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Originally Processed With FOIA(s):
FOIA Number:
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FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Draft Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13507
Folder ID Number:
13507-010
Folder Title:
Science and Math Awards 10/24/89 [OA 3536]
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25
6
5
6
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
October 24, 1989
REMARKS BY THE PRESIDENT
DURING PRESENTATION OF
EXCELLENCE IN SCIENCE AND MATH TEACHING AWARDS
The Rose Garden
10:02 A.M. EDT
THE PRESIDENT: Welcome to the White House on this
glorious fall day. I'm sorry if I'm just a little bit late. I was
sitting in there trying to solve a few quadratic equations.
(Laughter.) Somewhat more difficult than balancing the budget, I
might say. And then I thought it might be appropriate to have a
moment of silence in memory of those substitute teachers back home.
(Laughter.)
It really is a pleasure to have you all here. And to
Erich Bloch, the Director of the National Science Foundation and to
my colleague -- confidant, Dr. Bromley, our Science Advisor, and to
the outstanding teachers we honor today. You've taken one of the
nation's most vital, and yet too often unappreciated tasks. And
because you've committed yourselves to excellence on the front lines
of American education, you really do represent our best hope for the
future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. And it might have been
the teacher who brought math to life or explaining ratios by using
the gears of a bicycle. Or maybe it's a teacher who revealed the
powerful drama in the life of a single cell or who sparked
speculation about the expansion of the universe.
of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. (Laughter.) Like the one where, after detailed
calculations, Einstein discovers that time is actually money.
(Laughter.)
Now, you've seen all the surveys about American students'
poor performance in scientific knowledge, compared to their peers
around the world. We've all seen them. We agonize over them. And
it is a serious problem. But you are not just complaining about it.
You're doing something about it. And you're showing that excellence
is not just possible in American education; it ought to be the norm.
And you and the outstanding teachers across the country
that you represent are creating centers of excellence in classrooms
of every kind; setting standards for the rest of the country to
follow and creating exceptional students.
This year a high school student from Denver named Steven
Gubser won the 20th International Physics Olympiad in Warsaw. When
the United States began competing in the tournament in 1986, some
thought that our students wouldn't really have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves, capped by this gold medal
performance. This is the standard of excellence that America's
students and teachers should aspire to. And that more can attain.
Our problem is not that we don't have American students excelling at
science and math. We just don't see enough of them.
MORE
- 2 -
of course, there were a few outstanding students in my
time. I had a friend who was so smart once that he knew how to
convert meters to gallons -- (laughter) -- in his head.
The work of outstanding teachers like yourselves has a
profound impact. Not just on the students you teach, but on the
nation as a whole. And the link between science and technology and
our standard of living is stronger today than ever before. At a time
when our international position in certain key industries is being
challenged, we face impending shortages of qualified scientists and
engineers. So your work is helping to meet a crucial need -- a
national need.
Not every student will be a physics olympian or make a
career as a scientist. But growing numbers will have jobs based on
new technologies. Farm workers producing genetically-engineered
crops; auto workers involved with robotics; cybernetic systems;
electronic controls. Service people maintaining computers and
telecommunication systems.
It'll be new skills and the ability to learn them quickly
and adapt that will be crucial to their future. And America's
future.
When I met with the nation's governors in Charlottesville
last month at that educational summit, they told me, as the business
community continues to tell me, that a clear consensus is emerging on
the crucial need to improve math and science education in this
country. And that's why we're establishing a National Science
Scholars Program for top math and science students across the
country. And for students of all abilities we're working to set
national goals for math and science education.
We're going to be looking to you for advice and guidance
on those goals, and the steps we can take together to attain them. I
want to encourage you to work with this administration, and certainly
with the governors in the 50 states to refine our approach to math
and science education. All of you as teachers know the larger role
that education plays in a free society.
Every student in America, even those who don't choose
technical careers, will need enough scientific and mathematical
understanding to make decisions about the technologies of the 21st
century. You understand the importance of a literate and informed
citizenry. And you're acting on that understanding. And for the
sake of every student you teach every day.
You know, a few minutes ago I said that all of us -- just
about all of us -- can think of special teachers -- teachers that
touched our lives forever. But it's also true that the greatest
minds in science and mathematics were inspired and directed by
teachers of their own.
And that's worth remembering. What you're doing today
has the potential to unleash the genius of an entire new generation.
And for all that you've done and all that you will continue to do, we
three here -- and I expect I speak for the two distinguished
scientists that join us -- but I know I speak for Dan Quayle, our
able Vice President, and Barbara, who is so committed to helping you
all, especially in the field of literacy. For all you've done, we
want to just thank you and congratulate you and urge you to keep it
up. And may God bless this vital work that you do. Thank you so
much for coming to the White House. (Applause.)
END
10:10 A.M. EDT
083052SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/23/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: PRESIDENTIAL AWARDS FOR EXCELLENCE IN
SUBJECT:
SCIENCE AND MATH TEACHING
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
WINSTON
CICCONI
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
89 OCT 23 P1:24
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
THE WHITE HOUSE
WASHINGTON
1989 OCT 20 PM 5: 49
OCTOBER 20, 1989
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON cw
FROM:
MARK LANGE ML
SUBJECT:
PRESIDENTIAL AWARDS FOR EXCELLENCE IN SCIENCE AND
MATH TEACHING
Attached are brief remarks for a Rose Garden ceremony honoring
112 outstanding science and math teachers. The event takes place
on Tuesday, October 24, at 10:00 a.m.
The audience will total about 300 people. Your remarks, which
are about 8 minutes long, emphasize the importance of strong
teaching in math and science.
