
CARD
PINKERTON
CICCONI
PETERSMEYER
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
1909 MAR 10 PM 7: 42
(McGroarty/Martin)
March 10, 1989
7:00pm #3
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work
you're doing with those junior high students is opening their
eyes to a whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
over a million children each year, from fourth through twelfth
grades, in more than a thousand communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
2
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Our young people especially can bring energy and enthusiam
to the volunteer effort. That's the idea behind the initiative I
call YES --- Youth Entering Service.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement. In your creative hands,
economics is anything but "the dismal science" as some have
called it. You give economics life -- and you give our young
people a real understanding of the stake we all have in economic
enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
3
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President." Now, I've heard some people say in response:
"that's not enough." They seem to be saying that the President
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
4
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five-year-old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
5
So let's not make the mistake of saying education is a
minor matter on our national agenda.
When it comes to our nation's future, education is the
key. It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
6
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 a year
in scholarships to the college of their choice, renewable for
four years.
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million to help with the start-up costs of new magnet schools.
7
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free rein.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
Good Length
/
I A like to have some humon up front and in
middle
maybe some anecdotes -mayke
(McGroarty/Martin)
March 10, 1989
2 a hunovons letter from a 5 the graden
7:00pm #3
dan/ADL-JA
inttee 5 pres. Cash consespondence)
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work
you're doing with those junior high students is opening their
eyes to a whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
over a million children each year, from fourth through twelfth
grades, in more than a thousand communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
015334SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
3/9/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 3/10/89 NOON
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS: Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
ok
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
1283 MAR - PM 4: 06
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
3.
First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement. In your hands, economics
is anything but as some call "the dismal science." You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President. " Now, I've heard some people say in response:
"that's not enough. " They seem to be saying that the President
4
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
5
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
6
When it comes to our nation's future, education is the key.
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
7
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
O
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
a year scholarships to the college of their choice, renewable for
four years.
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
8
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
o
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
THE WHITE HOUSE
WASHINGTON
March 10, 1989
Memorandum to Chriss Winston
From:
James P. Pinkerton RBe/SP
Roger B. Porter
Re:
Comments on Junior Achievement, B'nai B'rith,
Derwinski, Attorneys General, Insurance Agents
drafts
A general comment on the drafts: If we are serious about
our message of "Building a Better America," then we should state
our message. We can't count on anyone else to carry our line if
we won't do it ourselves. Ideally, all these speeches should
include the phrase "Building A Better America."
Junior Achievement
Overall, a good speech. But the pitch for the President's
program doesn't kick in until p.7. Again, there's no effort to
ask these people -- renowned for their pep and enthusiasm -- for
their help. We need a more imperative voice. The phrase
"Building A Better America" should be included since it's our
overall theme.
p.2, para. 4: Since this is the paragraph on voluntarism, we
suggest including a specific reference to YES.
p.3, para. 1: "In your hands, economics is anything but as some
call 'the dismal science. Change to: "In your creative
hands, economics is anything but the 'dismal science' that some
have called it."
p.8, para. 4: "...a system that gives ingenuity free reign" --
"reign" should be "rein." Obviously nobody in the audience will
notice, but a reader will.
B'nai B'rith
p.2, para. 4: We must be careful about over-using the words
"tolerance" and "intolerance." We used the phrase "intolerance"
in the DEA speech and we have spoken repeatedly of "Zero
Tolerance. We're tying many meanings and inferences around
"tolerance."
-2-
When you overload a word with too many messages you
sometimes wind up in trouble, as in the President's fumble over
the phrase "anti-bigotry, anti-racism, and anti-semitism" in the
campaign. We would draw the line right here and turn this
negative-sounding sentence into a positive, e.g. "This nation
must stand for tolerance, pluralism, and a healthy respect for
the rights of all minorities."
Derwinski
p.1, para. 3: Change "bronzed giant,' which sounds like a cross
between Nietzsche and George Hamilton, to "Jefferson commands our
respect: a bronze giant
"
p.2, para. 2: is now cast for the ages in bronze." We'd
delete "in bronze" at the end of this sentence if we use "bronze
giant" above.
p.2, para. 4: "a somber salute to those who fell, and all who
answered the call to duty." We would add "to" after the "and."
