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Elementary Awards for Excellence in Science & Math Teaching 10/4/91 [OA 6037]
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Elementary Awards for Excellence in Science & Math Teaching 10/4/91 [OA 6037]
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Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of .
Series:
Speech File Draft Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13584
Folder ID Number:
13584-002
Folder Title:
Elementary Awards for Excellence in Science & Math Teaching 10/4/91 [OA 6037]
Stack:
Row:
Section:
Shelf:
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26
17
3
6
Document No.
WHITE HOUSE STAFFING MEMORANDUM
DATE: 10/3/91
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: ELEMENTARY AWARDS FOR EXCELLENCE IN
SCIENCE AND MATH TEACHING
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
HORNER
SUNUNU
MCCLURE
SCOWCROFT
PETERSMEYER
DARMAN
PORTER
BRADY
ROGICH
BROMLEY
SMITH
CARD
SNOW
DEMAREST
FITZWATER
GRAY
HOLIDAY
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
THE WHITE HOUSE
WASHINGTON
31 OCT 2 P4:54
October 2, 1991
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
DAVE DEMAREST
TONY SNOW TS
FROM:
MARY KATE GRANT mkg
SUBJECT:
REMARKS FOR ELEMENTARY AWARDS FOR EXCELLENCE IN
SCIENCE AND MATH TEACHING
I. SUMMARY
Attached for your review are brief remarks to be delivered
on Friday, October 4, at 10 a.m. in the Rose Garden at the
Presidential Elementary Awards for Excellence in Science and Math
Teaching. The audience is composed of 108 winning elementary
math and science teachers.
II. DISCUSSION
Your remarks (8 minutes/cards) pay tribute to the Nation's
math and science teachers and highlight the challenge facing
American education in light of the National Report Card results.
[PLEASE NOTE: There is a reference on page four, paragraph
three, to a teacher at Phillips Andover, Claude M. Fuess, who
retired in 1952 after 40 years of teaching. We didn't know if
you actually had him as a teacher, but we thought perhaps you'd
remember him. Please feel free to edit this as you see fit.]
Grant / Bunton
October 2, 1991
A:MATH-SCI
01 OCT 3 All : 27
Draft four
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Austin, Texas to Alpha, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?") )
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and we agreed to establish an ambitious
set of educational goals to be met by the turn of the century --
including first in the world in math and science. Some people
say we can't do it. I say we can. Math and science education is
one of our top priorities -- in fact, we've requested 1.9 billion
dollars of federal spending on math and science education for
fiscal year 1992, which translates into a 92 percent increase at
the pre-college level since the start of this Administration.
But it takes more than just money -- it takes a commitment to
world-class standards community by community, all across America.
Just this week, we learned some important information on the
math and science front -- some of which seems to surprise
Americans. First, it appears that today's students know about as
3
much math and science as their parents did 20 years ago, when
they were children. Rather than declining in skills -- as most
people assume -- students are reversing the downward trend.
Secondly, however, five out of six 8th graders do not know
what you math teachers think they ought to know about math. This
presents an enormous challenge. For while our students'
achievement is holding steady, the level of skills and knowledge
required of them is skyrocketing.
There is encouraging news in all of this.
We are working together to set world-class standards for
national assessments in math, science, English, history and
geography -- to develop a better and clearer picture of where our
strengths and weaknesses lie.
Our math teachers have already developed world-class
curriculum standards. And just this month, the Department of
Education granted half a million dollars to the National Academy
of Science to do the very same thing with our science curriculum.
Math teachers already work side-by-side with Governors and
Members of Congress in taking steps toward the American
Achievement Tests. I've asked that the first phase of this
American Achievement Test be ready for use by the 1993-94 school
year.
And finally, if we are committed to raising math and science
standards to world-class levels, we must help our educators
prepare themselves to teach those skills. Therefore, I have
proposed to Congress that we immediately establish Governor's
4
Academies for teachers of math and science -- as well as teachers
in the other core subjects -- in every state in the Nation.
This week's Goals Report shows us how far we have to go.
But to get there, we must revolutionize American education
not just school by school, but beyond -- in community by
community, family by family. In fact, in just a couple of hours
I am going to Camp David to meet with the Board of Directors of
the New American Schools Development Corporation. They are
seeking nothing less than to reinvent American education. That's
what our America 2000 education strategy is all about. That's
where we need your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to serve others
and the community. But you hold the key to instilling
intellectual excellence in your students and your colleagues.
Your vigor, tolerance, academic discipline will stretch young
minds, but your example will also build know-how for other
teachers. In your classrooms and labs, you can begin the
revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired after forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
5
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
###
PRESIDENTIAL ELEMENTARY AWARDS FOR EXCELLENCE IN
SCIENCE & MATH TEACHING \ ROSE GARDEN \
FRIDAY, OCTOBER 4, 1991 \ 10:00 A.M.
WELCOME TO THE WHITE HOUSE. GOOD MORNING TO
ADMIRAL WATKINS AND DR. BROMLEY. I UNDERSTAND WE HAVE
TEACHERS HERE FROM ALL FIFTY STATES, THE DISTRICT OF
COLUMBIA, PUERTO RICO, THE U.S. TERRITORIES AND OUR
DEPARTMENT OF DEFENSE DEPENDENT SCHOOLS. FROM WEST
GERMANY TO FAIRMONT, WEST VIRGINIA
...
FROM AUSTIN,
TEXAS To ALPHA, ILLINOIS. CONGRATULATIONS To ALL OF
YOU. ///
- 2 -
((SPEAKING OF ILLINOIS, I HEARD A STORY ONCE ABOUT
A SCHOOL IN ILLINOIS THAT WAS NAMED AFTER THE COMEDIAN
JACK BENNY. EVERY YEAR, JACK BENNY MADE A POINT OF
GOING TO THE SCHOOL AND VISITING THE CHILDREN. ONE
YEAR, SPEAKING TO A GROUP OF TWELVE YEAR-OLDS, HE ASKED
IF THERE WERE ANY QUESTIONS. A BOY PUT UP HIS HAND.