You also encourage these teachers to offer guidance to the
governors and this Administration as we craft national goals for
math and science education.
(Lange/Martin)
October 20, 1989
5:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations [PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
crucial difference in their lives. It might have been the
teacher who brought math to life -- explaining ratios by using
the gears of a bicycle. Maybe it was a teacher who revealed the
powerful drama behind the life of a single cell -- or who sparked
speculation about the expansion of the universe.
[[ of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
standing on standardized math and science tests, compared to
their peers around the world. It's a serious problem. But
you're not just complaining about it -- you're doing something
about it.
You're showing that excellence is not just possible in
American education -- it can and should be the norm. You and all
the outstanding teachers across the country that you represent
are creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
developing exceptional students.
This year I had the priviledge of meeting a high school
student from Denver named Steven Gubser. Steven won the 20th
International Physics Olympiad in Warsaw. When the United States
began competing in the tournament in 1986, some thought that our
students wouldn't have a chance against students from Europe and
the Far East. But our teams have consistently distinguished
themselves -- capped by this gold medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math. We do. We just don't have enough
of them.
But there's another reason why the work of outstanding
teachers like yourselves has a profound impact -- not just on the
students you teach, but on the nation as a whole. The link
3
between science and technology, and our standard of living, is
stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers.
And even though every student cannot be a Physics Olympian,
or make a career as a scientist, growing numbers will have jobs
based on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future. So your work is helping us meet a crucial need -- a
national need.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're proposing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to develop
national education goals.
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
4
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America will need
enough scientific and mathematical understanding to make
decisions about the technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can remember a special teacher -- a teacher that touched each
of our lives forever. But it's also true of the greatest minds
in science and mathematics. They too were inspired and directed
by stimulating and motivating teachers of their own.
That's worth remembering. What you're doing today has the
potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER coming
DARMAN
ROGICH
hasnt seen
Ciecons called
BATES NYC
UNTERMEYER
CARD
ROGERS
CICCONI
WINSTON
DEMAREST
PINKERTON N/C
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Lange/Martin)
October 19, 1989
1989 OCT 19 PM 6: 41
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations [PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
behind
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
[[ Of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
standing standa math audscience tests,
performance in scientific knowledge, compared to their peers
around the world. It's a serious problem. But you're not just
complaining about it -- you're doing something about it.
You're showing that excellence is not just possible in
Fan and should
all
American education -- it ought to be the norm. You and the
that
outstanding teachers across the country you represent are
creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
creating Developing exceptional students.
I met had the privile ase of meeting
This year a high school student from Denver named Steven
Steve
Gubser won the 20th International Physics Olympiad in Warsaw.
When the United States began competing in the tournament in 1986,
some thought that our students wouldn't have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves -- capped by this gold
medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
we
have
excelling at science and math, W we just don't see enough of
them.
[[ Of course, there were a few outstanding students in my
time. I had a friend once who was so smart, he knew how to
convert meters to gallons
[PAUSE]
In his head. ]]
But theres another 3 why
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
andered though
Not every student will be a Physics Olympian, or make a
Comet
career as a scientist, But growing numbers will have jobs based
on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're establishing Proposing a National Science Scholars
Program for top math and science students across the country.
develop
And for students of all abilities, we're working to set national
education goals. for math and science education.
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America even those
who don't choose technical careers will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
remember a
a
each of
us can think of special teachers -- teachers that touched our
KES
of
lives forever. But it's also true that the greatest minds in
Theytoo
stimulating and
science and mathematics, were inspired and directed by teachers of
1
their own.
motivating
And that's worth remembering. What you're doing today has
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
###
SCIENCE & MATH TEACHING AWARDS
\
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989 \ 10:00 A.M.
[[ WELCOME TO THE WHITE HOUSE! SORRY IF I'M A
LITTLE LATE. I WAS JUST IN THE OVAL OFFICE, TRYING TO
SOLVE A FEW QUADRATIC EQUATIONS... [PAUSE] EVEN
TOUGHER THAN BALANCING THE BUDGET...
BEFORE WE GET
STARTED, I THOUGHT WE OUGHT To HAVE A MOMENT OF
SILENCE: IN MEMORY OF THOSE BRAVE SUBSTITUTE TEACHERS
BACK HOME. ]]
- 2 -
IT'S A GREAT HONOR To HAVE YOU HERE TODAY CRICH ERIC These
were
Bloch, DIRECTOR OF THE NATIONAL SCIENCE FOUNDATION; DR.
Correct made
BROMLEY; AND THE OUTSTANDING TEACHERS WE HONOR TODAY:
YOU'VE TAKEN ON ONE OF THE NATION'S MOST VITAL, YET TOO
OFTEN UNAPPRECIATED TASKS. BECAUSE YOU'VE COMMITTED
YOURSELVES To EXCELLENCE ON THE FRONT LINES OF AMERICAN
EDUCATION, YOU REPRESENT OUR BEST HOPE FOR THE FUTURE.
1
- 3 -
So MANY AMERICANS REMEMBER A SPECIAL TEACHER WHO
MADE [A A QUIET BUT CRUCIAL DIFFERENCE IN THEIR LIVES. IT
MIGHT HAVE BEEN THE TEACHER WHO BROUGHT MATH To LIFE --
EXPLAINING RATIOS BY USING THE GEARS OF A BICYCLE.
MAYBE IT WAS A TEACHER WHO REVEALED THE POWERFUL DRAMA
IN THE LIFE OF A SINGLE CELL -- OR WHO SPARKED
SPECULATION ABOUT THE EXPANSION OF THE UNIVERSE.