The sentence should now read "and to all who answered the
call
"
P. 3, para. 2: "speeches and stone" sounds somewhat cold. We
suggest a change to "speeches and statuary," which sounds more
generous.
p.3, para. 3: This graf is a non-sequitur from the previous
graf: we go from talking about how speeches and stone/statuary
are an inadequate repayment, to this paragraph which starts "But
that doesn't free us of obligation."
You can't be freed of an obligation by an inadequate
repayment. As we move from talking about past debts to current
concerns we need a sentence that tracks the logic of what we're
saying. I'd change to: "Our obligation is also to the living."
In the second sentence of this graf, the word "entrance" is
misspelled.
p.7, para. 1: " We will never again need to erect another
monument to the casualties of war. " Strictly speaking, we don't
just erect monuments to the casualties of war.
We would change to
"
erect another monument to the men and
women who protect us and uphold our liberties." We need to
demonstrate some sensitivity to the current composition of the
armed forces. Note, for example, that the previous page uses
the term "airman." This is fine, in view of the demographics of
the armies of yesterday. But we need to demonstrate our
understanding that times have changed. Thus, our preference for
using "men and women" here.
-3-
Attorneys General
The President needs to throw a bipartisan bear-hug around
these law enforcers based on a common commitment to a stern, no-
nonsense struggle against drug abuse and environmental
degradation. Thus, a phrase like "kindred spirits" in the third
line, and a conclusion like "Let me now turn this party [emphasis
added] over to Bill Reilly" evinces a lackadaisical tone
unbefitting a President who is dead serious about winning the war
on drugs.
p.1, para. 2: "Kindred spirits:" We prefer "fellow warriors"
or "fellow soldiers" " or something tougher and less convivial than
"kindred spirits" in a speech on drugs and cleaning up the
environment.
p.2, para. 4: Change "This government will" to the more
emphatic "I will."
p.3, para. 1: Change "Bill Reilly will give you his thinking on
the environment" to "Bill Reilly will outline in detail our
agenda on the environment." If we agree on the need for a
more martial overall tone, then we should consider a word like
"strategy" in place of "agenda."
Similarly, in the following sentence of that paragraph, we'd
change "You will certainly find him
to be an outstanding ally"
to "You will certainly find him to be an outstanding ally and a
fellow warrior" or "and a fellow soldier in the struggle."
p.3, para. 2: This should read "turn your attention to and
enlist your support for.' The current "turn your attention --
and enlist your support -- on another pervasive problem" doesn't
parse.
p.3, para. 5: "budget
not
d.o.a." -- We're asking for
trouble with this complacent, back-patting phrase. We should
stop citing an "achievement" that can be stripped away from us in
an instant by some sharp-tongued Democrat. The whole graf should
read as follows:
"The budget I presented to Congress last month is a
realistic, fiscally responsible plan that identifies key
priorities requiring our immediate attention. One of these
priorities is combating the scourge of drugs. That's why
I'm asking for an increase of $1 billion for our anti-drug
program. That's a 47 percent increase over 1988, for a
total of $6 billion."
-4-
p.4, para. 5: Instead of "Let me encourage you" etc., we would
make it more imperative: "I ask you to study your drug
enforcement programs. How can they help reduce demand for drugs?
Less demand means more success in the war on drugs."
p.4, para. 6: We would make the first sentence more positive and
ambitious: "Our financial resources may be limited but our
resolve is unlimited. " Then add: "With that limitless
resolution, I know that we can inspire every child, teacher, and
parent; every community group, religious institution, and tenant
association; and every business and professional organization in
this country. And then, united in common resolve, we will truly
be invincible."
And then we suggest adding a Rooseveltian clincher:
"As I have said before, we have more will than wallet.
However, the only limits on our will are those limits we place on
ourselves."