"MR. BENNY," HE SAID, "WHY DID THEY NAME YOU AFTER OUR
SCHOOL?"))
- 3 -
No MATTER WHERE THEIR SCHOOL IS -- OR WHO IT'S
NAMED AFTER -- I BELIEVE THAT OUR MATH AND SCIENCE
TEACHERS ARE BLESSED WITH A GIFT FOR INSPIRATION. THEY
POSSESS THE SAME DRIVE THAT MOTIVATES THEIR STUDENTS TO
CONSTRUCT SKYSCRAPERS, CRACK DNA CODES, CRAFT RACECARS,
CREATE NEW COMPUTER MODELS
OR CLIMB ABOARD SPACE
SHUTTLES.
- 4 -
NOT ONLY ARE YOU ADVENTURERS, BUT YOU INSPIRE YOUR
STUDENTS TO TAKE THEIR FIRST STEPS IN THE ADVENTURE OF
THEIR LIVES -- THE ADVENTURE OF BECOMING EDUCATED MEN
AND WOMEN.
SOME TEACHERS WITH US TODAY -- EACH ONE A WINNER
-- ARRIVED HERE AT THE WHITE HOUSE FROM INDIAN
RESERVATIONS, INNER CITIES, AND VOLCANIC ISLANDS.
- 5 -
AND WHILE THE JOURNEY MAY HAVE BEEN LONG FOR SOME, IT'S
BEEN INCREDIBLE FOR ALL -- BECAUSE ALONG THE WAY YOU
HAVE IGNITED THE SPARK OF UNDERSTANDING, THE POWER OF
CURIOSITY, AND THE WONDERFUL POTENTIAL THAT LIES LATENT
IN EVERY CHILD.
A TEACHER OF YOUNG PEOPLE AND A STUDENT OF MAN, THE
LATE BART GIAMATTI, ONCE OBSERVED, "TEACHING IS AN
INSTINCTUAL ART, MINDFUL OF POTENTIAL, CRAVING OF
REALIZATIONS."
-
- 6 -
HIS OBSERVATION RINGS TRUE TODAY, FOR NOW WE ARE
RELYING ON EACH OF YOU TO PRACTICE THE ART OF REALIZING
POTENTIAL.
No ONE SAID THIS WOULD BE EASY. Two YEARS AGO, I
MET WITH THE NATION'S GOVERNORS AND WE AGREED TO
ESTABLISH AN AMBITIOUS SET OF EDUCATIONAL GOALS TO BE
MET BY THE TURN OF THE CENTURY -- INCLUDING FIRST IN
THE WORLD IN MATH AND SCIENCE. SOME PEOPLE SAY WE
CAN'T DO IT. I SAY WE CAN.
- 7 -
MATH AND SCIENCE EDUCATION IS ONE OF OUR TOP PRIORITIES
-- IN FACT, WE'VE REQUESTED 1.9 BILLION DOLLARS OF
FEDERAL SPENDING ON MATH AND SCIENCE EDUCATION FOR
FISCAL YEAR 1992, WHICH TRANSLATES INTO A 92 PERCENT
INCREASE AT THE PRE-COLLEGE LEVEL SINCE THE START OF
THIS ADMINISTRATION. BUT IT TAKES MORE THAN JUST MONEY
-- IT TAKES A COMMITMENT TO WORLD-CLASS STANDARDS
COMMUNITY BY COMMUNITY, ALL ACROSS AMERICA.
- 8 -
JUST THIS WEEK, WE LEARNED SOME IMPORTANT
INFORMATION ON THE MATH AND SCIENCE FRONT -- SOME OF
WHICH SEEMS TO SURPRISE AMERICANS. FIRST, IT APPEARS
THAT TODAY'S STUDENTS KNOW ABOUT AS MUCH MATH AND
SCIENCE AS THEIR PARENTS DID 20 YEARS AGO, WHEN THEY
WERE CHILDREN. RATHER THAN DECLINING IN SKILLS -- AS
MOST PEOPLE ASSUME -- STUDENTS ARE REVERSING THE
DOWNWARD TREND.
- 9 -
SECONDLY, HOWEVER, FIVE OUT OF SIX 8TH GRADERS DO
NOT KNOW WHAT YOU MATH TEACHERS THINK THEY OUGHT TO
KNOW ABOUT MATH. THIS PRESENTS AN ENORMOUS CHALLENGE.
FOR WHILE OUR STUDENTS' ACHIEVEMENT IS HOLDING STEADY,
THE LEVEL OF SKILLS AND KNOWLEDGE REQUIRED OF THEM IS
SKYROCKETING.
- 10 -
THERE IS ENCOURAGING NEWS IN ALL OF THIS.
WE ARE WORKING TOGETHER TO SET WORLD-CLASS
STANDARDS FOR NATIONAL ASSESSMENTS IN MATH, SCIENCE,
ENGLISH, HISTORY AND GEOGRAPHY -- To DEVELOP A BETTER
AND CLEARER PICTURE OF WHERE OUR STRENGTHS AND
WEAKNESSES LIE.
OUR MATH TEACHERS HAVE ALREADY DEVELOPED WORLD-
CLASS CURRICULUM STANDARDS.
- 11 -
AND JUST THIS MONTH, THE DEPARTMENT OF EDUCATION
GRANTED HALF A MILLION DOLLARS TO THE NATIONAL ACADEMY
OF SCIENCE TO DO THE VERY SAME THING WITH OUR SCIENCE
CURRICULUM.
MATH TEACHERS ALREADY WORK SIDE-BY-SIDE WITH
GOVERNORS AND MEMBERS OF CONGRESS IN TAKING STEPS
TOWARD THE AMERICAN ACHIEVEMENT TESTS. I'VE ASKED THAT
THE FIRST PHASE OF THIS AMERICAN ACHIEVEMENT TEST BE
READY FOR USE BY THE 1993-94 SCHOOL YEAR.