- 4 -
[[ OF COURSE, THOSE OF US WHO HAVEN'T BEEN TO
SCHOOL IN A WHILE GET OUR SCIENTIFIC UNDERSTANDING FROM
THOSE GARY LARSON CARTOONS. LIKE THE ONE WHERE, AFTER
DETAILED CALCULATIONS, EINSTEIN DISCOVERS THAT TIME IS
ACTUALLY MONEY. ]]
YOU'VE ALL SEEN THE SURVEYS ABOUT AMERICAN
standing on standardized math
&
STUDENTS' POOR PERFORMANCE IN SCIENTIFIC KNOWLEDGE science
COMPARED TO THEIR PEERS AROUND THE WORLD.
test,
- 5 -
It's A SERIOUS PROBLEM. BUT YOU'RE NOT JUST
COMPLAINING ABOUT IT -- YOU'RE DOING SOMETHING ABOUT
IT.
YOU'RE SHOWING THAT EXCELLENCE IS NOT JUST POSSIBLE
IN AMERICAN EDUCATION -- IT OUGHT TO BE THE NORM. You
can and should be
AND THE OUTSTANDING TEACHERS ACROSS THE COUNTRY YOU
REPRESENT ARE CREATING CENTERS OF EXCELLENCE IN
CLASSROOMS OF EVERY KIND -- SETTING STANDARDS FOR THE
REST OF THE COUNTRY TO FOLLOW -- AND CREATING
EXCEPTIONAL STUDENTS.
- 6 -
I had the pholedge of meeting
THIS YEAR A HIGH SCHOOL STUDENT FROM DENVER NAMED
STEVEN GUBSER Steven WON THE 20TH INTERNATIONAL PHYSICS
OLYMPIAD IN WARSAW. WHEN THE UNITED STATES BEGAN
COMPETING IN THE TOURNAMENT IN 1986, SOME THOUGHT THAT
OUR STUDENTS WOULDN'T HAVE A CHANCE AGAINST STUDENTS
FROM EUROPE AND THE FAR EAST. BUT OUR TEAMS HAVE
CONSISTENTLY DISTINGUISHED THEMSELVES -- CAPPED BY THIS
GOLD MEDAL PERFORMANCE.
11.
- 7 -
THIS IS THE STANDARD OF EXCELLENCE THAT AMERICA'S
STUDENTS AND TEACHERS SHOULD ASPIRE TO -- AND THAT MORE
CAN ATTAIN.
OUR PROBLEM IS NOT THAT WE DON'T HAVE AMERICAN
STUDENTS EXCELLING AT SCIENCE AND MATH -- WE JUST DON'T
Wedo.
SEE ENOUGH OF THEM.
- 8 -
[[ OF COURSE, THERE WERE A FEW OUTSTANDING STUDENTS
IN MY TIME. I HAD A FRIEND ONCE WHO WAS so SMART, HE
KNEW HOW TO CONVERT METERS TO GALLONS
[PAUSE] IN
HIS HEAD. ]]
But there's another reason why the work of
THE WORK OF OUTSTANDING TEACHERS LIKE YOURSELVES
outstanding teachers like yourselves...
HAS A PROFOUND IMPACT -- NOT JUST ON THE STUDENTS YOU
TEACH, BUT ON THE NATION AS A WHOLE. THE LINK BETWEEN
SCIENCE AND TECHNOLOGY, AND OUR STANDARD OF LIVING, IS
STRONGER TODAY THAN EVER BEFORE.
- 9 -
AT A TIME WHEN OUR INTERNATIONAL POSITION IN
CERTAIN KEY INDUSTRIES IS BEING CHALLENGED, WE FACE
IMPENDING SHORTAGES OF QUALIFIED SCIENTISTS AND
ENGINEERS. [so So YOUR WORK IS HELPING US MEET A CRUCIAL
NEED A NATIONAL NEED. ]
And even though
cannot
NOT EVERY STUDENT WILL BE A PHYSICS OLYMPIAN, OR
MAKE A CAREER AS A SCIENTIST. BUT GROWING NUMBERS WILL
HAVE JOBS BASED ON NEW TECHNOLOGIES. FARM WORKERS,
PRODUCING GENETICALLY ENGINEERED CROPS.
- 10 -
AUTO WORKERS, INVOLVED WITH ROBOTICS, CYBERNETIC
SYSTEMS, AND ELECTRONIC CONTROLS. SERVICE PEOPLE,
MAINTAINING COMPUTERS AND TELECOMMUNICATIONS SYSTEMS.
IT WILL BE NEW SKILLS, AND THE ABILITY TO LEARN
THEM QUICKLY AND ADAPT, THAT WILL BE CRUCIAL TO THEIR
FUTURE -- AND AMERICA'S FUTURE.
So your work is helping us meet a
conceal need -- a national need
- 11 -
WHEN I MET WITH THE NATION'S GOVERNORS IN
CHARLOTTESVILLE LAST MONTH, THEY TOLD ME -- AS THE
BUSINESS COMMUNITY CONTINUES To TELL ME -- THAT A CLEAR
CONSENSUS IS EMERGING ON THE CRUCIAL NEED To IMPROVE
MATH AND SCIENCE EDUCATION IN THIS COUNTRY.
THAT'S WHY WE'RE ESTABLISHING proposing A NATIONAL SCIENCE
SCHOLARS PROGRAM FOR TOP MATH AND SCIENCE STUDENTS
ACROSS THE COUNTRY.
- 12 -
AND FOR education STUDENTS OF ALL ABILITIES, WE'RE WORKING TO develop SET
NATIONAL GOALS FOR MATH AND SCIENCE EDUCATION.