Note that our rewrite version avoids the phrase "hearts and
minds." Anyone who lived through Vietnam remembers the ironic
and cynical connotation that phrase took on.
p.5, para. 4: Again, "Let me now turn this party over to Bill
Reilly" is simply too light-hearted for this grim subject. In
keeping with a more substantive tone, get the job done with
simply "Let me now introduce."
Insurance Agents
p. 2, para. 4: This allusory graf contributes nothing to the
President's agenda. We think it should be deleted outright.
p.3, para. 3: It seems to us that we should follow this graf
with p.4, para. 1 immediately instead of detouring into job
creation.
p.4, para. 3: Here we are about to launch into selling our
program -- but we don't mention it by name: Building A Better
America.
We need a paragraph that establishes an umbrella theme for
the speech -- something reminiscent of the following, taken from
the 2/9 speech: "But I am presenting to you tonight a realistic
plan for tackling [the budget deficit]. My plan has four broad
features: Attention to urgent priorities, investment in the
future, an attack on the deficit, and no new taxes."
-6-
p.8, para. 3: "Homelessness concerns a small proportion of
Americans. " We'd change to "Homelessness afflicts a small number
of Americans but concerns all of us."
p.9, para. 1: "The environment -- once the domain of activists,
it is becoming a top priority of pinstriped diplomats."
As is written here, "activists" appears to be pejorative.
"Pinstriped" is also pejorative, the adjective of choice for
critics of the State Department.
We would reverse the logic from pejorative to complementary
and also omit "domain," which sounds both parochial and
territorial. Instead, we suggest the President throw a bouquet
to his fellow environmentalists: "Once the concern of a far-
sighted few, it is now a top priority of my Administration, at
home and abroad."
p.10, para. 3: "I've laid out my agenda for you. Change to
"I've laid out my agenda for Building a Better America."
#
015334SS
Document No.
1552
WHITE HOUSE STAFFING MEMORANDUM
3/9/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 3/10/89 NOON
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS: Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
RESPONSE:
March 10, 1989
TO: CHRISS WINSTON
NSC staff concurs, with a small modification.
Brent Ret Scowcroft
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
CC: James Cicconi
Ext. 2702
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
3.
First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement. In your hands, economics
is anything but as some call "the dismal science." You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President." Now, I've heard some people say in response:
"that's not enough." They seem to be saying that the President
4
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
5
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
6
When it comes to our nation's future, education is the key.
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
7
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
either
program. Each year beginning in 1990, a total of 570 American
use $ spellent. sign
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
per
year scholarships to the college of their choice, renewable for
four years.
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
8
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
O
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
015334SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
DATE:
3/9/89
ACTION/CONCURRENCE/COMMENT DUE BY:
3/10/89 NOON
SUBJECT:
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
RESPONSE:
No Comment.
3/10/89 D.Q Bates.
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
1989 MAR -9 PM 4: 06
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York city. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
3.
First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement. In your hands, economics
is anything but as some call "the dismal science." You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night..
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President. Now, I've heard some people say in response:
"that's not enough.' They seem to be saying that the President
4
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
5
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
6
When it comes to our nation's future, education is the key.
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
7
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
o
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
a year scholarships to the college of their choice, renewable for
four years.
o
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
8
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
o
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
015334SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
3/9/89
3/10/89 NOON
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS: Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
a few light lines
would help
RESPONSE:
Lange - get funny /
AA
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
3.
First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement. In your hands, economics
is anything but as some call "the dismal science." You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President. II Now, I've heard some people say in response:
"that's not enough." They seem to be saying that the President
4
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
5
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
6
When it comes to our nation's future, education is the key.
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
7
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
a year scholarships to the college of their choice, renewable for
four years.
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
8
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
O
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
015334SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
09 ΓCP
04
3/9/89
3/10/89 NOON
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS: Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
1983 MAR -9 PM 4: 06
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
3.
First, a word about the lessons in "applied economics" that
(Holen)
are the hallmark of Junior Achievement. In your hands, economics
5178)
as some have called it.
is anything but as some call "the dismal science You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President. " Now, I've heard some people say in response:
"that's not enough." They seem to be saying that the President
4
needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century -- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
5
technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
Holen 5128
find him or herself in the position you are in today. Look for
the five-year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
6
When it comes to our nation's future, education is the key.