- 12 -
AND FINALLY, IF WE ARE COMMITTED TO RAISING MATH
AND SCIENCE STANDARDS TO WORLD-CLASS LEVELS, WE MUST
HELP OUR EDUCATORS PREPARE THEMSELVES TO TEACH THOSE
SKILLS. THEREFORE, I HAVE PROPOSED TO CONGRESS THAT WE
IMMEDIATELY ESTABLISH GOVERNOR'S ACADEMIES FOR TEACHERS
OF MATH AND SCIENCE -- AS WELL AS TEACHERS IN THE OTHER
CORE SUBJECTS -- IN EVERY STATE IN THE NATION.
- 13 -
THIS WEEK'S GOALS REPORT SHOWS US HOW FAR WE HAVE
To GO. BUT TO GET THERE, WE MUST REVOLUTIONIZE
AMERICAN EDUCATION
NOT JUST SCHOOL BY SCHOOL, BUT
BEYOND -- IN COMMUNITY BY COMMUNITY, FAMILY BY FAMILY.
IN FACT, IN JUST A COUPLE OF HOURS I AM GOING TO CAMP
DAVID To MEET WITH THE BOARD OF DIRECTORS OF THE NEW
AMERICAN SCHOOLS DEVELOPMENT CORPORATION. THEY ARE
SEEKING NOTHING LESS THAN TO REINVENT AMERICAN
EDUCATION.
- 14 -
THAT'S WHAT OUR AMERICA 2000 EDUCATION STRATEGY IS ALL
ABOUT. THAT'S WHERE WE NEED YOUR HELP.
WE ALL AGREE THAT WE WANT TO TEACH KIDS TO THINK
STRAIGHT, TO APPRECIATE THE PAST AND LOOK TO THE
FUTURE, TO SERVE OTHERS AND THE COMMUNITY. BUT YOU
HOLD THE KEY TO INSTILLING INTELLECTUAL EXCELLENCE IN
YOUR STUDENTS AND YOUR COLLEAGUES. YOUR VIGOR,
TOLERANCE, ACADEMIC DISCIPLINE WILL STRETCH YOUNG
MINDS, BUT YOUR EXAMPLE WILL ALSO BUILD KNOW-HOW FOR
OTHER TEACHERS.
- 15 -
IN YOUR CLASSROOMS AND LABS, YOU CAN BEGIN THE
REVOLUTION IN AMERICAN EDUCATION.
AN EDUCATOR AND TEACHER, A MAN WHO TAUGHT ME A LOT
ABOUT THE REAL BUSINESS OF LIVING, A MAN NAMED CLAUDE
FUESS, SAID A VERY INTERESTING THING THE DAY HE RETIRED
AFTER FORTY YEARS OF TEACHING. HE SAID: "I WAS STILL
LEARNING WHEN I TAUGHT MY LAST CLASS."
As WE FACE THE DAUNTING TASK OF REDEFINING AMERICAN
EDUCATION, LET'S REMEMBER: THE BEST TEACHERS NEVER STOP
LEARNING.
- 16 -
THE BEST ONES LEARN CONSTANTLY TO THINK ANEW. AND THAT
SENSE OF INNOVATION IS THE KEY TO CREATING A NEW
GENERATION OF AMERICAN SCHOOLS. IF WE ARE TO MAKE A
DIFFERENCE IN THE SCHOOLS, WE MUST BREAK THE MOLD AND
SEE WHAT WORKS. WE NEED To KEEP LEARNING NEW WAYS AND
TRYING NEW IDEAS.
You WON THESE AWARDS BECAUSE YOU EXPERIMENT WITH
NEW IDEAS AND NEW TEACHING METHODS. FOR THAT, YOU HAVE
MY CONGRATULATIONS AND MY BEST WISHES.
- 17 -
AND WHAT'S EVEN BETTER -- YOU HAVE THE GRATITUDE AND
ADMIRATION OF THE MOST IMPORTANT PEOPLE IN THE WORLD:
YOUR STUDENTS.
THANK YOU AGAIN FOR COMING TO THE WHITE HOUSE, AND
GOD BLESS YOU ALL.
# # #
PRESIDENTIAL ELEMENTARY AWARDS FOR EXCELLENCE IN
SCIENCE & MATH TEACHING \ ROSE GARDEN \
FRIDAY, OCTOBER 4, 1991 \ 10:00 A.M.
WELCOME TO THE WHITE HOUSE. GOOD MORNING To
ADMIRAL WATKINS AND DR. BROMLEY. I UNDERSTAND WE HAVE
TEACHERS HERE FROM ALL FIFTY STATES, THE DISTRICT OF
COLUMBIA, PUERTO RICO, THE U.S. TERRITORIES AND OUR
DEPARTMENT OF DEFENSE DEPENDENT SCHOOLS. FROM WEST
GERMANY TO FAIRMONT, WEST VIRGINIA ... FROM AUSTIN,
TEXAS TO ALPHA, ILLINOIS. CONGRATULATIONS TO ALL OF
YOU. ///
- 2 -
((SPEAKING OF ILLINOIS, I HEARD A STORY ONCE ABOUT
A SCHOOL IN ILLINOIS THAT WAS NAMED AFTER THE COMEDIAN
JACK BENNY. EVERY YEAR, JACK BENNY MADE A POINT OF
GOING TO THE SCHOOL AND VISITING THE CHILDREN. ONE
YEAR, SPEAKING TO A GROUP OF TWELVE YEAR-OLDS, HE ASKED
IF THERE WERE ANY QUESTIONS. A BOY PUT UP HIS HAND.
"MR. BENNY,' HE SAID, "WHY DID THEY NAME YOU AFTER OUR
SCHOOL?"))
- 3 -
No MATTER WHERE THEIR SCHOOL IS -- OR WHO IT'S
NAMED AFTER -- I BELIEVE THAT OUR MATH AND SCIENCE
TEACHERS ARE BLESSED WITH A GIFT FOR INSPIRATION. THEY
POSSESS THE SAME DRIVE THAT MOTIVATES THEIR STUDENTS TO
CONSTRUCT SKYSCRAPERS, CRACK DNA CODES, CRAFT RACECARS,
CREATE NEW COMPUTER MODELS
OR CLIMB ABOARD SPACE
SHUTTLES.