WE WILL BE LOOKING To YOU FOR ADVICE AND GUIDANCE
ON THOSE GOALS -- AND THE STEPS WE CAN TAKE, TOGETHER,
TO ATTAIN THEM. I WANT To ENCOURAGE YOU To WORK WITH
THIS ADMINISTRATION -- AND WITH THE NATION'S
GOVERNORS -- TO REFINE OUR APPROACH TO MATH AND SCIENCE
EDUCATION.
- 13 -
ALL OF YOU, AS TEACHERS, KNOW THE LARGER ROLE THAT
EDUCATION PLAYS IN A FREE SOCIETY. EVERY STUDENT IN
will need enough Scientific
AMERICA -- EVEN THOSE WHO DON T CHOOSE TECHNICAL
CAREERS -- WILL NEED ENOUGH SCIENTIFIC AND MATHEMATICAL
UNDERSTANDING TO MAKE DECISIONS ABOUT THE TECHNOLOGIES
OF THE 21st CENTURY.
- 14 -
You UNDERSTAND THE IMPORTANCE OF A LITERATE AND
INFORMED CITIZENRY, AND YOU'RE ACTING ON THAT
UNDERSTANDING. FOR THE SAKE OF EVERY STUDENT YOU
TEACH. EVERY DAY.
You KNOW, A FEW MINUTES AGO, I SAID THAT JUST ABOUT
a
ALL OF US CAN eachof THINK OF SPECIAL TEACHERS -- TEACHERS
THAT TOUCHED OUR LIVES FOREVER. BUT IT'S ALSO TRUE
that too
THAT THE GREATEST MINDS IN SCIENCE AND MATHEMATICS . WERE
INSPIRED AND DIRECTED BY TEACHERS OF THEIR OWN.
- 15 -
AND THAT'S WORTH REMEMBERING. WHAT YOU'RE DOING
TODAY HAS THE POTENTIAL TO UNLEASH THE GENIUS OF A NEW
GENERATION.
FOR ALL THAT YOU'VE DONE -- AND WILL CONTINUE TO DO
-- I THANK YOU, AND CONGRATULATE YOU.
GOD BLESS
YOU. AND GOD BLESS THE WORK YOU DO
may # # # God bless
these were
made
SCIENCE & MATH TEACHING AWARDS
\
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
\
10:00 A.M.
[[ WELCOME TO THE WHITE HOUSE! SORRY IF I'M A
LITTLE LATE. I WAS JUST IN THE OVAL OFFICE, TRYING TO
SOLVE A FEW QUADRATIC EQUATIONS
[PAUSE]
EVEN
TOUGHER THAN BALANCING THE BUDGET
BEFORE WE GET
STARTED, I THOUGHT WE OUGHT TO HAVE A MOMENT OF
SILENCE: IN MEMORY OF THOSE BRAVE SUBSTITUTE TEACHERS
BACK HOME. ]]
- 2 -
It's A GREAT HONOR TO HAVE YOU HERE TODAY. ERIC
BLOCH, DIRECTOR OF THE NATIONAL SCIENCE FOUNDATION; DR.
BROMLEY; AND THE OUTSTANDING TEACHERS WE HONOR TODAY:
YOU'VE TAKEN ON ONE OF THE NATION'S MOST VITAL, YET TOO
OFTEN UNAPPRECIATED TASKS. BECAUSE YOU'VE COMMITTED
YOURSELVES TO EXCELLENCE ON THE FRONT LINES OF AMERICAN
EDUCATION, YOU REPRESENT OUR BEST HOPE FOR THE FUTURE.
- 3 -
So MANY AMERICANS REMEMBER A SPECIAL TEACHER WHO
MADE A QUIET BUT CRUCIAL DIFFERENCE IN THEIR LIVES. IT
MIGHT HAVE BEEN THE TEACHER WHO BROUGHT MATH To LIFE --
EXPLAINING RATIOS BY USING THE GEARS OF A BICYCLE.
MAYBE IT WAS A TEACHER WHO REVEALED THE POWERFUL DRAMA
IN THE LIFE OF A SINGLE CELL -- OR WHO SPARKED
SPECULATION ABOUT THE EXPANSION OF THE UNIVERSE.
- 4 -
[[ OF COURSE, THOSE OF US WHO HAVEN'T BEEN TO
SCHOOL IN A WHILE GET OUR SCIENTIFIC UNDERSTANDING FROM
THOSE GARY LARSON CARTOONS. LIKE THE ONE WHERE, AFTER
DETAILED CALCULATIONS, EINSTEIN DISCOVERS THAT TIME IS
ACTUALLY MONEY. ]]
YOU'VE ALL SEEN THE SURVEYS ABOUT AMERICAN
STUDENTS' POOR PERFORMANCE IN SCIENTIFIC KNOWLEDGE,
COMPARED To THEIR PEERS AROUND THE WORLD.
- 5 -
It's A SERIOUS PROBLEM. BUT YOU'RE NOT JUST
COMPLAINING ABOUT IT -- YOU'RE DOING SOMETHING ABOUT
IT.
YOU'RE SHOWING THAT EXCELLENCE IS NOT JUST POSSIBLE
IN AMERICAN EDUCATION -- IT OUGHT TO BE THE NORM. You
AND THE OUTSTANDING TEACHERS ACROSS THE COUNTRY YOU
REPRESENT ARE CREATING CENTERS OF EXCELLENCE IN
CLASSROOMS OF EVERY KIND -- SETTING STANDARDS FOR THE
REST OF THE COUNTRY TO FOLLOW -- AND CREATING
EXCEPTIONAL STUDENTS.
- 6 -
THIS YEAR A HIGH SCHOOL STUDENT FROM DENVER NAMED
STEVEN GUBSER WON THE 20TH INTERNATIONAL PHYSICS
OLYMPIAD IN WARSAW. WHEN THE UNITED STATES BEGAN
COMPETING IN THE TOURNAMENT IN 1986, SOME THOUGHT THAT
OUR STUDENTS WOULDN'T HAVE A CHANCE AGAINST STUDENTS
FROM EUROPE AND THE FAR EAST. BUT OUR TEAMS HAVE
CONSISTENTLY DISTINGUISHED THEMSELVES -- CAPPED BY THIS
GOLD MEDAL PERFORMANCE.
IL
- 7 -
THIS IS THE STANDARD OF EXCELLENCE THAT AMERICA'S
STUDENTS AND TEACHERS SHOULD ASPIRE TO -- AND THAT MORE
CAN ATTAIN.
OUR PROBLEM IS NOT THAT WE DON'T HAVE AMERICAN
STUDENTS EXCELLING AT SCIENCE AND MATH -- WE JUST DON'T
SEE ENOUGH OF THEM.
- 8 -
[[ OF COURSE, THERE WERE A FEW OUTSTANDING STUDENTS
IN MY TIME. I HAD A FRIEND ONCE WHO WAS so SMART, HE
KNEW HOW To CONVERT METERS TO GALLONS [PAUSE]
IN
HIS HEAD. ]]
THE WORK OF OUTSTANDING TEACHERS LIKE YOURSELVES
HAS A PROFOUND IMPACT -- NOT JUST ON THE STUDENTS YOU
TEACH, BUT ON THE NATION AS A WHOLE. THE LINK BETWEEN
SCIENCE AND TECHNOLOGY, AND OUR STANDARD OF LIVING, IS
STRONGER TODAY THAN EVER BEFORE.
- 9 -
AT A TIME WHEN OUR INTERNATIONAL POSITION IN
CERTAIN KEY INDUSTRIES IS BEING CHALLENGED, WE FACE
IMPENDING SHORTAGES OF QUALIFIED SCIENTISTS AND
ENGINEERS. So YOUR WORK IS HELPING US MEET A CRUCIAL
NEED -- A NATIONAL NEED.
NOT EVERY STUDENT WILL BE A PHYSICS OLYMPIAN, OR
MAKE A CAREER AS A SCIENTIST. BUT GROWING NUMBERS WILL
HAVE JOBS BASED ON NEW TECHNOLOGIES. FARM WORKERS,
PRODUCING GENETICALLY ENGINEERED CROPS.
- 10 -
AUTO WORKERS, INVOLVED WITH ROBOTICS, CYBERNETIC
SYSTEMS, AND ELECTRONIC CONTROLS. SERVICE PEOPLE,
MAINTAINING COMPUTERS AND TELECOMMUNICATIONS SYSTEMS.
IT WILL BE NEW SKILLS, AND THE ABILITY TO LEARN
THEM QUICKLY AND ADAPT, THAT WILL BE CRUCIAL TO THEIR
FUTURE -- AND AMERICA'S FUTURE.
- 11 -
WHEN I MET WITH THE NATION'S GOVERNORS IN
CHARLOTTESVILLE LAST MONTH, THEY TOLD ME -- AS THE
BUSINESS COMMUNITY CONTINUES TO TELL ME -- THAT A CLEAR
CONSENSUS IS EMERGING ON THE CRUCIAL NEED TO IMPROVE
MATH AND SCIENCE EDUCATION IN THIS COUNTRY.
THAT'S WHY WE'RE ESTABLISHING A NATIONAL SCIENCE
SCHOLARS PROGRAM FOR TOP MATH AND SCIENCE STUDENTS
ACROSS THE COUNTRY.
- 12 -
AND FOR STUDENTS OF ALL ABILITIES, WE'RE WORKING To SET
NATIONAL GOALS FOR MATH AND SCIENCE EDUCATION.
WE WILL BE LOOKING To YOU FOR ADVICE AND GUIDANCE
ON THOSE GOALS -- AND THE STEPS WE CAN TAKE, TOGETHER,
To ATTAIN THEM. I WANT TO ENCOURAGE YOU TO WORK WITH
THIS ADMINISTRATION -- AND WITH THE NATION'S
GOVERNORS -- TO REFINE OUR APPROACH To MATH AND SCIENCE
EDUCATION.
- 15 -
AND THAT'S WORTH REMEMBERING. WHAT YOU'RE DOING
TODAY HAS THE POTENTIAL TO UNLEASH THE GENIUS OF A NEW
GENERATION.
FOR ALL THAT YOU'VE DONE -- AND WILL CONTINUE TO DO
-- I THANK YOU, AND CONGRATULATE YOU.
GOD BLESS YOU. AND GOD BLESS THE WORK YOU DO.
###
THE WHITE HOUSE
WASHINGTON
October 20, 1989
MEMORANDUM FOR CHRISS WINSTON
Deputy Assistant to the President for
Communications
FROM:
JEFFREY R. HOLMSTEAD
JRH
Assistant Counsel to the President
SUBJECT:
Presidential Remarks -------- Science and Math Teaching
Awards
To confirm my telephone call to your office earlier today,
Counsel's office has reviewed the above-referenced draft and we
have no objections to it from a legal standpoint.
Thank you for the opportunity to review this matter.
CC: James W. Cicconi
89 OCT 23 P5 : 13
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
WINSTON
CICCONI
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
Counsel's office has no legal
objections.
JRH 10/20/89
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Lange/Martin)
October 19, 1989
1989 OCT i9 PM 6: 41
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations
[PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
[[ Of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American S
performance in scientific knowledge, compared to
around the world. It's a serious problem. But y
complaining about it -- you're doing something ab
You're showing that excellence is not just pc
American education -- it ought to be the norm. Yc
outstanding teachers across the country you repres
creating centers of excellence in classrooms of ev
setting standards for the rest of the country to f
creating exceptional students.
This year a high school student from Denver na
Gubser won the 20th International Physics Olympiad
When the United States began competing in the tourn
some thought that our students wouldn't have a chan
students from Europe and the Far East. But our tear
consistently distinguished themselves -- capped by t
medal performance.
This is the standard of excellence that America
and teachers should aspire to -- and that more can a
Our problem is not that we don't have American :
excelling at science and math -- we just don't see er
them.
[[ Of course, there were a few outstanding stude
time. I had a friend once who was so smart, he knew
convert meters to gallons
[PAUSE]
In his head.
3
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
Not every student will be a Physics Olympian, or make a
career as a scientist. But growing numbers will have jobs based
on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're establishing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to set national
goals for math and science education.
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America -- even those
who don't choose technical careers -- will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can think of special teachers -- teachers that touched our
lives forever. But it's also true that the greatest minds in
science and mathematics were inspired and directed by teachers of
their own.
And that's worth remembering. What you're doing today has
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #
forthe files
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
Vialed
commen
in
SB
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
10/20/89 2:00 PM
10/23
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
WINSTON
CICCONI
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
ipeal
89 OCT 23 32
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Lange/Martin)
October 19, 1989
1989 OCT i9 PM 6: 41
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations [PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
[[ Of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
performance in scientific knowledge, compared to their peers
around the world. It's a serious problem. But you're not just
complaining about it -- you're doing something about it.
You're showing that excellence is not just possible in
American education -- it ought to be the norm. You and the
outstanding teachers across the country you represent are
creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
creating exceptional students.
This year a high school student from Denver named Steven
Gubser won the 20th International Physics Olympiad in Warsaw.
When the United States began competing in the tournament in 1986,
some thought that our students wouldn't have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves -- capped by this gold
medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math -- we just don't see enough of
them.
[[ Of course, there were a few outstanding students in my
time. I had a friend once who was so smart, he knew how to
convert meters to gallons [PAUSE] In his head. ]]
3
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
Not every student will be a Physics Olympian, or make a
career as a scientist. But growing numbers will have jobs based
on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to 'tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're establishing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to set national
goals for math and science education.
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America -- even those
who don't choose technical careers -- will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can think of special teachers -- teachers that touched our
lives forever. But it's also true that the greatest minds in
science and mathematics were inspired and directed by teachers of
their own.
And that's worth remembering. What you're doing today has
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #
THE WHITE HOUSE
WASHINGTON
OCTOBER 20, 1989
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON an
FROM:
MARK LANGE ML
SUBJECT:
PRESIDENTIAL AWARDS FOR EXCELLENCE IN SCIENCE AND
MATH TEACHING
Attached are brief remarks for a Rose Garden ceremony honoring
112 outstanding science and math teachers. The event takes place
on Tuesday, October 24, at 10:00 a.m.
The audience will total about 300 people. Your remarks, which
are about 8 minutes long, emphasize the importance of strong
teaching in math and science.
You also encourage these teachers to offer guidance to the
governors and this Administration as we craft national goals for
math and science education.
(Lange/Martin)
October 20, 1989
5:30 p.m.
[SCIMAT. DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations
[PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
crucial difference in their lives. It might have been the
teacher who brought math to life -- explaining ratios by using
the gears of a bicycle. Maybe it was a teacher who revealed the
powerful drama behind the life of a single cell -- or who sparked
speculation about the expansion of the universe.
[[ of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
standing on standardized math and science tests, compared to
their peers around the world. It's a serious problem. But
you're not just complaining about it -- you're doing something
about it.
You're showing that excellence is not just possible in
American education -- it can and should be the norm. You and all
the outstanding teachers across the country that you represent
are creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
developing exceptional students.
This year I had the priviledge of meeting a high school
student from Denver named Steven Gubser. Steven won the 20th
International Physics Olympiad in Warsaw. When the United States
began competing in the tournament in 1986, some thought that our
students wouldn't have a chance against students from Europe and
the Far East. But our teams have consistently distinguished
themselves -- capped by this gold medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math. We do. We just don't have enough
of them.
But there's another reason why the work of outstanding
teachers like yourselves has a profound impact -- not just on the
students you teach, but on the nation as a whole. The link
3
between science and technology, and our standard of living, is
stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers.
And even though every student cannot be a Physics Olympian,
or make a career as a scientist, growing numbers will have jobs
based on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future. So your work is helping us meet a crucial need -- a
national need.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're proposing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to develop
national education goals.
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
4
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America will need
enough scientific and mathematical understanding to make
decisions about the technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can remember a special teacher -- a teacher that touched each
of our lives forever. But it's also true of the greatest minds
in science and mathematics. They too were inspired and directed
by stimulating and motivating teachers of their own.
That's worth remembering. What you're doing today has the
potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
###
selected alom Things orgation" Science and mathematics
Absolutely unacceptable to start
the speech this way
Say words!
teachers on the basis Award. ofexcellence for Presidential
(Lange/Martin)
October 19, 1989
1989 OCT 19 PM 6: 41
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
(how about Something like this?)