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
7
First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
O
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
a year scholarships to the college of their choice, renewable for
four years.
o
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
8
with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
O
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.
THE WHITE HOUSE
WASHINGTON
March 10, 1989
MEMORANDUM FOR CHRISS A. WINSTON
DEPUTY ASSISTANT TO THE PRESIDENT
FOR COMMUNICATIONS
FROM:
MICHAEL J. ASTRUE MgA
ASSOCIATE COUNSEL TO THE PRESIDENT
SUBJECT:
Presidential Remarks: Junior Achievement National
Business Leadership Conference
Counsel's office has reviewed the above-referenced proposed
Presidential remarks, and we have no legal objection to their
delivery.
Thank you for submitting this matter for our review.
CC: James W. Cicconi
015334SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
3/9/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
3/10/89 NOON
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
SUBJECT:
LEADERSHIP CONFERENCE
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS: Please forward any comments to Chriss Winston, Rm. 122, x2930,
by noon, Friday, March 10, 1989, with an info copy to my office.
Thank you.
RESPONSE: oh
grsw
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(McGroarty/Martin)
March 9, 1989
3:00pm #2
dan/ADL-JA
PRESIDENTIAL REMARKS: JUNIOR ACHIEVEMENT NATIONAL BUSINESS
LEADERSHIP CONFERENCE
COLORADO SPRINGS, COLORADO
MARCH 16, 1989
Thank you, Lod, for your kind words. As you know, I've been
an admirer of Junior Achievement and all it's done to advance
economics education for many years. And from what I see, Lod
Cook has taken what was already a strong program and made it that
much better.
While all of you here tonight share in this success, I want
especially to commend Jim Hayes of Fortune magazine. Jim, I know
you and a number of your staff have been actively involved in
Junior Achievement's "Project Business," taking your skills and
talents into classrooms throughout New York City. The work your
2
doing with those junior high students is opening their eyes to a
whole new world.
Junior Achievement is a phenomenally successful enterprise
by any measure. The numbers alone tell the story: you reach
1,115,000 children each year, from fourth through twelfth grade,
in 1100 communities across the nation.
I've spoken many times about the thousand points of light,
the dedicated and diverse volunteer organizations that contribute
so much to American life. I've taken some ribbing about just
what that means -- but those of you involved in Junior
Achievement know exactly what I'm talking about. In fact, Lod
tells me that a thousand points of light doesn't begin to
describe your efforts -- and that the 100,000 men and women
involved in Junior Achievement is a super-nova of volunteers.
Lod, maybe I can clear up the confusion. Let's agree that
the volunteer ethic is the North Star. As long as that sense of
service guides us, we'll be a strong, self-reliant people, as
ready to help each other as we are to help ourselves.
Tonight, I want to talk about education, the issue at the
heart of Junior Achievement's mission.
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First, a word about the lessons in "applied economics" that
are the hallmark of Junior Achievement. In your hands, economics
is anything but as some call "the dismal science." You give
economics life -- and you give our young people a real
understanding of the stake we all have in economic enterprise.
I know what it means to build a business. I know the
risk
The worries late at night
The responsibilities you
feel for the employees that are in it with you. I don't need to
tell all of you it's something you never forget.
I also know the feeling that comes with success -- the
pride, the exhilaration you feel when your business is up on its
feet, and running. The feeling you get when you take an idea --
something that exists only in your mind -- and turn it into
something real, a common enterprise that meets the test of the
marketplace, that carves out a place in the larger economy.
All of you here today are helping young people experience
that same sense of accomplishment through their involvement with
Junior Achievement. You are awakening the entrepreneurial spirit
of a new generation.
All of you have heard me say I intend to be the "Education
President. " Now, I've heard some people say in response:
"that's not enough." They seem to be saying that the President
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needs to concern himself with the larger issues -- and that
education doesn't qualify.
Let me say now: I can't think of any issue that is larger
-- or more far-ranging in its impact than the education of our
youth.