- 4 -
Not ONLY ARE YOU ADVENTURERS, BUT YOU INSPIRE YOUR
STUDENTS TO TAKE THEIR FIRST STEPS IN THE ADVENTURE OF
THEIR LIVES -- THE ADVENTURE OF BECOMING EDUCATED MEN
AND WOMEN.
SOME TEACHERS WITH US TODAY -- EACH ONE A WINNER
-- ARRIVED HERE AT THE WHITE HOUSE FROM INDIAN
RESERVATIONS, INNER CITIES, AND VOLCANIC ISLANDS.
- 5 -
AND WHILE THE JOURNEY MAY HAVE BEEN LONG FOR SOME, IT'S
BEEN INCREDIBLE FOR ALL -- BECAUSE ALONG THE WAY YOU
HAVE IGNITED THE SPARK OF UNDERSTANDING, THE POWER OF
CURIOSITY, AND THE WONDERFUL POTENTIAL THAT LIES LATENT
IN EVERY CHILD.
A TEACHER OF YOUNG PEOPLE AND A STUDENT OF MAN, THE
LATE BART GIAMATTI, ONCE OBSERVED, "TEACHING IS AN
INSTINCTUAL ART, MINDFUL OF POTENTIAL, CRAVING OF
REALIZATIONS."
-
- 6 -
HIS OBSERVATION RINGS TRUE TODAY, FOR NOW WE ARE
RELYING ON EACH OF YOU To PRACTICE THE ART OF REALIZING
POTENTIAL.
No ONE SAID THIS WOULD BE EASY. Two YEARS AGO, I
MET WITH THE NATION'S GOVERNORS AND WE AGREED TO
ESTABLISH AN AMBITIOUS SET OF EDUCATIONAL GOALS To BE
MET BY THE TURN OF THE CENTURY -- INCLUDING FIRST IN
THE WORLD IN MATH AND SCIENCE. SOME PEOPLE SAY WE
CAN'T DO IT. I SAY WE CAN.
- 7 -
MATH AND SCIENCE EDUCATION IS ONE OF OUR TOP PRIORITIES
-- IN FACT, WE'VE REQUESTED 1.9 BILLION DOLLARS OF
FEDERAL SPENDING ON MATH AND SCIENCE EDUCATION FOR
FISCAL YEAR 1992, WHICH TRANSLATES INTO A 92 PERCENT
INCREASE AT THE PRE-COLLEGE LEVEL SINCE THE START OF
THIS ADMINISTRATION. BUT IT TAKES MORE THAN JUST MONEY
-- IT TAKES A COMMITMENT To WORLD-CLASS STANDARDS
COMMUNITY BY COMMUNITY, ALL ACROSS AMERICA.
- 8 -
JUST THIS WEEK, WE LEARNED SOME IMPORTANT
INFORMATION ON THE MATH AND SCIENCE FRONT -- SOME OF
WHICH SEEMS TO SURPRISE AMERICANS. FIRST, IT APPEARS
THAT TODAY'S STUDENTS KNOW ABOUT AS MUCH MATH AND
SCIENCE AS THEIR PARENTS DID 20 YEARS AGO, WHEN THEY
WERE CHILDREN. RATHER THAN DECLINING IN SKILLS -- AS
MOST PEOPLE ASSUME -- STUDENTS ARE REVERSING THE
DOWNWARD TREND.
- 9 -
SECONDLY, HOWEVER, FIVE OUT OF SIX 8TH GRADERS DO
NOT KNOW WHAT YOU MATH TEACHERS THINK THEY OUGHT TO
KNOW ABOUT MATH. THIS PRESENTS AN ENORMOUS CHALLENGE.
FOR WHILE OUR STUDENTS' ACHIEVEMENT IS HOLDING STEADY,
THE LEVEL OF SKILLS AND KNOWLEDGE REQUIRED OF THEM IS
SKYROCKETING.
- 10 -
THERE IS ENCOURAGING NEWS IN ALL OF THIS.
WE ARE WORKING TOGETHER TO SET WORLD-CLASS
STANDARDS FOR NATIONAL ASSESSMENTS IN MATH, SCIENCE,
ENGLISH, HISTORY AND GEOGRAPHY -- TO DEVELOP A BETTER
AND CLEARER PICTURE OF WHERE OUR STRENGTHS AND
WEAKNESSES LIE.
OUR MATH TEACHERS HAVE ALREADY DEVELOPED WORLD-
CLASS CURRICULUM STANDARDS.
- 11 -
AND JUST THIS MONTH, THE DEPARTMENT OF EDUCATION
GRANTED HALF A MILLION DOLLARS TO THE NATIONAL ACADEMY
OF SCIENCE TO DO THE VERY SAME THING WITH OUR SCIENCE
CURRICULUM.
MATH TEACHERS ALREADY WORK SIDE-BY-SIDE WITH
GOVERNORS AND MEMBERS OF CONGRESS IN TAKING STEPS
TOWARD THE AMERICAN ACHIEVEMENT TESTS. I'VE ASKED THAT
THE FIRST PHASE OF THIS AMERICAN ACHIEVEMENT TEST BE
READY FOR USE BY THE 1993-94 SCHOOL YEAR.
- 12 -
AND FINALLY, IF WE ARE COMMITTED To RAISING MATH
AND SCIENCE STANDARDS TO WORLD-CLASS LEVELS, WE MUST
HELP OUR EDUCATORS PREPARE THEMSELVES To TEACH THOSE
SKILLS. THEREFORE, I HAVE PROPOSED TO CONGRESS THAT WE
IMMEDIATELY ESTABLISH GOVERNOR'S ACADEMIES FOR TEACHERS
OF MATH AND SCIENCE -- AS WELL AS TEACHERS IN THE OTHER
CORE SUBJECTS -- IN EVERY STATE IN THE NATION.