[[ Welcome to the White House! Serry if I'm a little late
I was just in the Oval Office, trying to solve a few quadratic
equations [PAUSE] Even tougher than balancing the budget
The President
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
You 112 secondary school teachers have 1 been
It's a great honor to have you here today. You've taken on
1.
2.
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
why
quiet
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
behind
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
NO!
[[ Of course, those of us who haven' been to school in a
M
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
tohois he?
Einstein discovers that Time is actually Money. ]]
this makes fun of science science! & teachers 1. of
2
You've all seen the surveys about American students' poor
performance in scientific knowledge, compared to their peers
around the world. It's a serious problem. But you're not just
complaining about it -- you're doing something about it.
You're showing that excellence is not just possible in
could and should
all
American education -- it ought to be the norm. You and the
outstanding teachers across the country you represent are
creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
developing creating exceptional students.
This year a high school student from Denver named Steven
Gubser won the 20th International Physics Olympiad in Warsaw.
who I had the priviledse af meeting,
When the United States began competing in the tournament in 1986,
some thought that our students wouldn't have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves -- capped by this gold
medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math pwedo we just don't see enough of
bare
them.
Lisee implies they an
[[ Of course, there were a few outstanding students in my unsung
time. I had a friend once who was SO smart, he knew how to
that the
don't
convert meters to gallons
[PAUSE] In his head. ]]
exist,
Lapon joke, in bad taste for the President to say!
{ 2. that place separates thoughts the that
3
fit
together
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
And
though
Not every ostudent will be a Physics Olympian, or make a
can not
career as a scientist, But growing numbers will have jobs based
on new technologies Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
or
cybernetic systems, and electronic controls Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future own -- and America's
future
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're establishing a National Science Scholars
Program for top math and science students. across the country.
And for students of all abilities, we're working to set national
goals for math and science education.
todeselop a
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you as teachers, know the larger role that education
plays in a free society. Every student in America -- even those
who don't choose technical careers -- will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can think of special teachers -- teachers that touched our
lives forever. That is But it's also true that of the greatest minds in
science and mathematics were inspired and directed by teachers of
their own
Exceptionally Good.
And that's worth remembering What you're doing today
teachers and has motivating
M
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
CICCONI
WINSTON
DEMAREST
PINKERTON
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
1/2
7m
89 OCT 20 P5:30
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
DATE:
10/19/89
ACTION/CONCURRENCE/COMMENT DUE BY:
10/20/89 2:00 PM
SUBJECT:
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
CICCONI
WINSTON
DEMAREST
PINKERTON
FITZWATER
BROMLEY
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
No Comment 10/20/89
81 02 100 68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
CICCONI
WINSTON
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE: See comments, pp. 2 and 3.
81 2d 02 100.68
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
THE SENSIVE UNITED BELL OFFICE A
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
WASHINGTON, D.C. 20503
NOTICE:
Enclosed are comments from staff members of the Office of
Management and Budget (OMB). Such comments do not necessarily
represent the official position of the Director of OMB or of the
Office of Management and Budget. If you wish to have the
Director's personal comments, please let me know -- and contact
me if you have any questions.
David J. Haun
Executive Assistant
to the Director
(Lange/Martin)
October 19, 1989
1989 OCT i9 PM 6:41
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations
[PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
[[ Of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
performance in scientific knowledge, compared to their peers
around the world. It's a serious problem. But you're not just
complaining about it -- you're doing something about it.
You're showing that excellence is not just possible in
American education -- it ought to be the norm. You and the
outstanding teachers across the country you represent are
creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
creating exceptional students.
This year a high school student from Denver named Steven
Gubser won the 20th International Physics Olympiad in Warsaw.
When the United States began competing in the tournament in 1986,
some thought that our students wouldn't have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves -- capped by this gold
medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math -- we just don't see enough of
them.
[[ Of course, there were a few outstanding students in my
time. I had a friend once who was so smart, he knew how to
convert meters to gallons
[PAUSE]
In his head.
]]
Do you mean "meters" or "liters" ?
Damus x0-044 X
3
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
Not every student will be a Physics Olympian, or make a
career as a scientist. But growing numbers will have jobs based
on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
Holan
proposing
X5178
That's why we're establishing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to set national
goals for math and science education.
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America -- even those
who don't choose technical careers -- will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can think of special teachers -- teachers that touched our
lives forever. But it's also true that the greatest minds in
science and mathematics were inspired and directed by teachers of
their own.
And that's worth remembering. What you're doing today has
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #
staffed
(Lange/Martin)
October 19, 1989
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations
[PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
[[ Of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
performance in scientific knowledge, compared to their peers
around the world. It's a serious problem. But you're not just
complaining about it -- you're doing something about it.
You're showing that excellence is not just possible in
American education -- it ought to be the norm. You and the
outstanding teachers across the country you represent are
creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
creating exceptional students.
This year a high school student from Denver named Steven
Gubser won the 20th International Physics Olympiad in Warsaw.
When the United States began competing in the tournament in 1986,
some thought that our students wouldn't have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves -- capped by this gold
medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math -- we just don't see enough of
them.
[[ Of course, there were a few outstanding students in my
time. I had a friend once who was so smart, he knew how to
convert meters to gallons
[PAUSE] In his head. 1]
3
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
Not every student will be a Physics Olympian, or make a
career as a scientist. But growing numbers will have jobs based
on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're establishing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to set national
goals for math and science education.
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America -- even those
who don't choose technical careers -- will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can think of special teachers -- teachers that touched our
lives forever. But it's also true that the greatest minds in
science and mathematics were inspired and directed by teachers of
their own.
And that's worth remembering. What you're doing today has
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
CICCONI
WINSTON
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE: Judy Broch X3840
Rm 357
65 :21d 02.100.68 68
vie,
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
Counsel's office has no lega!
objections.
JRH 10/20/89
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
Kim Newsom
Nat Sae Found.
357-9859
Name of their director
M Erich Bloch
THE WHITE HOUSE
WASHINGTON
October 20, 1989
MEMORANDUM FOR CHRISS WINSTON
FROM:
ROGER B. PORTER RBP
SUBJECT:
Presidential Remarks: Science and Math Teaching
Awards
We have a couple of comments on the remarks prepared for
the President's speech on science and math awards. These
suggestions are included in the attached draft.
If you have any questions, please let me know.
CC: James W. Cicconi
89 OCT 23 A8: 42
083122SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
10/19/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY: 10/20/89 2:00 PM
PRESIDENTIAL REMARKS: SCIENCE AND MATH TEACHING AWARDS
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
BATES
UNTERMEYER
CARD
ROGERS
WINSTON
CICCONI
PINKERTON
DEMAREST
BROMLEY
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm. 122,
x2930, no later than Friday, October 20, at 2:00 PM, with a copy
to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Lange/Martin)
October 19, 1989
1989 OCT i9 PM 6:41
6:30 p.m.
[SCIMAT.DOC]
PRESIDENTIAL REMARKS:
SCIENCE & MATH TEACHING AWARDS
THE ROSE GARDEN
TUESDAY, OCTOBER 24, 1989
10:00 A.M.
[[ Welcome to the White House! Sorry if I'm a little late.
I was just in the Oval Office, trying to solve a few quadratic
equations [PAUSE] Even tougher than balancing the budget
Before we get started, I thought we ought to have a moment
of silence: in memory of those brave substitute teachers back
home. ]]
It's a great honor to have you here today. You've taken on
one of the nation's most vital, yet too often unappreciated
tasks. Because you've committed yourselves to excellence on the
front lines of American education, you represent our best hope
for the future.
So many Americans remember a special teacher who made a
quiet but crucial difference in their lives. It might have been
the teacher who brought math to life -- explaining ratios by
using the gears of a bicycle. Maybe it was a teacher who
revealed the powerful drama in the life of a single cell -- or
who sparked speculation about the expansion of the universe.
[[ Of course, those of us who haven't been to school in a
while get our scientific understanding from those Gary Larson
cartoons. Like the one where, after detailed calculations,
Einstein discovers that Time is actually Money. ]]
2
You've all seen the surveys about American students' poor
standing
ON STANDARDIZED MATH AND SCIENCE TESTS
performance in scientific knowledge, compared to their peers
^
around the world. It's a serious problem. But you're not just
complaining about it -- you're doing something about it.
You're showing that excellence is not just possible in
American education -- it ought to be the norm. You and the
outstanding teachers across the country you represent are
creating centers of excellence in classrooms of every kind --
setting standards for the rest of the country to follow -- and
PRODUCING
creating exceptional students.
This year a high school student from Denver named Steven
Gubser won the 20th International Physics Olympiad in Warsaw.
When the United States began competing in the tournament in 1986,
some thought that our students wouldn't have a chance against
students from Europe and the Far East. But our teams have
consistently distinguished themselves -- capped by this gold
medal performance.
This is the standard of excellence that America's students
and teachers should aspire to -- and that more can attain.
Our problem is not that we don't have American students
excelling at science and math -- we just don't see enough of
them.
[[ Of course, there were a few outstanding students in my
time. I had a friend once who was so smart, he knew how to
convert meters to gallons
[PAUSE]
In his head.
]]
Recommend
not include
3
The work of outstanding teachers like yourselves has a
profound impact -- not just on the students you teach, but on the
nation as a whole. The link between science and technology, and
our standard of living, is stronger today than ever before.
At a time when our international position in certain key
industries is being challenged, we face impending shortages of
qualified scientists and engineers. So your work is helping us
meet a crucial need -- a national need.
Not every student will be a Physics Olympian, or make a
career as a scientist. But growing numbers will have jobs based
on new technologies. Farm workers, producing genetically
engineered crops. Auto workers, involved with robotics,
cybernetic systems, and electronic controls. Service people,
maintaining computers and telecommunications systems.
It will be new skills, and the ability to learn them quickly
and adapt, that will be crucial to their future -- and America's
future.
When I met with the nation's governors in Charlottesville
last month, they told me -- as the business community continues
to tell me -- that a clear concensus is emerging on the crucial
need to improve math and science education in this country.
That's why we're establishing a National Science Scholars
Program for top math and science students across the country.
And for students of all abilities, we're working to set national
goals, for math and science education.
4
We will be looking to you for advice and guidance on those
goals -- and the steps we can take, together, to attain them. I
want to encourage you to work with this Administration -- and
with the Nation's governors -- to refine our approach to math and
science education.
All of you, as teachers, know the larger role that education
plays in a free society. Every student in America -- even those
who don't choose technical careers -- will need enough scientific
and mathematical understanding to make decisions about the
technologies of the 21st century.
You understand the importance of a literate and informed
citizenry, and you're acting on that understanding. For the sake
of every student you teach. Every day.
You know, a few minutes ago, I said that just about all of
us can think of special teachers -- teachers that touched our
lives forever. But it's also true that the greatest minds in
science and mathematics were inspired and directed by teachers of
their own.
And that's worth remembering. What you're doing today has
the potential to unleash the genius of a new generation.
For all that you've done -- and will continue to do -- I
thank you, and congratulate you.
God bless you. And God bless the work you do.
# # #