Think about the great issues of the day. Do we want to talk
about America's place in the world? Then we'd better think about
education. Do we want to talk about competitiveness, and how we
can improve it? Again, we'd better think about education. About
productivity, and how to keep it on the increase? Again,
education.
It's a matter of our horizons -- our ability to see how we
can meet and master the challenges we face, now and in the
future. Planning for today -- simply to get to tomorrow -- is a
guarantee for stop-gap solutions.
Education is long-range planning at its best. It's a
solution for the next century --- for problems we haven't even
begun to recognize.
In eleven short years, we'll stand on the threshold of a new
century. We know now that the world is in the midst of a
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technological revolution. We can see the pace of change --
always accelerating.
What will our world look like in the century ahead? Who
will lead America a generation from now? Who will hold the top
positions in government and in the private sector? Who will be
the new pioneers in the fields of medicine, science, and
engineering? Who will display the creative genius that will
challenge, excite and inspire us?
We don't know their names. But I can tell you where to find
them:
From 8 a.m. to 3 p.m. every day in our schools.
Look for the fifth grader, who forty years from now will
find him or herself in the position you are in today. Look for
the five year old, whose curiosity about everything is the first
sign of a budding scientific mind. Look into classrooms across
this country today, where the spark of interest kindles a
life-long involvement in exploring, in expanding, and advancing
our knowledge.
So let's not make the mistake of saying education is a
minor matter on our national agenda.
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When it comes to our nation's future, education is the key.
It's the best investment we can make.
Now, we've all seen the studies that show American students
trailing those of other nations in science and math skills.
We've all read the stories about kids who can't find America on a
map. We all know the drop-out rate is too high, and the level of
literacy too low. We know that we must do more to open the door
to advancement for our disadvantaged youth, by providing them the
educational opportunities they deserve.
The answer isn't to wring our hands. We need to roll up our
sleeves, and take an active part in making our schools better.
And that requires a truly cooperative effort -- involving
all levels of government, the public and the private sector. In
our federal system, education is a shared responsibility. While
the primary responsibility rests with the states and local school
systems, the federal government can still serve as a catalyst for
change -- for fresh thinking about how to build the best possible
education system.
I've built into my budget a number of education initiatives
I believe can enhance the quality of our schools. I'll mention
four here today.
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First, we must recognize excellence, and we must reward it
-- wherever it is found. That's why I've proposed a $500 million
dollar "merit school" program, and a Presidential Award for
Excellence in Education for our best teachers.
o
Second, we must strengthen scientific education. My budget
includes an initiative called the National Science Scholarship
program. Each year beginning in 1990, a total of 570 American
high school seniors -- at least one from every Congressional
district across the country -- will receive up to $10,000 dollar
a year scholarships to the college of their choice, renewable for
four years.
O
Third, we need to remove the barriers that can keep talented
teachers out of the classroom. Think of the knowledge assembled
in this hall here today -- the business acumen, the hands-on
economic experience you all possess. Junior Achievement makes it
possible for you to pass that on to our school children. But
what about people with similar skills and knowledge, whose entry
into teaching as a profession is barred by certification
requirements they don't meet?
Teachers-by-training aren't the only ones who can teach. I
urge state and local school systems to take a look at their
certification systems, and make sure we open our schools to those
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with a lifetime of experience outside the classroom, who are
ready and willing to share what they know with our young people.
Fourth, we must use competition to spur excellence in
education. I support the use of "Magnet Schools" to introduce an
element of choice into education -- and I've requested $100
million dollars to help with the start-up costs of new magnet
schools.
We all know the value of competitiveness in the business
world. Challenging schools to strive to match the best among
them can push them all to new heights. Competition might just
provide the quality schools we're all looking for.
America is well positioned to remain productive and
competitive in the world marketplace. Our strong suit is our
abundant supply of the most inexhaustible resource on the planet:
human ingenuity -- and, of course, a system that gives that
ingenuity free reign.
We have the raw materials. We have the opportunity. What
we need is a renewed sense of resolve -- a commitment to shape
our future by preparing today the children who will lead us in
the 21st Century.
Thank you.