- 13 -
THIS WEEK'S GOALS REPORT SHOWS US HOW FAR WE HAVE
TO GO. BUT TO GET THERE, WE MUST REVOLUTIONIZE
AMERICAN EDUCATION NOT JUST SCHOOL BY SCHOOL, BUT
BEYOND -- IN COMMUNITY BY COMMUNITY, FAMILY BY FAMILY.
IN FACT, IN JUST A COUPLE OF HOURS I AM GOING TO CAMP
DAVID TO MEET WITH THE BOARD OF DIRECTORS OF THE NEW
AMERICAN SCHOOLS DEVELOPMENT CORPORATION. THEY ARE
SEEKING NOTHING LESS THAN To REINVENT AMERICAN
EDUCATION.
- 14 -
THAT'S WHAT OUR AMERICA 2000 EDUCATION STRATEGY IS ALL
ABOUT. THAT'S WHERE WE NEED YOUR HELP.
WE ALL AGREE THAT WE WANT TO TEACH KIDS TO THINK
STRAIGHT, TO APPRECIATE THE PAST AND LOOK To THE
FUTURE, TO SERVE OTHERS AND THE COMMUNITY. BUT YOU
HOLD THE KEY TO INSTILLING INTELLECTUAL EXCELLENCE IN
YOUR STUDENTS AND YOUR COLLEAGUES. YOUR VIGOR,
TOLERANCE, ACADEMIC DISCIPLINE WILL STRETCH YOUNG
MINDS, BUT YOUR EXAMPLE WILL ALSO BUILD KNOW-HOW FOR
OTHER TEACHERS.
- 15 -
IN YOUR CLASSROOMS AND LABS, YOU CAN BEGIN THE
REVOLUTION IN AMERICAN EDUCATION.
AN EDUCATOR AND TEACHER, A MAN WHO TAUGHT ME A LOT
ABOUT THE REAL BUSINESS OF LIVING, A MAN NAMED CLAUDE
FUESS, SAID A VERY INTERESTING THING THE DAY HE RETIRED
AFTER FORTY YEARS OF TEACHING. HE SAID: "I WAS STILL
LEARNING WHEN I TAUGHT MY LAST CLASS."
As WE FACE THE DAUNTING TASK OF REDEFINING AMERICAN
EDUCATION, LET'S REMEMBER: THE BEST TEACHERS NEVER STOP
LEARNING.
- 16 -
THE BEST ONES LEARN CONSTANTLY TO THINK ANEW. AND THAT
SENSE OF INNOVATION IS THE KEY TO CREATING A NEW
GENERATION OF AMERICAN SCHOOLS. IF WE ARE TO MAKE A
DIFFERENCE IN THE SCHOOLS, WE MUST BREAK THE MOLD AND
SEE WHAT WORKS. WE NEED TO KEEP LEARNING NEW WAYS AND
TRYING NEW IDEAS.
You WON THESE AWARDS BECAUSE YOU EXPERIMENT WITH
NEW IDEAS AND NEW TEACHING METHODS. FOR THAT, YOU HAVE
MY CONGRATULATIONS AND MY BEST WISHES.
- 17 -
AND WHAT'S EVEN BETTER -- YOU HAVE THE GRATITUDE AND
ADMIRATION OF THE MOST IMPORTANT PEOPLE IN THE WORLD:
YOUR STUDENTS.
THANK YOU AGAIN FOR COMING TO THE WHITE HOUSE, AND
GOD BLESS YOU ALL.
# # #
THE PRESIDENT HAS SEEN
10-4-91
THE WHITE HOUSE
WASHINGTON
91 OCT 2 P4:54
October 2, 1991
INFORMATION
Oak
MEMORANDUM FOR THE PRESIDENT
change
THROUGH:
DAVE DEMAREST
TONY SNOW TS
FROM:
MARY KATE GRANT mkg
SUBJECT:
REMARKS FOR ELEMENTARY AWARDS FOR EXCELLENCE IN
SCIENCE AND MATH TEACHING
I. SUMMARY
Attached for your review are brief remarks to be delivered
on Friday, October 4, at 10 a.m. in the Rose Garden at the
Presidential Elementary Awards for Excellence in Science and Math
Teaching. The audience is composed of 108 winning elementary
math and science teachers.
II. DISCUSSION
Your remarks (8 minutes/cards) pay tribute to the Nation's
math and science teachers and highlight the challenge facing
American education in light of the National Report Card results.
[PLEASE NOTE: There is a reference on page four , paragraph
three, to a teacher at Phillips Andover, Claude M. Fuess, who
retired in 1952 after 40 years of teaching. We didn't know if
you actually had him as a teacher, but we thought perhaps you'd
remember him. Please feel free to edit this as you see fit.]
Grant / Bunton
October 2, 1991
A:MATH-SCI
31 OCT 3 All : 27
Draft four
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Austin, Texas to Alpha, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny, " he said, "Why did they name you after our
school?"))
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and we agreed to establish an ambitious
set of educational goals to be met by the turn of the century --
including first in the world in math and science. Some people
say we can't do it. I say we can. Math and science education is
one of our top priorities -- in fact, we've requested 1.9 billion
dollars of federal spending on math and science education for
fiscal year 1992, which translates into a 92 percent increase at
the pre-college level since the start of this Administration.
But it takes more than just money -- it takes a commitment to
world-class standards community by community, all across America.
Just this week, we learned some important information on the
math and science front -- some of which seems to surprise
Americans. First, it appears that today's students know about as
3
much math and science as their parents did 20 years ago, when
they were children. Rather than declining in skills -- as most
people assume -- students are reversing the downward trend.
Secondly, however, five out of six 8th graders do not know
what you math teachers think they ought to know about math. This
presents an enormous challenge. For while our students'
achievement is holding steady, the level of skills and knowledge
required of them is skyrocketing.
There is encouraging news in all of this.
We are working together to set world-class standards for
national assessments in math, science, English, history and
geography -- to develop a better and clearer picture of where our
strengths and weaknesses lie.
Our math teachers have already developed world-class
curriculum standards. And just this month, the Department of
Education granted half a million dollars to the National Academy
of Science to do the very same thing with our science curriculum.
Math teachers already work side-by-side with Governors and
Members of Congress in taking steps toward the American
Achievement Tests. I've asked that the first phase of this
American Achievement Test be ready for use by the 1993-94 school
year.
And finally, if we are committed to raising math and science
standards to world-class levels, we must help our educators
prepare themselves to teach those skills. Therefore, I have
proposed to Congress that we immediately establish Governor's
4
Academies for teachers of math and science -- as well as teachers
in the other core subjects -- in every state in the Nation.
This week's Goals Report shows us how far we have to go.
But to get there, we must revolutionize American education
not just school by school, but beyond -- in community by
community, family by family. In fact, in just a couple of hours
I am going to Camp David to meet with the Board of Directors of
the New American Schools Development Corporation. They are
seeking nothing less than to reinvent American education. That's
what our America 2000 education strategy is all about. That's
where we need your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to serve others
and the community. But you hold the key to instilling
intellectual excellence in your students and your colleagues.
Your vigor, tolerance, academic discipline will stretch young
minds, but your example will also build know-how for other
about
teachers. In your classrooms and labs, you can begin the
revolution in American education,
education
and
teacher,
a
man
whotaught
we
a the lot business real
An teacher once had, a man named Claude Fuess, said a very
of
INIV
interesting thing the day he retired after forty years of
teaching. He said: "I was still learning when I taught my last
class."
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
5
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
THE WHITE HOUSE
WASHINGTON
October 2, 1991
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
DAVE DEMAREST
TONY SNOW TS
FROM:
MARY KATE GRANT mkg
SUBJECT:
REMARKS FOR ELEMENTARY AWARDS FOR EXCELLENCE IN
SCIENCE AND MATH TEACHING
I. SUMMARY
Attached for your review are brief remarks to be delivered
on Friday, October 4, at 10 a.m. in the Rose Garden at the
Presidential Elementary Awards for Excellence in Science and Math
Teaching. The audience is composed of 108 winning elementary
math and science teachers.
II. DISCUSSION
Your remarks (8 minutes/cards) pay tribute to the Nation's
math and science teachers and highlight the challenge facing
American education in light of the National Report Card results.
[PLEASE NOTE: There is a reference on page three, paragraph
three, to a teacher at Phillips Andover, Claude M. Fuess, who
retired in 1952 after 40 years of teaching. We didn't know if
you actually had him as a teacher, but we thought perhaps you'd
remember him. Please feel free to edit this as you see fit.]
Grant / Bunton
October 2, 1991
A:MATH-SCI
Draft three
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Austin, Texas to Alpha, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "why did they name you after our
school?"))
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
...
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations.' His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and we agreed to establish an ambitious
set of educational goals to be met by the turn of the century.
Since then, we've been hard at work. Just this week the National
Education Goals Panel issued its first annual "Report Card." We
also released the results of the first nationwide standards set
for math proficiency in the 4th, 8th and 12th grades. These
results -- while disappointing -- give us our first snapshot of
the challenge we face.
There is encouraging news in all of this.
As we work together to set world-class standards for
national assessments in math, science, English, history and
geography, we will develop a better and clearer picture of where
our strengths and weaknesses lie. We'll know what we need to
3
learn. These standards give us a starting point
something to
build on.
And our National Education Goals set forth a challenge.
First, they show us how important our America 2000 strategy has
become. As I said earlier, the National Education Goals are
ambitious. The goals report shows us how far we have to go. But
to get there, we must revolutionize American education
community by community, school by school, and family by family.
That's what our America 2000 education strategy seeks. That's
where we need your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to serve others
and the community. But you hold the key to instilling
intellectual excellence in your students and your colleagues.
Your vigor, tolerance, academic discipline will stretch young
minds, but your example will also build know-how for other
teachers. In your classrooms and labs, you can begin the
revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired after forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
4
schools. If we are to make a difference in the schools, we must
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
STATEMENT OF EDUCATION EDUC
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES OF AMERICA
THE SECRETARY
October 2, 1991
also w/porter clear
MEMORANDUM FOR DAVID DEMAREST
FROM:
LAMAR ALEXANDER
Here are some obvious educational points that should be
considered for inclusion in any speech to math and science
teachers on October 4. Wouldn't the better way to approach this
be for the Department to suggest what the substance should be,
and then let the speech writers go to work turning it into
something exciting? What we are doing now is trying to make
changes in a speech that begins without appropriate substance.
Many thanks.
The points that should be made in this speech (although not
necessarily in these words) on October 4:
1. There is important news on the math and science front this
week that seems to surprise Americans. The first surprise is
that it would appear that today's students know about as much
math and science as their parents did 20 years ago when they were
children. I think most Americans would have guessed that today's
children know less than they did 20 years ago. We seem to have
reversed a downward trend in achievement that was evident in the
1970's. And all of us know that it takes a greater amount of
effort to learn today than it did in the 1970's because there are
so many more obstacles in the way of learning -- moms and dads
both away from home, a lot more TV to watch, more drugs. It's
harder to be a good student. It's harder to be a good parent.
It's harder to be a good teacher.
There is a second piece of surprising news, this one an
enormous challenge. Five out of six 8th graders do not know what
you math teachers think they ought to know about math That is a
skills and knowledge gap of enormous proportions.
2.
Two years ago we mapped out the goals -- including first in
the world in math and science. Some people wonder if America can
reach that goal. Some people just say we can not. Well, you and
I know differently. If a family, a school, even an entire
community were to sit down today and resolve that its children
would know and be able to do math and science to a world class
standard by the year 2000, that would happen. And is the only
way it will happen community by community, across America.
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202-0100
Mr. David Demarest
October 2, 1991
Page Two
3. To reach those goals will take a lot of hard, imaginative
work and fortunately our teachers are leading the way. Our math
teachers have already developed for us curriculum standards,
telling us what it means to be world class in math. And just
this month the Department of Education granted a half million
dollars to the National Academy of Science to do the very same
thing with the sciences: work with teachers and others to
establish world class curriculum standards in the sciences. Math
teachers are represented on the panels currently working with
Governors and Congress to take steps toward the American
Achi evement Tests, so that families and communities can have the
same information about their children and their schools that we
received about the nation's progress in the national reports this
week. have asked that the first phase of this American
Achievement Test be ready for use by the 1993-1994 school year.
4. One of the most important steps we must take is massive
teacher retraining. We cannot establish different and higher
curriculum standards and then not take the necessary steps to
help our professional educators prepare themselves to teach those
skills. That's why I have proposed to Congress that we
immediately establish Governor's Academies for teachers of math
and science -- as well as teachers in the other core subjects --
in every state in the nation.
$
5. In just a couple of hours I am going to Camp David to meet
with the Board of Directors of the New American School
Development Corporation. Their work is exciting. They are
talking about nothing less than re-inventing American education,
school-by-school. Giving educators like you a chance to do what
many of you have always dreamed of doing: taking that bold,
first in the world goal for math and science, giving educators a
chance to start from scratch, break the mold and create one of
the best schools in the world to help children meet those goals.
Then, do it again and again and again until we transform our
system of education and help it become truly the model and envy
of the world and the steps our children use to move to the front
of the line.
Document No. 274678ss
91 OCT 2 P2: 32
HOUSE STAFFING MEMORANDUM
DATE: 9/30/91
ACTION/CONCURRENCE/COMMENT DUE BY: WED. 10/2/91 3:00 p.m.
PRESIDENTIAL REMARKS: PRESIDENTIAL ELEMENTARY AWARDS FOR
EXCELLENCE IN SCIENCE & MATH TEACHING FRIDAY, 10/4/91
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
>
HORNER
SUNUNU
MCCLURE
SCOWCROFT
PETERSMEYER
DARMAN
PORTER
BRADY
ROGICH
BROMLEY
SMITH
\
SNOW
CARD
>
DEMAREST
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 3:00 p.m., WEDNESDAY, OCTOBER 2nd, with a copy to this
office. Thank you.
RESPONSE:
See comments Thanks
PK
Paul Korforta
10/02/91.
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
Grant / Bunton
September 30, 1991
A:MATH-SCI
31 SEP 30 P6: 25
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school'
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?"))
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
...
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
Educational Goals Panel issued its first annual "Report Card."
nationwide (Education)
We also released the results of the first standardized tests on
math proficiency in the 4th, 8th and 12th grades. These results
-- while disappointing -- give us our first snapshot of the
challenge we face.
(Education)
There is good news in all of this.
National Assessments
world, class
As the Governing Board continues to set standards for
national testing in math, science, reading, writing, history and
geography, we will have a better and clearer picture of where our
strengths and weaknesses lie. We'll know what we need to know.
3
The standards give us a starting point
something to build on.
They set forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education Goals are ambitious. These
recent test results show us how far we have to go. But to get
there, we must revolutionize American education
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to learn a skill
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
Document No. 274678ss
WHITE HOUSE STAFFING MEMORANDUM
DATE: 9/30/91
ACTION/CONCURRENCE/COMMENT DUE BY: WED. 10/2/91 3:00 p.m.
PRESIDENTIAL REMARKS: PRESIDENTIAL ELEMENTARY AWARDS FOR
EXCELLENCE IN SCIENCE & MATH TEACHING - FRIDAY, 10/4/91
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
>
HORNER
SUNUNU
MCCLURE N/C
SCOWCROFT
PETERSMEYER
DARMAN Mc
PORTER
BRADY
ROGICH
BROMLEY
SMITH
SNOW
CARD
DEMAREST
FITZWATER
GRAY
N
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 3:00 p.m., WEDNESDAY, OCTOBER 2nd, with a copy to this
office. Thank you.
RESPONSE:
MASTER
PHILLIP D. BRADY
Assistant to the President
MK Someone in Bromley's shop has concerns that the places in the P
I
and Staff Secretary
don't all have representatives-- will get back w/ us.
Ext. 2702
Grant / Bunton
September 30, 1991
A:MATH-SCI
01 SEP 30 P6: 25
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From (Rehnguist) West Germany to Fairmont, West Virginia
...
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school'
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?"))
No matter where their school is -- or who it's named after - -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models ... or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
(TRON)
Yale President XNO and
No
baseball commis
A teacher of young people and a student of man, the late ioner
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
(PORTER) weagreed toestablish
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
(SMITH)
Educational Goals Panel issued its first annual "Report Card. "
(PORTER) S set for
We also released the results of the first standardized tests on on
(Education) nationwide
math proficiency in the 4th, 8th and 12th grades. These results
-- while disappointing -- give us our first snapshot of the
challenge we face.
There is good news in all of this. (PORTA(OCA)
(PORTER) encouraging
(PORTER) work together
World Class
As As the the Governing Board continues to set/ standards for
(PORTER) National Assessment
(PLATER english
national onal testing in math, science, reading, writing, history and
(PORTER) develop
geography, we will have a better and clearer picture of where our
(TRON) learn
strengths and weaknesses lie. We'll know what we need to know.
(PORTER)
math
at
3
The standards give us a starting point
(PORTER)Our national Education Goals
something to build on.
^Theyeset forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education Goals are ambitious. These
(PORTER)The goals report
recent test results® showsus how far we have to go. But to get
there, we must revolutionize American education
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think (PORTER) straight,
to appreciate the past and look to the future, to learn a skill-
e
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
(TRON) after
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class."
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
Document No. 274678ss
WHITE HOUSE STAFFING MEMORANDUM
91 SEP 31 P12: 29
DATE: 9/30/91
ACTION/CONCURRENCE/COMMENT DUE BY: WED. 10/2/91 3:00 p.m.
PRESIDENTIAL REMARKS: PRESIDENTIAL ELEMENTARY AWARDS FOR
EXCELLENCE IN SCIENCE & MATH TEACHING - FRIDAY, 10/4/91
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
>
HORNER
SUNUNU
MCCLURE
SCOWCROFT
PETERSMEYER
DARMAN
PORTER
BRADY
ROGICH
BROMLEY
SMITH
SNOW
CARD
DEMAREST
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 3:00 p.m., WEDNESDAY, OCTOBER 2nd, with a copy to this
office. Thank you.
RESPONSE: NOTE: WE SHOULD RECOYNIZE THAT IT is ALWAYS
THE NATIONAL EDUCATION GOALS PANEL.
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
Grant / Bunton
September 30, 1991
A:MATH-SCI
01 SEP 30 P6: 25
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?") )
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
...
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House. from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
Educational Goals Panel issued its first annual "Report Card."
We also released the results of the first standardized tests on
math proficiency in the 4th, 8th and 12th grades. These results
-- while disappointing -- give us our first snapshot of the
challenge we face.
There is good news in all of this.
As the Governing Board continues to set standards for
national testing in math, science, reading, writing, history and
geography, we will have a better and clearer picture of where our
strengths and weaknesses lie. We'll know what we need to know.
3
The standards give us a starting point
something to build on.
They set forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education Goals are ambitious. These
recent test results show us how far we have to go. But to get
there, we must revolutionize American education
...
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to learn a skill
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class."
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
Document No. 274678ss
WHITE HOUSE STAFFING MEMORANDUM
91 SEP 31 P4: I
DATE: 9/30/91
ACTION/CONCURRENCE/COMMENT DUE BY: WED. 10/2/91 3:00 p.m.
PRESIDENTIAL REMARKS: PRESIDENTIAL ELEMENTARY AWARDS FOR
EXCELLENCE IN SCIENCE & MATH TEACHING - FRIDAY, 10/4/91
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
>
HORNER
SUNUNU
MCCLURE
>
SCOWCROFT
PETERSMEYER
DARMAN
PORTER
BRADY
ROGICH
BROMLEY
SMITH
SNOW
CARD
DEMAREST
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 3:00 p.m., WEDNESDAY, OCTOBER 2nd, with a copy to this
office. Thank you.
RESPONSE:
Good- a few thoughts.
BST for 8R
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
Grant / Bunton
September 30, 1991
A:MATH-SCI
91 SEP 30 P6: 25
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school'
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?"))
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a.
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
...
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
Yale Plesident baseball and
A teacher of young people and a student of man, the late
.
commissioner
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
Educational Goals Panel issued its first annual "Report Card."
We also released the results of the first standardized tests on
math proficiency in the 4th, 8th and 12th grades. These results
-- while disappointing -- give us our first snapshot of the
challenge we face.
There is good news in all of this.
As the Governing Board continues to set standards for
national testing in math, science, reading, writing, history and
geography, we will have a better and clearer picture of where our
learn
strengths and weaknesses lie. We'll know what we need to know.
3
The standards give us a starting point
something to build on.
They set forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education Goals are ambitious. These
recent test results show us how far we have to go. But to get
there, we must revolutionize American education
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to learn a skill
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
THE WHITE HOUSE
WASHINGTON
91 SEP 31 P5: 51
October 1, 1991
MEMORANDUM FOR TONY SNOW
Deputy Assistant to the President for
Communications and Director of Speechwriting
FROM:
Associate Counsel to the President
JANET REHNQUIST JR
SUBJECT:
Presidential Remarks -- Presidential Elementary
Awards for Excellence in Science and Math Teaching
-- Friday, October 4, 1991
At your request, Counsel's Office has reviewed the above-
referenced matter. We have no legal objections.
Thank you for the opportunity to review this matter
cc: Phil Brady
Winnetha
1stpara
COMMENTS
Grant / Bunton
September 30, 1991
91 OCT 2
A:MATH-SCI
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny, " he said, "Why did they name you after our
school?"))
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
we agreed to establish
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
Educational Goals Panel issued its first annual "Report Card."
standards set for
We also released the results of the first standardized tests on
math proficiency in the 4th, 8th and 12th grades. These results
-- while disappointing -- give us our first snapshot of the
challenge we face.
encouraging encour
There is good news in all of this.
we work together
world class
As the Governing Board continues to set Astandards for
national testing in math, science, reading, english writing, history and
develope
geography, we will have a better and clearer picture of where our
strengths and weaknesses lie. We'll know what we need to know.
math
3
The/standards give us a starting point
something to build on.
Our ournationaleducationsods
They set forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education ceals ambitious. The These
goals report
recent test results showSus how far we have to go. But to get
there, we must revolutionize American education
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to learn a skill
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
Document No. 274678ss
WHITE HOUSE STAFFING MEMORANDUM
91 OCT 2 A10: 19
DATE: 9/30/91
ACTION/CONCURRENCE/COMMENT DUE BY: WED. 10/2/91 3:00 p.m.
PRESIDENTIAL REMARKS: PRESIDENTIAL ELEMENTARY AWARDS FOR
EXCELLENCE IN SCIENCE & MATH TEACHING - FRIDAY, 10/4/91
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
HORNER
SUNUNU
MCCLURE
>
SCOWCROFT
PETERSMEYER
DARMAN
PORTER
BRADY
ROGICH
BROMLEY
SMITH
SNOW
CARD
DEMAREST
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 3:00 p.m., WEDNESDAY, OCTOBER 2nd, with a copy to this
office. Thank you.
RESPONSE:
no comment
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
Grant / Bunton
September 30, 1991
A:MATH-SCI
31 SEP 30 P6: 25
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
...
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school'
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?"))
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
...
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations. " His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
Educational Goals Panel issued its first annual "Report Card.' "
We also released the results of the first standardized tests on
math proficiency in the 4th, 8th and 12th grades. These results
-- while disappointing -- give us our first snapshot of the
challenge we face.
There is good news in all of this.
As the Governing Board continues to set standards for
national testing in math, science, reading, writing, history and
geography, we will have a better and clearer picture of where our
strengths and weaknesses lie. We'll know what we need to know.
3
The standards give us a starting point
something to build on.
They set forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education Goals are ambitious. These
recent test results show us how far we have to go. But to get
there, we must revolutionize American education
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to learn a skill
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #