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Originally Processed With FOIA(s):
FOIA Number:
S; 2007-0107-F
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 Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13688
Folder ID Number:
13688-004
Folder Title:
Education Summit 9/27-28/89 [OA 6269 [1]
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G
26
19
4
1
Davis/Martin
Sept. 26, 1989
Draft: Seven
Title: eduprez
PRESIDENTIAL ADDRESS:
CONVOCATION, UNIV. OF VIRGINIA
Thursday, Sept. 28, 11:30 a.m.
Thank you Secretary Cavazos, President O'Neil, Governors
Baliles and Branstad.
It's a delight to be back in Charlottesville. ((Imagine
this -- you have a President, the Cabinet and America's governors
visiting your school. And the big man on campus today is still
Sean Moore. )) ////
And then my son Marvin and daughter-in-law Margaret advise
me to be humble while I'm at U. Hall. ((You see, they told me
you only do the wave for Ralph Sampson. )) ////
Well, it's easy to be humble at a school so rich in history
and educational endeavor. And I have also been deeply impressed
by the commitment, the creativity and the knowledge that my
fellow chief executives from the states bring to education
reform.
It is you -- the governors -- along with state legislators
and school boards, leaders of business, parents and teachers --
those throughout this nation's vast decentralized education
system, who face tough decisions. I've heard eloquent advice
from many of you, and so many others, in the last few weeks.
I've listened. And I am deeply appreciative of all that I have
learned.
2
But I've also learned that we should listen to our children.
They have much to say to us, too. In many ways, they are the
luckiest generation in history. Just last month, our children
observed, in the clarity of Voyager's sight, the horizons of new
worlds, the majesty of space. Think what these images would have
meant to the ever-curious founder of this university, who could
only look through a primitive telescope at faint patches of light
and wonder.
But our children are growing up in an age where wonder is
commonplace, and peace and prosperity are often taken for
granted. Our children are also the beneficiaries of a nation
that lavishes unsurpassed resources on their schooling. So in
many ways, we are close to fulfilling the Enlightenment dream of
universal education, a dream that became a reality in the shadows
of the Shenandoahs, here at Mister Jefferson's school. //
Every step we take at this University is truly a walk in
Thomas Jefferson's footsteps. When he first charted the ground
on which we gather today, there was just a field of grass, and a
horizon limited only by the blue mountains beyond. But Jefferson
surveyed a horizon no one else could see. He saw the graceful
dome of the Rotunda, and the elegance of the Lawn and its
pavilions. He saw meeting rooms, libraries and lecture halls
teeming with professors and students yet unborn.
Jefferson set out to fashion his rarified vision into solid
reality, brick by brick, book by book. And it is his University
3
-- and his dream -- that inspires us today to follow in his
footsteps.
Thomas Jefferson was a relentless advocate for universal
public education. You might say he was our first education
president. "He had a fundamental conviction that on the 'good
sense of' an educated citizenry, we could build and defend a
country of liberty and justice."
I borrowed this assessment from a friend of mine -- another
Renaissance man, a man of our time -- the late A. Bartlett
Giamatti. //
Like Jefferson, Bart's life was a metaphor for civility and
public service. And it is this commitment to public service that
we must carry on, not just as an education President and as
education governors, but as an education society.
We have come close to the Jeffersonian ideal. Our
educational system is, in many ways, unrivaled in its scale and
diversity; in its commitment to meeting special needs and
individual differences. We are inspired by our best teachers,
who give more than we can rightly expect; and from our best
students, who surpass our highest expectations.
Jefferson wanted to redeem "that mass of talents which lies
buried in poverty." And for most of our history, education has
been the great champion of the poor, compensating for all
distinctions of class, race and background. (A century ago, the
poorest parents in the bleakest slum knew their children could go
4
anywhere, could be anything, if they could get an American
education. ))
Yet after two centuries of progress, we are stagnant. While
millions of Americans read for pleasure, millions of others don't
read at all. While millions go to college, millions will never
graduate from high school.
The National Assessment of Educational Progress estimates
that fewer than one in four of our high school juniors can write
an adequate, persuasive letter. Only half can manage decimals,
fractions and percentages. Barely one in three can locate the
Civil War in the correct half-century. No modern nation can long
afford to allow so many of its sons and daughters to emerge into
adulthood ignorant and unskilled. The status quo is a guarantee
of mediocrity, social decay and national decline. //
Education is our most enduring legacy, vital to everything
we are and can become. And come the next century -- just ten
years away -- what will we be? Will we be the children of the
Enlightenment, or its orphans?
Six years ago, the Commission on Excellence in Education
issued its powerful report; and yet today, our nation is still at
risk. The educational reform movement has done well in
articulating its criticisms. Now it is time to define goals.
Too much is at stake not to act now. Jefferson said that no
nation could long be both ignorant and free. The state of our
educational system is nothing less than the future of our
democracy. This is a time for action. //
5
I sent my proposals for federal action in education to
Congress last spring. The Educational Excellence Act of 1989
includes ways to reshape and expand federal efforts, to recognize
excellence, lift the needy, foster flexibility and choice, and
measure and reward progress. I remain solidly committed to these
principles, and I value your advice and ideas as we continue to
refine the federal role.
Some offer a completely different answer -- to spend more
money. And at the federal level, we have asked Congress to
provide nearly a half a billion dollars in new funding for ten
worthy programs. Your states may also choose to spend more. But
to those who say that money alone is the answer, I say that there
is no one answer. If anything, hard experience teaches that we
are simply not getting our money's worth in education. // Our
focus must no longer be on resources. It must be on results. //
This is only the third time in our 200 years as a nation
that a President has called a summit with the governors. I have
called you together because you bear the Constitutional
responsibility for education. And I did not ask you to such an
historic occasion merely to bemoan what is wrong. We are here to
work; to work together; to put the future before the moment, and
progress before partisanship, once again to make an American
education the best in the world. //
You already are consulting with the state legislatures to
better our schools. Our teachers are already giving their heart
and soul to their jobs. But we have never before worked together
6
-- President and principal, governor and teacher -- to achieve
results in education.
A social compact begins today in Charlottesville, a compact
between parents, teachers, principals, superintendents, state
legislators, governors and the Administration. Our compact is
founded not on promises, but on challenges -- each one a radical
departure from tradition.
I challenge you to join me, for the first time, to define
national goals in education. From this day forward, let us be an
America of tougher standards,/ an America of higher goals// and a
land of bigger dreams.
And our goals must be "national," not "federal." That is
why I welcome the initiatives of the National Governors
Association, from the Time for Results report in 1986, to the
goal-setting project recently begun under the leadership of
Iowa's Terry Branstad, South Carolina's Carroll Campbell and Bill
Clinton of Arkansas. My Administration will work with you to
build on the National Assessment program's first state-by-state
achievement results. We will work with you to formulate national
goals. And then we will challenge superintendents and principals
to meet these higher goals.
( (In return, I accept your challenge, and will work with you
to loosen the grip of federal restrictions //// How many great
ideas, how many grand and noble experiments, have been impaled on
the narrow spike of a federal directive? Unnecessary restriction
7
is the enemy of the bold. And bold action is what we need most
of all. //
I ask Congress to allow Washington to be more flexible, by
passing reform legislation. And I ask you, in turn, to ease
state restrictions on local bodies. ))
Then we will judge our efforts not by our intentions, but by
our results.
So to get results, we need national goals, and more
flexibility from federal and state government.
To get results, we will need a new spirit of competition
between students, between teachers and between schools -- a
report card for all.
And to get results, we will need discipline, structure and
goals.
Yet I do not counsel a naive nostalgia, a tame adherence to
the past. Business as usual is not getting us where we need to
go. So when hallowed tradition proves to be hollow convention,
then we must shatter tradition. The polls show what every P.T.A.
board member already knows: The American people are ready for
radical reforms. We must// not// disappoint// them. //
I envision tradition-shattering reform in five areas.
First, I see the day when every student is literate. But
literacy should mean more than the "three R's." We must be a
reading nation. We must grapple with the hard sciences. And
because education is as spiritual as it is practical, our
children must know why Americans died at Bunker Hill, at
8
Gettysburg, at Monte Cassino and Inchon. They must do more than
identify names on a multiple choice question. They must
understand the generosity of Andrew Carnegie, the genius of
Alexander Graham Bell and the heroism of Rosa Parks. //
Some youngsters will naturally take longer than others.
Some will need more study, and extra instruction. But we should
never send a student from school just because he or she has
passed an arbitrary birthday. //
Second, I see a day when our educational system will be
unafraid of diversity. Of course, all schools in a state will
share a core curriculum and minimum standards of achievement.
But the means by which that curriculum is taught, and those goals
met, should be as diverse and varied as our children, our
teachers and their communities. Let them blend, in myriad ways,
the traditional and the modern, the human and the technological.
Let us give our schools and our teachers the freedom to do what
they do best.
Children also differ -- in their interests, learning styles
and capabilities. So third, I see the day when choice among
schools will be the norm rather than the exception; when parents
will be full partners in the education of their children.
Too many parents have come to see education as a service we
can hand over to the school boards, in much the same way we
expect our cities to provide electricity or water. But education
is not a utility, not something to be delegated. Education is a
way of life, and educational reform is an urgent responsibility
9
for every parent, every student, every community. Those who do
not advance the cause of education, hinder it.
This means enlisting the parents, grandparents and other
adults who play large roles in children's lives in their formal,
as well as their informal education. This means that parents,
students and professional educators will be accountable to one
another, as a community.
But to be accountable, we need to know just how much
progress we're making. So fourth, I see the day when we use
accurate assessments, carefully linked to our educational goals.
We need to first know where we are; this means accepting the bad
news along with the good. We have always measured our progress
against our past performance. We must now evaluate ourselves on
a tougher grading curve -- one that includes the other major
industrial nations.
Accountability also means we must act on what we discover.
Weak performance in the classroom, or the principal's office,
will no longer be tolerated. But neither will indifference
toward good educators. Society has no greater benefactors than
outstanding teachers and principals. Let them get what they
deserve -- generous praise and solid rewards.
Fifth, I see an educational system that never settles for
the minimum, in academics or in behavior. Decades of research
bear out what the best teachers already know: when standards and
expectations are high, everyone does better. This includes both
the unusually gifted, and those with special needs and
10
disabilities. But it must also include the student we too-often
forget, the average student. For I believe, that with a little
care and a little work, we can unleash within each of these so-
called ordinary children an extraordinary potential.
This same potential can be found within every disadvantaged
child, those from troubled neighborhoods: children for whom our
schools must be a beacon of excellence; a sanctuary from
violence; a model of good character, sound values and exemplary
ethics. Let no child in America be forgotten and forsaken.
Some of our reforms and experiments are sure to come up
short. But for too many of our schools, experimentation is
preferable to the status quo, because the status quo could
scarcely be worse. The worthy and the useful will win out only
if we give our schools the freedom they need.
Such freedom will not lead to a quick and easy solution. It
is the work of years. And we have taken such a long-term view in
our meetings.
We have discussed the need for educational reform in terms
of our national competitiveness, even our national future. But I
am sure you agree that there is more to learning than just our
trade balance or the greying of our work force; it is broader
than the important, but narrow, compass of economics and
government.
A scholar once wrote that great books are not lifeless
paper, but minds alive on the shelves. He observed that just as
the touch of a button on a stereo will fill a room with music, so
11
by taking down one of these volumes, and opening it, one can call
into range the voice of a man far distant in time and space, and
hear him speak, mind to mind, heart to heart.
As a nation, we can again hear these voices, feel this
enchantment -- every time a parent reads a bedtime story to a
sleepy child; every time a young scholar turns to the great
books. The day must come when every young American can know the
life of the mind.
That is why we have gathered here, at Mister Jefferson's
school. He was just one man, but look at what one man can do.
Imagine what we can do, if we -- more than fifty strong -- are
united by this great cause. So let us dream. Let us talk. If
need be, let us argue. But in the end, let us walk together on a
journey to enlightenment, in the footsteps of Thomas Jefferson.
////
Thank you for your hard work and dedication. God bless you
all, and God bless America.
#
#
#
WP 9-20-89
David S. Broder
Education:
with note
Help Might Be
On the Way
The cynics may be wrong. There's a chance Presi-
dent Bush's "education summit" with the nation's
governors may mark a significant step in the struggle
to overhaul and improve America's schools.
Bush's invitation, tossed out at the end of a speech
he gave to the governors less than two months ago,
looked initially as gimmicky as his declaration during
the 1988 campaign that he wanted to be "the
education president.
Slogans or symbolic meetings are no substitute for
substance, and little time had been allowed to plan
the meeting. The first reports about what the White
House wanted were disquieting: a few hours of
closed conversation between the president and
the governors, to be followed by a presidential
2.
speech and news conference. Understandably, some
a
of the governors thought they were being used as
props for what they saw as a glorified presidential
photo opportunity
But final round of preparatory
meetings for the Sept. 27-28 session in Charlottes-
ville,git seems possible that something more useful
may happen-something closer to what Ernest L.
Boyer, the former U.S. commissioner of education,
had 1-in-mind when he-suggested-the-summit a year
ago, Boyer is now the president of the Carnegie
Foundation for the Advancement of Teaching. His
thinking is giving shape and substance to the meet-
ing on the grounds of the University of Virginia.
It is reasonable now to expect two things from
the summit:
First, a statement committing the nation, and each
of the 50 states, to reach by the end of the century a
challenging set of measurable performance stan-
dards for schools and students. The standards will be
high enough to make the United States competitive
in the world economy and to sustain a. common
culture and informed citizenry in this increasingly
diverse republic. They will almost certainly include
sharp reductions in the dropout and illiteracy rates;
improvement;in language, mathematics and thinking
skills; the assurance that all youngsters start school
healthy enough to learn and that all adults have
access to the advanced education and retraining they
will need in a changing economy.
The specifics will be framed after accelerated
consultations with education professionals, business
and civic leaders.
Second, an agreement to seek, through legislative
and regulatory changes, much greater flexibility for
individual schools and school districts to use the
federal aid to education funds they receive. Instead
of the segregation of targeted beneficiaries required
by present laws and regulations, the schools would
be freed to use the resources in ways they consider
most efficient-but with a reciprocal requirement
that the targeted students meet the agreed-upon
achievement standards,
At first glance, it may appear contradictory to talk
in the same breath about achieving high national
performance standards and deregulating the schools,
But increasingly there is consensus that "empower-
ing the teachers" is the best way, and perhaps the
only way, to improve education performance Thatis
a key idea Boyer has been promoting.
In the next decade, America will need millions of
new teachers, and the only way to get good ones is to
improve their pay, their professional opportunities-
and their accountability. The cynics will say that none
of this is more than talk unless the summit also makes
clearawho will pay for the improvements. Ultimately,
that's true, but most of the governors will go to
Charlottesville prepared to tell the president that their
experience proves: that people will pay. for better
schools-once they convinced they will get them.
Indeed, such governors as Delaware's Mike Castle
and South Carolina's Carroll Campbell, both Republi-
cans, will tell Bush that their own "state summits"
have shown incredible grass-roots interest in build-
ing on the state-led school-reform efforts of the past
half-dozen years.
Already, there is an emerging consensus that the
federal contribution to the process should focus on
improving health and nutrition programs for pre-
schoolers. Youngsters who are hungry or ill simply
don't learn. Making the federal Head Start pro-
Photocopy-Preservation
gram-which now reaches only one of every four
If
eligible children-available to all of them will proba-
bly be one of the goals for the '90s.
Funding those federal programs will have to be
addressed by Congress and the president as part of
the budget debate. But both the administration and the
40
financing of schools will remain largely in state and
25
local hands. There is no disposition to change that.
Charlottesville can only be a start. But a national
commitment," enunclated by: the president and Saf-
firmed by the governors, would be very important. As
Boyer told The Business Roundtable last June, "We
don' tineed federal ministry of education to force all
schools into a bureaucratic lockstep. We don tineed
one more critical report. What we do need is
national agenda for school reform We need a strategy
that sustains state and local leadership, while giving
TO
The
entir
hall
Dreams
can
he
1
The cynics may be wrong. There's a chance Presi-
dent Bush's "education summit" with the nation's
governors may mark a significant step in the struggle
to overhaul and improve America's schools.
Bush's invitation, tossed out at the end of a speech
he gave to the governors less than two months ago,
looked initially as gimmicky as his declaration during
the 1988 campaign that he wanted to be "the
education president.
Slogans or symbolic meetings are no substitute for
substance, and little time had been allowed to plan
the meeting. The first reports about what the White
House wanted were disquieting: a few hours of
closed-door conversation between the president and
2
the governors, to. be followed by a presidential
speech and news conference. Understandably, some
of the governors thought they were being used as
props for what they saw as a glorified presidential
photo opportunity."
But after last week's final round of preparatory
meetings for the Sept. 27-28 session in Charlottes-
+1 ville, it seems possible that something more useful
may happen-something closer to what Ernest L.
Boyer, the former U.S. commissioner of education,
had mind when he suggested the a year
ago. Boyer is now the president of the Carnegie
Foundation for the Advancement of Teaching. His
thinking is giving shape and substance to the meet-
ing on the grounds of the University of Virginia.
It is reasonable now to expect two things from
the summit:
First, a statement committing the nation, and each
of the 50 states, to reach by the end of the century a
challenging set of measurable performance stan-
dards for schools and students. The standards will be
high enough to make the United States competitive
in the world economy and to sustain a common
culture and informed citizenry in this increasingly
diverse republic. They will almost certainly include
sharp reductions in the dropout and illiteracy rates;
improvement in language, mathematics and thinking
skills; the assurance that all youngsters start school
healthy enough to learn and that all adults have
access to the advanced education and retraining they
will need in a changing economy.
The specifics will be framed after accelerated
consultations with education professionals, business
and civic leaders.
Second, an agreement to seek, through legislative
and regulatory changes, much greater flexibility for
individual schools and school districts to use the
federal aid to education funds they receive. Instead
of the segregation of targeted beneficiaries required
by present laws and regulations, the schools would
be freed to use the resources in ways they consider
most efficient-but with a reciprocal requirement
that the targeted students meet the agreed-upon
achievement standards.
At first glance, it may appear contradictory to talk
in the same breath about achieving high national
performance standards and deregulating the schools.
But increasingly there is consensus that. 'empower-
ing the teachers" is the best way, and perhaps the
only way, to improve education performance. That is
a key idea Boyer has been promoting.
In the next decade, America will need millions of
new teachers, and the only way to get good ones is to
improve their pay, their professional opportunities-
and their accountability. The cynics will say that none
of this is more than talk unless the summit also makes
clearawho will pay for the improvements. Ultimately,
that's true, but most of, the governors will go. to
Charlottesville prepared to tell the president that their
experience proves that people will pay for better
schools-once they're convinced they will get them.
Indeed,such governors as Delaware's Mike Castle
and South Carolina's Carroll Campbell, both Republi-
cans, will tell Bush that their own "state" summits"
have shown incredible grass-roots interest in build-
ing on the state-led school-reform efforts of the past
half-dozen years.
Already, there is an emerging consensus that the
federal contribution to the process should focus on
improving health and nutrition programs for pre-
schoolers. Youngsters who are hungry or ill simply
don't learn. Making the federal Head Start pro-
gram-which now reaches only one of every four
eligible children-available to all of them will proba-
bly be one of the goals for the '90s.
Funding those federal programs will have to be
addressed by Congress and the president as part of
the budget debate: But both the administration and the
financing of schools will remain largely in state and
local hands. There is no disposition to change that.
Charlottesville can only be a start. But a national
Photocopy-Preservation
commitment, enunciated by the president and af-
firmed by the governors, would be very important. As
Boyer told The Business Roundtable "We
don't need federal ministry of education to force all
schools into a bureaucratic lockstep: We don' need
one more critical report. What we do need is a
national agenda for school reform. We need a strategy
that sustains'state' and local leadership, while giving
coherence to the effort. PATE Dreams can be fulfilled
only when they been defined?"
And that, quite possibly, is what the education
summit can achieve.
TINA
PRESIDENTIAL ADDRESS: CONVOCATION, UNIV. OF VIRGINIA
THURSDAY, SEPT. 28, 11:30 A.M.
THANK YOU SECRETARY CAVAZOS, PRESIDENT O'NEIL,
GOVERNORS BALILES AND BRANSTAD.
IT'S A DELIGHT TO BE BACK IN CHARLOTTESVILLE.
((IMAGINE THIS -- YOU HAVE A PRESIDENT, THE CABINET AND
AMERICA'S GOVERNORS VISITING YOUR SCHOOL. AND THE BIG
MAN ON CAMPUS TODAY IS STILL SEAN MOORE.)) ////
AND THEN MY SON MARVIN AND DAUGHTER-IN-LAW
MARGARET ADVISE ME TO BE HUMBLE WHILE I'M AT U. HALL.
((YOU SEE, THEY TOLD ME YOU ONLY DO THE WAVE FOR RALPH
SAMPSON.)) ////
WELL, IT'S EASY TO BE HUMBLE AT A SCHOOL SO RICH
IN HISTORY AND EDUCATIONAL ENDEAVOR. AND I'VE ALSO
BEEN DEEPLY IMPRESSED BY THE COMMITMENT, THE CREATIVITY
AND THE KNOWLEDGE THAT MY FELLOW CHIEF EXECUTIVES FROM
THE STATES BRING TO EDUCATION REFORM. IN OUR MEETINGS
YESTERDAY, I LEARNED EXACTLY HOW MUCH YOU CARE ABOUT
THE CHILDREN OF YOUR STATES, AND THEIR FUTURE. IN
SHORT, I CAME TO CHARLOTTESVILLE WITH HIGH
EXPECTATIONS, AND YOU EXCEEDED THEM.
- 2 -
SO THE SPIRIT OF OUR SUMMIT IS NOT: "WHO WILL GET
THE CREDIT?" THE SPIRIT OF THIS SUMMIT IS: "HOW CAN WE
GET RESULTS." WE ARE HERE TO PUT PROGRESS BEFORE
PARTISANSHIP, // THE FUTURE BEFORE THE MOMENT// AND OUR
CHILDREN BEFORE OURSELVES./ /
I'VE HEARD ELOQUENT ADVICE FROM MANY OF YOU, AND
FROM SO MANY OTHERS, IN THE LAST FEW WEEKS. I'VE
LISTENED. AND I AM DEEPLY APPRECIATIVE OF ALL THAT I
HAVE LEARNED.
BUT I'VE ALSO LEARNED THAT WE SHOULD LISTEN TO OUR
CHILDREN. THEY HAVE MUCH TO TELL US. IN MANY WAYS,
THEY ARE THE LUCKIEST GENERATION IN HISTORY. JUST LAST
MONTH, OUR CHILDREN OBSERVED, IN THE CLARITY OF
VOYAGER'S SIGHT, THE HORIZONS OF NEW WORLDS, THE
MAJESTY OF SPACE. THINK WHAT THESE IMAGES WOULD HAVE
MEANT TO THE EVER-CURIOUS FOUNDER OF THIS UNIVERSITY,
WHO COULD ONLY LOOK THROUGH A PRIMITIVE TELESCOPE AT
FAINT PATCHES OF LIGHT AND WONDER.
- 3 -
BUT OUR CHILDREN ARE GROWING UP IN AN AGE WHERE
WONDER IS COMMONPLACE, AND PEACE AND PROSPERITY ARE
OFTEN TAKEN FOR GRANTED. OUR CHILDREN ARE ALSO THE
BENEFICIARIES OF A NATION THAT LAVISHES UNSURPASSED
RESOURCES ON THEIR SCHOOLING. SO IN MANY WAYS, WE ARE
CLOSE TO FULFILLING THE ENLIGHTENMENT DREAM OF
UNIVERSAL EDUCATION, A DREAM THAT BECAME A REALITY IN
THE SHADOWS OF THE SHENANDOAHS, HERE AT MISTER
JEFFERSON'S SCHOOL. //
EVERY STEP WE TAKE AT THIS UNIVERSITY IS TRULY A
WALK IN THOMAS JEFFERSON'S FOOTSTEPS. WHEN HE FIRST
CHARTED THE GROUND ON WHICH WE GATHER TODAY, THERE WAS
JUST A FIELD OF GRASS, AND A HORIZON LIMITED ONLY BY
THE BLUE MOUNTAINS BEYOND. BUT JEFFERSON SURVEYED A
HORIZON NO ONE ELSE COULD SEE. HE SAW THE GRACEFUL
DOME OF THE ROTUNDA, AND THE ELEGANCE OF THE LAWN AND
ITS PAVILIONS. HE SAW MEETING ROOMS, LIBRARIES AND
LECTURE HALLS TEEMING WITH PROFESSORS AND STUDENTS YET
UNBORN.
- 4 -
JEFFERSON SET OUT TO FASHION HIS RARIFIED VISION
INTO SOLID REALITY, BRICK BY BRICK, BOOK BY BOOK. AND
IT IS HIS UNIVERSITY - -- AND HIS DREAM -- THAT INSPIRES
US TODAY TO FOLLOW IN HIS FOOTSTEPS.
THOMAS JEFFERSON, OUR FIRST EDUCATION PRESIDENT,
WAS A RELENTLESS ADVOCATE FOR UNIVERSAL PUBLIC
EDUCATION. "HE HAD A FUNDAMENTAL CONVICTION THAT ON
THE 'GOOD SENSE OF' AN EDUCATED CITIZENRY, WE COULD
BUILD AND DEFEND A COUNTRY OF LIBERTY AND JUSTICE."
I BORROWED THIS ASSESSMENT FROM A FRIEND OF
MINE -- ANOTHER RENAISSANCE MAN, A MAN OF OUR TIME --
THE LATE A. BARTLETT GIAMATTI. //
LIKE JEFFERSON, BART'S LIFE WAS A METAPHOR FOR
CIVILITY AND PUBLIC SERVICE. AND IT IS THIS COMMITMENT
TO PUBLIC SERVICE THAT WE MUST CARRY ON. LET US MAKE
THIS AN EDUCATION SOCIETY.
- 5 -
WE HAVE ALREADY COME CLOSE TO THIS JEFFERSONIAN
IDEAL. OUR EDUCATIONAL SYSTEM IS, IN MANY WAYS,
UNRIVALED IN ITS SCALE AND DIVERSITY; IN ITS COMMITMENT
TO MEETING SPECIAL NEEDS AND INDIVIDUAL DIFFERENCES.
WE ARE INSPIRED BY OUR BEST TEACHERS, WHO GIVE MORE
THAN WE CAN RIGHTLY EXPECT; AND FROM OUR BEST STUDENTS,
WHO SURPASS OUR HIGHEST EXPECTATIONS.
YET AFTER TWO CENTURIES OF PROGRESS, WE ARE
STAGNANT. WHILE MILLIONS OF AMERICANS READ FOR
PLEASURE, MILLIONS OF OTHERS DON'T READ AT ALL. WHILE
MILLIONS GO TO COLLEGE, MILLIONS WILL NEVER GRADUATE
FROM HIGH SCHOOL.
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
ESTIMATES THAT FEWER THAN ONE IN FOUR OF OUR HIGH
SCHOOL JUNIORS CAN WRITE AN ADEQUATE, PERSUASIVE
LETTER. ONLY HALF CAN MANAGE DECIMALS, FRACTIONS AND
PERCENTAGES. BARELY ONE IN THREE CAN LOCATE THE CIVIL
WAR IN THE CORRECT HALF-CENTURY. NO MODERN NATION CAN
LONG AFFORD TO ALLOW SO MANY OF ITS SONS AND DAUGHTERS
TO EMERGE INTO ADULTHOOD IGNORANT AND UNSKILLED. THE
STATUS QUO IS A GUARANTEE OF MEDIOCRITY, SOCIAL DECAY
AND NATIONAL DECLINE. /
- 6 -
EDUCATION IS OUR MOST ENDURING LEGACY, VITAL TO
EVERYTHING WE ARE AND CAN BECOME. AND COME THE NEXT
CENTURY - JUST TEN YEARS AWAY -- WHAT WILL WE BE?
WILL WE BE THE CHILDREN OF THE ENLIGHTENMENT, OR ITS
ORPHANS?
SIX YEARS AGO, THE COMMISSION ON EXCELLENCE IN
EDUCATION ISSUED ITS POWERFUL REPORT; AND YET TODAY,
OUR NATION IS STILL AT RISK. THE EDUCATIONAL REFORM
MOVEMENT HAS DONE WELL IN ARTICULATING ITS CRITICISMS.
NOW IT IS TIME TO DEFINE GOALS. THIS IS A TIME FOR
ACTION. //
I SENT MY PROPOSALS FOR FEDERAL ACTION IN
EDUCATION TO CONGRESS LAST SPRING. THE EDUCATIONAL
EXCELLENCE ACT OF 1989 INCLUDES WAYS TO RESHAPE AND
EXPAND FEDERAL EFFORTS, TO RECOGNIZE EXCELLENCE, LIFT
THE NEEDY, FOSTER FLEXIBILITY AND CHOICE, AND MEASURE
AND REWARD PROGRESS. I REMAIN SOLIDLY COMMITTED TO
THESE PRINCIPLES, AND I VALUE YOUR ADVICE AND IDEAS AS
WE CONTINUE TO REFINE THE FEDERAL ROLE.
- 7 -
SOME OFFER A COMPLETELY DIFFERENT ANSWER -- TO
SPEND MORE MONEY. AND AT THE FEDERAL LEVEL, WE HAVE
ASKED CONGRESS TO PROVIDE NEARLY A HALF A BILLION
DOLLARS IN NEW FUNDING FOR TEN WORTHY PROGRAMS. YOUR
STATES MAY ALSO CHOOSE TO SPEND MORE. BUT TO THOSE WHO
SAY THAT MONEY ALONE IS THE ANSWER, I SAY THAT THERE IS
NO ONE ANSWER. IF ANYTHING, HARD EXPERIENCE TEACHES
THAT WE ARE SIMPLY NOT GETTING OUR MONEY'S WORTH IN
EDUCATION. // OUR FOCUS MUST NO LONGER BE ON RESOURCES.
IT MUST BE ON RESULTS. //
THIS IS ONLY THE THIRD TIME IN OUR 200 YEARS AS A
NATION THAT A PRESIDENT HAS CALLED A SUMMIT WITH THE
GOVERNORS. I HAVE CALLED YOU TOGETHER BECAUSE YOU BEAR
THE CONSTITUTIONAL RESPONSIBILITY FOR EDUCATION. AND I
DID NOT ASK YOU TO SUCH AN HISTORIC OCCASION MERELY TO
BEMOAN WHAT IS WRONG. WE ARE HERE TO WORK; TO WORK
TOGETHER; TO ONCE AGAIN MAKE AN AMERICAN EDUCATION THE
BEST IN THE WORLD. //
- 8 -
YOU ALREADY ARE CONSULTING WITH THE STATE
LEGISLATURES TO BETTER OUR SCHOOLS. OUR TEACHERS
ALREADY ARE GIVING THEIR HEART AND SOUL TO THEIR JOBS.
BUT WE HAVE NEVER BEFORE WORKED TOGETHER -- PRESIDENT
AND PRINCIPAL, GOVERNOR AND TEACHER -- TO ACHIEVE
RESULTS IN EDUCATION.
A SOCIAL COMPACT BEGINS TODAY IN CHARLOTTESVILLE,
A COMPACT BETWEEN PARENTS, TEACHERS, PRINCIPALS,
8SUPERINTENDENTS, STATE LEGISLATORS, GOVERNORS AND THE
ADMINISTRATION. OUR COMPACT IS FOUNDED NOT ON
PROMISES, BUT ON CHALLENGES -- EACH ONE A RADICAL
DEPARTURE FROM TRADITION.
I CHALLENGE YOU TO JOIN ME, FOR THE FIRST TIME, TO
DEFINE NATIONAL GOALS IN EDUCATION. FROM THIS DAY
FORWARD, LET US BE AN AMERICA OF TOUGHER STANDARDS, //
AN AMERICA OF HIGHER GOALS// AND A LAND OF BIGGER
DREAMS.
- 9 -
AND OUR GOALS MUST BE "NATIONAL," NOT "FEDERAL."
THAT IS WHY I WELCOME THE INITIATIVES OF THE NATIONAL
GOVERNORS ASSOCIATION, FROM THE TIME FOR RESULTS REPORT
IN 1986, TO THE GOAL-SETTING PROJECT RECENTLY BEGUN
UNDER THE LEADERSHIP OF IOWA'S TERRY BRANSTAD, SOUTH
CAROLINA'S CARROLL CAMPBELL AND BILL CLINTON OF
ARKANSAS. MY ADMINISTRATION WILL WORK WITH YOU TO
BUILD ON THE NATIONAL ASSESSMENT PROGRAM'S FIRST STATE-
BY-STATE ACHIEVEMENT RESULTS. WE WILL WORK WITH YOU TO
FORMULATE NATIONAL GOALS. AND THEN WE WILL CHALLENGE
SUPERINTENDENTS AND PRINCIPALS TO MEET THESE HIGHER
GOALS.
IN RETURN, I ACCEPT YOUR CHALLENGE, AND WILL WORK
WITH YOU TO LOOSEN THE GRIP OF FEDERAL
RESTRICTIONS. //// HOW MANY GREAT IDEAS, HOW MANY GRAND
AND NOBLE EXPERIMENTS, HAVE BEEN IMPALED ON THE NARROW
SPIKE OF A FEDERAL DIRECTIVE? UNNECESSARY RESTRICTION
IS THE ENEMY OF THE BOLD. AND BOLD ACTION IS WHAT WE
NEED MOST OF ALL. //
- 10 -
I ASK CONGRESS TO ALLOW WASHINGTON TO BE MORE
FLEXIBLE, BY PASSING REFORM LEGISLATION. AND I ASK
YOU, IN TURN, TO EASE STATE RESTRICTIONS ON LOCAL
BODIES.
THEN WE WILL JUDGE OUR EFFORTS NOT BY OUR
INTENTIONS, BUT BY OUR RESULTS.
so TO GET RESULTS, WE NEED NATIONAL GOALS, AND
MORE FLEXIBILITY FROM FEDERAL AND STATE GOVERNMENT. TO
GET RESULTS, WE WILL NEED A NEW SPIRIT OF COMPETITION
BETWEEN STUDENTS, BETWEEN TEACHERS AND BETWEEN SCHOOLS
-- A REPORT CARD FOR ALL. AND TO GET RESULTS, WE WILL
NEED DISCIPLINE, STRUCTURE AND GOALS.
YET I DO NOT COUNSEL A NAIVE NOSTALGIA, A TAME
ADHERENCE TO THE PAST. BUSINESS AS USUAL IS NOT
GETTING US WHERE WE NEED TO GO. so WHEN HALLOWED
TRADITION PROVES TO BE HOLLOW CONVENTION, THEN WE MUST
SHATTER TRADITION. THE POLLS SHOW WHAT EVERY P.T.A.
BOARD MEMBER ALREADY KNOWS: THE AMERICAN PEOPLE ARE
READY FOR RADICAL REFORMS. WE MUST// NOT//
DISAPPOINT// THEM. //
- 11 -
I ENVISION TRADITION-SHATTERING REFORM IN FIVE
AREAS.
FIRST, I SEE THE DAY WHEN EVERY STUDENT IS
LITERATE. BUT LITERACY SHOULD MEAN MORE THAN THE
"THREE R'S." WE MUST BE A READING NATION. WE MUST
GRAPPLE WITH THE HARD SCIENCES. AND BECAUSE EDUCATION
IS AS SPIRITUAL AS IT IS PRACTICAL, OUR CHILDREN MUST
KNOW WHY AMERICANS DIED AT BUNKER HILL, AT GETTYSBURG
AND AT MONTE CASSINO. THEY MUST DO MORE THAN IDENTIFY
NAMES ON A MULTIPLE CHOICE QUESTION. THEY MUST
UNDERSTAND THE GENEROSITY OF ANDREW CARNEGIE, THE
GENIUS OF ALEXANDER GRAHAM BELL AND THE HEROISM OF ROSA
PARKS. //
SOME YOUNGSTERS WILL NATURALLY TAKE LONGER THAN
OTHERS. SOME WILL NEED MORE STUDY, AND EXTRA
INSTRUCTION. BUT WE SHOULD NEVER SEND A STUDENT FROM
SCHOOL JUST BECAUSE HE OR SHE HAS PASSED AN ARBITRARY
BIRTHDAY. //
- 12 -
SECOND, I SEE A DAY WHEN OUR EDUCATIONAL SYSTEM
WILL BE UNAFRAID OF DIVERSITY. OF COURSE, ALL SCHOOLS
IN A STATE WILL SHARE A CORE CURRICULUM AND MINIMUM
STANDARDS OF ACHIEVEMENT. BUT THE MEANS BY WHICH THAT
CURRICULUM IS TAUGHT, AND THOSE GOALS MET, SHOULD BE AS
DIVERSE AND VARIED AS AMERICA. LET THEM BLEND, IN
MYRIAD WAYS, THE TRADITIONAL AND THE MODERN, THE HUMAN
AND THE TECHNOLOGICAL. LET US GIVE OUR SCHOOLS AND OUR
TEACHERS THE FREEDOM TO DO WHAT THEY DO BEST.
CHILDREN ALSO DIFFER -- IN THEIR INTERESTS,
LEARNING STYLES AND CAPABILITIES. SO THIRD, I SEE THE
DAY WHEN CHOICE AMONG SCHOOLS WILL BE THE NORM RATHER
THAN THE EXCEPTION; WHEN PARENTS WILL BE FULL PARTNERS
IN THE EDUCATION OF THEIR CHILDREN.
- 13 -
TOO MANY PARENTS HAVE COME TO SEE EDUCATION AS A
SERVICE WE CAN HAND OVER TO THE SCHOOL BOARDS, IN MUCH
THE SAME WAY WE EXPECT OUR CITIES TO PROVIDE
ELECTRICITY OR WATER. BUT EDUCATION IS NOT A UTILITY,
NOT SOMETHING TO BE DELEGATED. EDUCATION IS A WAY OF
LIFE, AND EDUCATIONAL REFORM IS AN URGENT
RESPONSIBILITY FOR EVERY PARENT, EVERY STUDENT, EVERY
COMMUNITY. THOSE WHO DO NOT ADVANCE THE CAUSE OF
EDUCATION, HINDER IT. PARENTS, STUDENTS AND
PROFESSIONAL EDUCATORS MUST BE ACCOUNTABLE TO ONE
ANOTHER, AS A COMMUNITY.
BUT TO BE ACCOUNTABLE, WE NEED TO KNOW JUST HOW
MUCH PROGRESS WE'RE MAKING. SO FOURTH, I SEE THE DAY
WHEN WE USE ACCURATE ASSESSMENTS, CAREFULLY LINKED TO
OUR EDUCATIONAL GOALS. WE NEED TO FIRST KNOW WHERE WE
ARE; THIS MEANS ACCEPTING THE BAD NEWS ALONG WITH THE
GOOD. WE HAVE ALWAYS MEASURED OUR PROGRESS AGAINST OUR
PAST PERFORMANCE. WE MUST NOW EVALUATE OURSELVES ON A
TOUGHER GRADING CURVE -- ONE THAT INCLUDES THE OTHER
MAJOR INDUSTRIAL NATIONS.
- 14 -
ACCOUNTABILITY ALSO MEANS WE MUST ACT ON WHAT WE
DISCOVER. WEAK PERFORMANCE IN THE CLASSROOM, OR THE
PRINCIPAL'S OFFICE, WILL NO LONGER BE TOLERATED. BUT
NEITHER WILL INDIFFERENCE TOWARD GOOD EDUCATORS.
SOCIETY HAS NO GREATER BENEFACTORS THAN OUTSTANDING
TEACHERS AND PRINCIPALS. LET THEM GET WHAT THEY
DESERVE -- GENEROUS PRAISE AND SOLID REWARDS.
FIFTH, I SEE AN EDUCATIONAL SYSTEM THAT NEVER
SETTLES FOR THE MINIMUM, IN ACADEMICS OR IN BEHAVIOR.
DECADES OF RESEARCH BEAR OUT WHAT THE BEST TEACHERS
ALREADY KNOW: WHEN STANDARDS AND EXPECTATIONS ARE HIGH,
EVERYONE DOES BETTER. THIS INCLUDES BOTH THE UNUSUALLY
GIFTED, AND THOSE WITH SPECIAL NEEDS AND DISABILITIES.
BUT IT MUST ALSO INCLUDE THE STUDENT WE TOO OFTEN
FORGET, THE AVERAGE STUDENT. FOR I BELIEVE, THAT WITH
A LITTLE CARE AND A LITTLE WORK, WE CAN UNLEASH WITHIN
EACH OF THESE SO-CALLED ORDINARY CHILDREN AN
EXTRAORDINARY POTENTIAL.
- 15 -
THIS SAME POTENTIAL CAN BE FOUND WITHIN EVERY
DISADVANTAGED CHILD, THOSE FROM TROUBLED NEIGHBORHOODS:
CHILDREN FOR WHOM OUR SCHOOLS MUST BE A BEACON OF
EXCELLENCE; A SANCTUARY FROM VIOLENCE; A MODEL OF GOOD
CHARACTER, SOUND VALUES AND EXEMPLARY ETHICS. LET NO
CHILD IN AMERICA BE FORGOTTEN OR FORSAKEN. //
SOME OF OUR REFORMS AND EXPERIMENTS ARE SURE TO
COME UP SHORT. BUT FOR TOO MANY OF OUR SCHOOLS,
EXPERIMENTATION IS PREFERABLE TO THE STATUS QUO,
BECAUSE THE STATUS QUO COULD SCARCELY BE WORSE. THE
WORTHY AND THE USEFUL WILL WIN OUT ONLY IF WE GIVE OUR
SCHOOLS THE FREEDOM THEY NEED.
SUCH FREEDOM WILL NOT LEAD TO A QUICK AND EASY
SOLUTION. IT IS THE WORK OF YEARS. AND WE HAVE TAKEN
SUCH A LONG-TERM VIEW IN OUR MEETINGS.
- 16 -
WE HAVE DISCUSSED THE NEED FOR EDUCATIONAL REFORM
IN TERMS OF OUR NATIONAL COMPETITIVENESS, EVEN OUR
NATIONAL FUTURE. BUT I AM SURE YOU AGREE THAT THERE IS
MORE TO LEARNING THAN JUST OUR TRADE BALANCE OR THE
GRAYING OF OUR WORK FORCE; IT IS BROADER THAN THE
IMPORTANT, BUT NARROW, COMPASS OF ECONOMICS AND
GOVERNMENT.
A SCHOLAR ONCE WROTE THAT GREAT BOOKS ARE NOT
LIFELESS PAPER, BUT MINDS ALIVE ON THE SHELVES. HE
OBSERVED THAT JUST AS THE TOUCH OF A BUTTON ON A STEREO
WILL FILL A ROOM WITH MUSIC, so BY TAKING DOWN ONE OF
THESE VOLUMES, AND OPENING IT, ONE CAN CALL INTO RANGE
THE VOICE OF A MAN FAR DISTANT IN TIME AND SPACE, AND
HEAR HIM SPEAK, MIND TO MIND, HEART TO HEART.
AS A NATION, WE CAN AGAIN HEAR THESE VOICES, FEEL
THIS ENCHANTMENT -- EVERY TIME A PARENT READS A BEDTIME
STORY TO A SLEEPY CHILD; EVERY TIME A YOUNG SCHOLAR
TURNS TO THE GREAT BOOKS. THE DAY MUST COME WHEN EVERY
YOUNG AMERICAN CAN KNOW THE LIFE OF THE MIND.
- 17 -
THAT IS WHY WE HAVE GATHERED HERE, AT MISTER
JEFFERSON'S SCHOOL. HE WAS JUST ONE MAN, BUT LOOK AT
WHAT ONE MAN CAN DO. IMAGINE WHAT WE CAN DO, IF WE --
MORE THAN FIFTY STRONG -- ARE UNITED BY THIS GREAT
CAUSE. SO LET US DREAM. LET US TALK. IF NEED BE, LET
US ARGUE. BUT IN THE END, LET US WALK TOGETHER ON A
JOURNEY TO ENLIGHTENMENT, IN THE FOOTSTEPS OF THOMAS
JEFFERSON. ////
THANK YOU FOR YOUR HARD WORK AND DEDICATION. GOD
BLESS YOU ALL, AND GOD BLESS AMERICA.
#
#
#
Governor's Summitt
8-28
Mel Lukins - Asst. to on site manager
Cabret/Intergournmental
Program -stays as is!
46-51 approx. Goo.
Boar's Head Inn - Goo, Sec + Cabinet
First Lady
No one allowed into Rotundra
1st Pler. Sen. 930R - \ prof.
Convocation - -Gou, Sp, Prof, 2 staff, BB
2nd Plen Ses. 100R - Gou, Cab., / prof.
T 9/5 10:00 Am
R 9/7 Movement
9/13
THE WHITE HOUSE
WASHINGTON
Revised 9/8/89 3:00 pm
September 8, 1989
MEMORANDUM FOR PRE-ADVANCE PARTICIPANTS
THROUGH:
STEPHEN M. STUDDERT
FROM:
JOHN G. KELLER, JR. JGK
SUBJECT:
PRE-ADVANCE TO CHARLOTTESVILLE, VA
Attached for your information is a list of participants and an
outline schedule for the pre-advance trip to Charlottesville,
Virginia on Monday, September 11, 1989.
WHITE HOUSE PARTICIPANTS
Office of Special Activities and Initiatives
Stephen M. Studdert, Assistant to the President
Ruth Waller, Staff Assistant
Office of Presidential Advance
John G. Keller, Jr., Deputy Assistant to the President and
Director, Office of Presidential Advance
Gary Fendler, Deputy Director of Presidential Advance for Press
John Herrick, Press Advance Representative
Office of the Press Secretary
Steve Hart, Deputy Press Secretary
Office of the First Lady
Susan Porter Rose, Chief of Staff to the First Lady
Ann Brock, Director of Scheduling
Laurie Firestone, Social Secretary
Kim Brady, Director of Advance
Sondra Haley, Deputy Press Secretary
Julie Cooke, Director of Special Projects
U.S. Secret Service
Doug Cunningham, ATSAIC
White House Military Office
Major Sean Byrne, Army Aide to the President
Captain Bo Newman, HMX-1 Advance
Captain Rob Creamer, HMX-1 Advance
Tom Groppel, MDW Ceremonies
Captain Pat McMann, MDW Ceremonies
White House Communications Agency
Captain Jim Bintzler, Operations Coordinator
CWO Harris Millerd, Trip Officer
Office of Intergovernmental Affairs
Steve Gibson, Assistant for Special Projects
Deb Anderson, Deputy Assistant to the President and
Director, Office of Intergovernmental Affairs
Bill Canary, Special Assistant to the President
Office of Policy Development
Bill Roper, Deputy Assistant to the President
Office of Cabinet Affairs
Doug Adair, Associate Director
Justine D'Andrea, Associate Director
Office of Communications
Paul Luthringer, Staff Assistant, Media Relations
Christina Martin, Research Assistant
EDUCATION SUMMIT PARTICIPANTS
Kevin Moley, Education Summit Director
NATIONAL GOVERNORS' ASSOCIATION
Rae Bond, Press Representative
Susan Dotchin, Director, Conference and Office Services
DEPARTMENT OF EDUCATION
James Manning, Special Assistant to the Deputy Undersecretary for
the Office of Intergovernmental and Interagency Affairs
Revised 9/8/89 3:00 pm
PRE-ADVANCE SCHEDULE
Monday, September 11, 1989
6:35 am
Vans depart West Basement en route Pentagon.
(Drive Time: 20 Minutes)
6:55 am
Arrive Pentagon and proceed to board helicopters.
7:00 am
Depart Pentagon en route Charlottesville,
Virginia.
(Flight Time: 45 Minutes)
(Time Change:
None)
7:45 am
Arrive Charlottesville Airport, Charlottesville,
Virginia.
Met by:
Mr. Sandy Gilliam
Office of the President
University of Virginia
(804) 924-3337
NOTE: Helicopters will be parked at Blue Ridge
Aviation, (804) 973-8341
7:50 am
Board vans and depart airport en route
University of Virginia.
(Drive Time: 20 Minutes)
8:10 am
Arrive University of Virginia and begin meeting
with counterparts.
8:40 am
Conclude meeting with counterparts and proceed to
site surveys on campus.
9:45 am
Conclude site surveys on campus, board vans and
depart for Monticello.
(Drive Time: 10 Minutes)
9:55 am
Arrive Monticello and begin site survey.
10:15 am
Conclude site survey of Monticello.
GUEST AND STAFF INSTRUCTIONS:
Survey team members wishing to
return to Washington may do so
at this time. Please board vans
for transport to Airport.
Those wishing to remain in
Charlottesville for additional
pre-advance work will be provided with
transportation to sites at this time.
Those remaining in Charlottesville for
the day should meet back at
Madison Hall at 12:45 pm for transport
to Charlottesville Airport.
Schedule #1
(for those returning at 10:15 am to Washington)
10:15 am
Board vans and depart Monticello en route
Charlottesville Airport.
(Drive Time: 30 Minutes)
10:45 am
Arrive Charlottesville Airport and proceed to
board helicopter.
10:50 am
Depart Charlottesville, Virginia en route
Pentagon.
HELICOPTER MANIFEST:
(20)
S. Studdert
J. Keller
S. Hart
S. Porter Rose
A. Brock
L. Firestone
K. Brady
S. Haley
J. Cooke
D. Cunningham
B. Newman
R. Creamer
T. Groppel
P. McMann
J. Bintzler
S. Gibson
D. Anderson
B. Canary
D. Adair
J. D'Andrea
(Flight Time: 45 Minutes)
11:35 am
Arrive Pentagon and proceed to board vans.
11:40 am
Depart Pentagon en route White House.
(Drive Time: 10 Minutes)
11:50 am
Arrive White House.
Schedule #2
(for those returning to Washington at 1:00 pm)
12:45 pm
Arrive Madison Hall for transport to Airport.
1:00 pm
Board vans at Madison Hall and depart University
of Virginia en route Charlottesville Airport.
(Drive Time: 30 Minutes)
1:30 pm
Arrive Charlottesville Airport and proceed to
board helicopter.
1:35 pm
Depart Charlottesville, Virginia en route
Pentagon.
HELICOPTER MANIFEST:
(12)
G. Fendler
J. Herrick
S. Byrne
H. Millerd
B. Roper
P. Luthringer
C. Martin
K. Moley
R. Bond
S. Dotchin
J. Manning
R. Waller
(Flight Time: 45 Minutes)
2:20 pm
Arrive Pentagon and proceed to board vans.
2:25 pm
Depart Pentagon en route White House.
(Drive Time: 10 Minutes)
2:35 pm
Arrive White House.
carillon
Remember Washington
Memerial Hall
lots s'Aags
statue in Rotundra
Non -WH Press
2nd level
Newcomb-
PROPOSED EVENT SITES
filing
FOR THE
Center
WH Press
PRESIDENT'S SUMMIT ON EDUCATION
130 NRA mgs.
CHARLOTTESVILLE, VIRGINIA
Pau.#Z -Cabinet
SEPTEMBER 27 - 28, 1989
#8 - other
2:30
Wednesday, September 27, 1989
3:00 pm. Arrival in Charlottesville, VA
TBD Campus LZ
5-7 minutes invitation only
Beautiful Hall
(B)
(B) 3:30 pm Presidential Welcome to the Governors Old Cabell mural Hallh/
t:00 -M:30
4:00 pm remarks Opening Session Cab, GOD. only (3 grps) Rotunda
Tea
Adv.- Elsewhere
working
5:30 pm Break
Wives-
session
7:30 pm Cocktail Hour
Monticello
(B) 8:00 pm Dinner 100-200glesk
(Lawn)
Monticello
RON: Pres House
(Lawn)
10:00 pm
(m)
Thursday, September 28, 1989
7:00 informal
ONLY
9:00-11:00
7:30 am Breakfast
TBD
working
Session
8:00 am Second Session
Rotunda
(3 rooms on
2nd Floor)
9:15 am Break
1st
RORNDA
9:30
Session
(Plenary)
ABV
Edice
am
Third
I
w/co
Newsenb Hall
CAR
At:
11:00 am Break
approx. 20 15- min. speech
POTUS
(B) 11:30 am Convocation 8,000 people
ticket
University
2 gous also talking
AM participants
unio. cor.
statengs
Hall (Arena)
12:30 - 2:30
12:30 pm Break (and return to Newcomb Hall)
U-shaped stg
(B)
SQUARE TABLE
Blue Room
1:00 pm Fourth Session/Working Luncheon
Newcomb Hall
luncheon
Adv, GOV, cab,
GOV/CAB
ONLY
Ballroom informal
for spouses
POTUS
2:30 pm Conclude (and proceed to Rotunda steps)
(B) 2:45 pm Concluding Statement by PRESUS
Rotunda
(steps)
3:00 pm conclusion immediate departure
Other sites:
First Lady Luncheon (9/28)
Alumni Hall
Jefferson Room
First Lady Session on Literacy
Old Cabell Hall
(or NGA Room?)
Board Room
White House Press Filing Center
Newcomb Hall
Cavalier Room
or Gymnasium
:
Governors' Break Room
Alumni Hall
Cabinet Members Break Room
Pavilion #7
TBD
Governors'/Cabinet Members Staff Room
White House Staff/Press Office
Carr's Hill (President O'Neil's home)
- 1 primary bedroom on second floor
- 2 guest bedrooms on second floor
- 1 guest' bedroom on third floor
whole
10 &
N
COPLEY HILL
STATE
UNIVERSITY
UNIVERSITY GARDENS
HALL
DORMS
LAMBETH
FIELD
CULBRETH CUL ROAD SCHOOL OF
ROAD
GRADY
IVY ROAD
ARCHITECTURE
DRAMA
BUILDING
MARY MUNFORD
HALL
LADY
ASTORTS
UNIVERSITY
BAYLY
RUG81
MUSEUM
MADISON
ALUMNI SPRIGG LANE
HALL
ALDERMAN
AVENUE
MEMORIAL]
GYM
POLIBRARY
MADISON
HOSIOWN 1MO8
STREET
HALL
NEWCOMB
HALL
CHAPEL
SCHOOL OF
EDUCATION
NEWCOMB
ROAD
ROTUNDA
CHANCELLONES
MONROE
TXTX
HALL
DORMS
MCCORMICK
HEALTH LAMAL
Fast LAWNY BROOKS
HOSPITAL DRIVE MUSEUM
UNIVERSITY
SCHOOL
HAIRY
OF MEDICINE
STREET
EMMET STREET HALL THORNTON
CABELL
DRIVE
MINOR
HALL
TO DOWNTOWN
MCINTIRE
AMPHITHEATRE
UNIVERSITY OF
VIRGINIA
CLARK
HALL
HALL
CABEL
JEFFERSON PARK AVENUE
HOSPITAL
WILSON HALL
Map of the
UNIVERSITY of VIRGINIA
NOTE - See other side for CHARLOTTESVILLE
Roger 3. Porter
Stephen M. Studdert
Content ind Program
Summit Administrator
John G. Keller
Director of Advance
Department of
DIRECTOR
Education
K. Moley
Exec. Asst.
JANKT SCHULLER
DEPUTY
Admin
DIRECTOR
M. Lukens
Volunteer
Spouses/
Hotel
Transportation
Sites
Security/
Communications
Material
R. KIMBERELY
Social
Credentialing
L FARDS.1
GBSOWS
M.CULLEY
SILVA
Publications
Press
Stall
Intergov't
Cabinet Affairs
Functions
Affairs
JUSTINE/ADAIR
S.G.BSON
Cabell Hall
Rotunda
Newcomb Hall
University
Monticello
MATT
Arena
(Row
THEN
COWLING
As of 9/05/89 0845
PROVIDING ADMIN ?. (Hkcll 4 KENIN
School of Anthers 1510
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vatican copud by Rome Dlamni GCO. W. .Breck 1900 Live
Gift of
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Rotunds + Public
1896-1898 Hall
old Cabell
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1896-built
2 tier
TINA
REMARKS: OPENING ADDRESS
EDUCATION SUMMIT
OLD CABELL HALL
WEDNESDAY, SEPTEMBER 27, 1989
3:30 P.M.
[MEMBERS OF THE CABINET, GOVERNOR BRANSTAD,
GOVERNORS CLINTON AND CAMPBELL, DISTINGUISHED
GOVERNORS, PRESIDENT O'NEILL, MEMBERS OF THE FACULTY,
AND FRIENDS ... THANK YOU AND WELCOME.]
- 2 -
WELCOME TO "MR. JEFFERSON'S UNIVERSITY," THE ALMA
MATER OF PRESIDENT WOODROW WILSON; VIRGINIA'S GRACIOUS
GOVERNOR, GERRY BALILES; AND BOTH OF ITS U.S. SENATORS
JOHN WARNER AND CHUCK ROBB AND THE CONGRESSMAN FOR THIS
BEAUTIFUL AREA -- FRENCH SLAUGHTER.
I CALL IT "MR. JEFFERSON'S UNIVERSITY," AS NEARLY
EVERYONE DOES IN CHARLOTTESVILLE.
- 3 -
IN FACT, PRESIDENT WILLIAM HOWARD TAFT SAID ONCE THAT
THEY STILL SPOKE OF MR. JEFFERSON HERE AS THOUGH HE
WERE IN THE NEXT ROOM -- HIS SPIRIT MORE REAL THAN THE
PAINTING OF PLATO AND ARISTOTLE BEHIND ME, OR THE
STATUE OF HOMER OUTSIDE ON THE LAWN.
- 4 -
ALTHOUGH HIS IDEAS ON INDIVIDUAL FREEDOM, HUMANISM,
AND THE INALIENABLE RIGHTS OF MAN STAND ALONE IN THE
HISTORY OF THIS REPUBLIC, MR. JEFFERSON HAD ONE
OVERRIDING VISION THAT HE DID NOT SEE REALIZED IN HIS
LIFETIME. BUT ONE WHICH HAS, OVER THE PAST 200 YEARS,
BEEN FULFILLED: A VISION OF A STRONG PUBLIC EDUCATION
SYSTEM IN THIS COUNTRY.
- 5 -
IT IS A SYSTEM THAT HAS BROUGHT AMERICANS FROM ALL
WALKS OF LIFE TOGETHER, AND ENABLED ALL CITIZENS TO
BUILD BETTER LIVES FOR THEMSELVES
...
A SYSTEM THAT HAS
GIVEN US NEIL ARMSTRONG, MARTIN LUTHER KING, JONAS SALK
AND SANDRA DAY O'CONNOR
...
A SYSTEM UNPARALLED IN THE
WORLD.
BUT TODAY, MILLIONS OF AMERICANS CANNOT READ. SOME
NEVER EVEN MAKE IT TO GRADUATION, DROPPING OUT OF
SCHOOL AND SOCIETY.
- 6 -
DRUGS HAVE INVADED OUR CLASSROOMS, AND VIOLENCE HAS
ENTERED OUR SCHOOLYARDS. CLEARLY, THE ENLIGHTENED
AMERICA DREAMED OF BY THOMAS JEFFERSON STILL ELUDES US.
AND so YOU HAVE ACCEPTED MY INVITATION To COME
TOGETHER FOR OPEN AND CANDID DISCUSSIONS ABOUT THE
FUTURE OF AMERICAN EDUCATION. I AM GRATEFUL To EACH OF
YOU, AND I APPRECIATE THE DEPTH OF COMMITMENT SHOWN BY
EVERYONE ASSEMBLED HERE TODAY. EDUCATION ISN'T A
REPUBLICAN OR A DEMOCRATIC ISSUE.
- 7 -
IT'S AN AMERICAN ISSUE, AND EVERYONE IN THIS ROOM IS
COMMITTED TO EDUCATIONAL EXCELLENCE. WE ALL KNOW TOO
MUCH IS AT STAKE TO LET PARTISANSHIP GET IN THE WAY OF
PROGRESS.
THE CALL WAS SOUNDED IN 1983, WHEN THE REAGAN
ADMINISTRATION WARNED IN ITS HISTORIC EDUCATION REPORT
THAT WE WERE "A NATION AT RISK." THAT REPORT AWAKENED
AMERICANS TO THE SITUATION IN OUR SCHOOLS, AND THE
ALARM BELLS RANG.
- 8 -
EVERYONE NOW KNOWS WHAT THE PROBLEMS ARE -- AND NO ONE
IS HERE TO POINT FINGERS. BUT FOR THE GOOD OF OUR
CHILDREN'S EDUCATION, FOR THE GOOD OF THE COUNTRY, WE
MUST DECIDE ON A COURSE OF ACTION. THE TIME FOR STUDY
IS OVER.
THERE ARE REAL PROBLEMS RIGHT NOW IN OUR
EDUCATIONAL SYSTEM, BUT THERE IS NO ONE FEDERAL
SOLUTION.
- 9 -
YES, THE FEDERAL GOVERNMENT HAS AN IMPORTANT ROLE TO
PLAY -- WHICH IS WHY I AM HERE, AND WHY MY CABINET IS
HERE. WE WILL WORK WITH YOU, TO HELP FIND ANSWERS.
BUT I FIRMLY BELIEVE THAT THE KEY WILL BE FOUND AT THE
STATE AND LOCAL LEVELS.
You ARE THE ONES, AS GOVERNORS, WHO ARE ON THE
FIRING LINE. You SEE WHAT GOES ON IN THE CLASSROOMS,
IN THE LOCAL SCHOOL BOARDS, AND IN YOUR STATE-LEVEL
POLICY-MAKING SESSIONS.
- 10 -
TRULY, THE STATES ARE THE LABORATORIES OF REFORM IN
THIS COUNTRY, AND YOU ARE THE EXPERTS.
BUT WE MUST WORK TOGETHER, THE STATES -- GOVERNORS,
MAYORS, STATE LEGISLATORS -- AND THE FEDERAL
GOVERNMENT. WE MUST WORK TOGETHER OVER THE NEXT TWO
DAYS
... BUT MORE IMPORTANTLY, OVER THE NEXT FEW YEARS.
WE WILL TALK ABOUT MANY ISSUES -- MOST IMPORTANTLY,
CHOICE, COMPETITIVENESS, TEACHING QUALITY, AND
IMPROVING THE LEARNING ENVIRONMENT.
- 13 -
THINK OF THE SCHOOLS THE FOUNDERS SOUGHT TO ESTABLISH
TO DEVELOP THE CHARACTER OF STUDENTS, WITH VALUES LIKE
HONESTY, DISCIPLINE AND PUBLIC SERVICE. LET US WORK
TOGETHER THESE NEXT TWO DAYS IN FRANKNESS AND
HONESTY -- AND LET US NOT BE AFRAID, AS MR. JEFFERSON
SAID, TO FOLLOW TRUTH WHEREVER IT MAY LEAD.
GOD BLESS YOU AND THANK YOU.
# # #
Tagr
POOL REPORT UVA SUMMIT
Source:
murray
Story:
twt.nation.murray.M0012720
Marka
Depth:
49.9
Chastina
[ql]
MKG
Sharowith
[ql]
{ql}
OFF THE RECORD{q1}
NOT FOR PUBLICATION OR BROADCAST{q1}
[q]]
POOL REPORT{q1}
"Education Summit" Pre-Advance{q1}
{ql}
University of Virginia, Charlottesville, Sept. 15,1989{q1}
{ql}
Rare as it may be to pre-advance a nearby domestic trip, the White House set
up this one primarily for visual media because of special logistics
circumstances surrounding the meeting called by President Bush with the
nation's governors and the entire Cabinet. Like everything else in
Charlottesville, and the historic university that was founded in 1819, the
situation is best understood in the context of Thomas Jefferson. As one
pre-advance official said, "Mr. Jefferson had a great vision -- for the
1850s. "{ql}
{q1}
That translates to small rooms, lighting problems, no air conditioning, an
undersupply of electricity, and a series of meetings that will be reported
virtually entirely by pools of all sizes and descriptions. (This 1s contrary
to what some may have heard at White House briefing announcing the meeting.)
As of now, the only truly "open coverage" events are the president's welcoming
remarks on Wednesday, a one-hour convocation on Thursday, and the president's
departure comments on Thursday. [q1]
{ql}
In addition to 150 White House press, estimates of the National Governors'
Association and education press corps range from 450-650. As always, there 1s
a separate White House filing center [located in Cavalier Room of Newcomb
Hall] as well as "Summit Press Center" in the Old Gym. This room was
described as "not ideal but it will work." It is a low-ceilinged room that
appears suitable to accommodate tables, telephones, etc., but perhaps not a
press conference 02 major briefing. Hotel space also is at a premium. White
House press are to be centered at Holiday Inn Monticello where 106 rooms had
been committed at this writing. Other hotels reportedly are filled UP.
[Complicating things 1s the fact that university life will continue apace,
reportedly at the instruction of Mr. Bush who 15 quoted as saying, "It makes
no sense to go to a university to talk about education and disrupt classes for
two days." This effectively eliminated more commodious space and facilities. {ql}
{ql}
Arrangements at UVA campus, which is called The Grounds (with caps), are in
the hands of the host Summit committee headed by Kevin Moley with Dave
Frederickson coordinating press. Their main number is (804) 980-8856. They
will handle credentialing for non-White House press. {ql}
[ql]
Except for the dinner on Wednesday night at Monticello, all events are on
The Grounds of UVA. Campus p.r. is headed by William Fishbach and Tom Doran
(924-7116) heads the news bureau. The Governors' Association also 18 expected
to have a press office (details not available), but Summit office 1s the place
to contact on logistics, etc. Substantive inquiries about the meeting are
directed to Deputy White House Press Secretary Steve Hart. {ql}
{ql}
Following is the tentative presidential schedule followed by brief notes on
venues marked with a *:[q1}
[q1]
Wednesday, Sept. 27{q1}
[gl]
3 p.m. President arrives by copter from Mashington at landing zone to be
determined and motorcades to Ond Cabell Halla. Expanded pool will accompany
by chopper with remainder of White House press to be bused down (about two
hours). "Sizeable" expanded pool. {ql}
[ql]
3:30 p.m. Welcoming remarks, Old Cabell Hall (president to speak about 5-7
minutes). Open coverage.{ql}
(q1}
3:45 (approximate) President, governors, Cabinet members and spouses walk
about 400 yards northeast on the grassy, ash- and maple-lined Lawn* (cap L) to
the Rotunda*, the most famous structure at UVA. Press restricted to fized
positions, probably et two platforms, along the way. No pool walking
alongside. As is done at commencement, wooden stairs will be in place at five
steep terraces along the rectangular Lawn. (FYI, Queen Elizabeth II also made
this walk on her 1976 visit. {q1}
[q]]
4-5:30 p.m. Working session in Oval Rooms of Rotunda (two on main floor and
one in basement). Governors and Cabinet will divide evenly among three
meetings. President to visit each for about 20 minutes each. NOTE:
Governors' spouses to attend these sessions, seated along wall rather than at
oval tables with conferees.[q]]
[0]1}
5:30-7:15 p.m. Break{q1)
[ql}
7:15 p.m.: President and Mrs. Bush arrive at Monticello*, probably by
helicopter weather-permitting, to host dinner (not black tie). Travel pool
accompanies. Expanded pool in place outside front door.{q1}
{ql}
7:30-8 p.m.: Guests arrive, walk along brick path (past press pool on one
side and fife and drum corps on other) to main house at Monticello where they
will be greeted by the Bushes and swept away for a house tour, drinks and then
onto a wooden deck on the north side of the building. No coverage inside
house. {ql}
{ql}
8 P.M.-10 P.m.: Dinner in 60 x 60 tent on magnificent rear lawn of
Monticello. As of now, toast is set for later in the dinner but press advance,
etc., trying to move it to earlier in the dinner. Poolers to be inside only
until toast is given. About 150 guests are expected. A military combo will
serenade during dinner. No decision yet on after-dinner entertainment.fql
[q]]
{ql}
Thursday, Sept. 28(q1)
{q1}
7-8 a.m.: Informal coffee in Rotunda, president and all Summit
participants.fgl}
{ql}
8-9:30 a.m.: Second working session in Oval Rooms of Rotunda. (gl)
[g1]
9:30-11 a.m.: Plenary session on top floor of Rotunda. NOTE: Spouses to
hold separate plenary session at Alumni Hall, hosted by Mrs. Bush. [gl]
[gl]
11-11:30 H.m.: Break to shift scenes to University Hall, the school's
basketball arena.{ql}
{ql}
11:30 a.m.-12:30 p.m.: Convocation with president's "major remarks" at
University Hall. This will include all governors, Cabinet, full press corps
with remainder of seats to be filled by several thousand DVA students.
Governors will be announced individually, leading to an estimated 20 minute
ceremony just to get them seated. President enters from side at what would be
half-court, then turns right and walks to about where the basket would be. He
will give 20 -minute speech. {gl}
[gl]
12:30-1 P.m.: Break to move to Newcomb Hall*. [q]]
{ql}
1-2:30 p.m.: Working lunch in Blue Ballroom, Newcomb Hall. Cql}
{ql}
2:30 p.m.: Move to Lawn outside Rotunda for closing statement of Summit
and, possibly, some kind of presidential gas session, either a press
conference or informal ropeline questions. [q1]
[q]]
Conference Adjourns.{q1}
[ql}
It is not clear whether the conferees will issue a formal final communique,
but we are Lold some kind of a statement should be expected.
{q1}
VENUE NOTES(q1)
(q1}
OLD CASELL HALL: A steeply pitched theater built in 1899 that seats about
1,500 persons before removing some seats for this event. A huge painting
covers the entire wall behind the stage. It is a copy of Raphael's "The
School of Athens," painted by George Breck in Rome and given to the university
in 1902. {ql}
[ql]
ROTUNDA: Keystone of Jefferson's original Academical [cq] Village. This 19
the last building designed by Mr. J and is a one-half scale, somewhat modified
copy of the Pantheon in Rome. The drumlike cylinder has three floors capped
by a dome with a glass skylight at its crest. It is 77 feet in diameter and
77 feet in height. The first two floors each house three oval shaped rooms
where working sessions of the meeting will be held (one on ground floor and
two on main floor). See first floor plan attached. {ql}
Plenary session Thursday morning to be on the third floor, a bright domed
room (dome is 120 degrees of a sphere) that housed the original library.
Stocked bookshelves are in place. Because Jefferson wanted the room also to
be used for social activities, the stacks are arranged perpendicularly to
outside wall all the way around in such a way that the books are not visible
to a person anywhere near the center of the room. As of now, it 1s intended
that participants (about 65 people) sit around a circular table that is open
at the center like a giant donut. Two balconies extend completely around the
room's circumference but are said to be unable to support more than a few
people so are not available for coverage, except possibly a small pool. {q1}
The Rotunda, finished in September 1826 at a cost of $60,000 (cq) was burned
in 1895 and the interior rebuilt in a different manner, but Jefferson's design
was restored in a three-year, $2.3 million project dedicated on April 13,
1976, the 233rd anniversary of his birth. [q]]
{ql}
LANN: Central vista of Jefferson's original Academical [cq] Village.
University says it is 600 feet from 01d Cabell Hall to the Rotunda and 200
feet wide. Television people who measured it say length is over 1,000 feet.
The Lawn is flanked by Ranges, long TOWS of rooms assigned to individual honor
students and campus leaders. The only item the procession will encounter
other than grass and a little doggy-do is a statue of Homer and H1s Young
Guide by Sir Moses Ezekiel. The statue shows a seated Homer with the Young
Guide on the ground at his feet. It WED a World Har I memorial to the first
university [q1} student killed in that conflict (James R. McConnell). {gl}
3
NERCOMB HALL: Student center, houses shops, Post Office, theater, and
cafeteria (which is open to public). (g2)
[q1]
MONTICELLO: It would be gratuitous to explain Jefferson's home, except to
mention a few points for those who haven't visited. The house 1s virtually
invisible until you're right there, sheltered by trees although it commands a
hill southish of Charlottesville. The house is largely brick with a dome like
just about everything slse Jefferson was associated with. Currently
restoration is under way on the gardens, blacksmith shop and artisan shops.
The Bushes will receive guests In a two-story foyer which has & railed balcony
around three of its four sides. Several of Jefferson's inventions were
visible in the foyer including a clock that also keeps track of the day of the
week (accurately when we were there) and French doors that move in tandem when
one is adjusted. His natural air conditioning still keeps the place cool on e
sweaty hot day. (The university is not air conditioned. Eq13
{gl}
SEVERAL COMMENTS{q1}
{q1}
Parking on campus 13 virtually non-existent although Tom Doran said the
question of providing press parking is being explored. White House buses will
be available from the press hotel to campus and open events, with White House
transportation for pools as is customary. [q]]
[q]]
Press coverage and pools to be based on "parity" among White House press
corps, governors and education press, and "local press. "Eq1]
(q1}
Questions raised by your pool about access to deliberations (through such
means as audio-video to plenary and/or working sessions in rooms too small for
coverage) and material other than president's speeches received no direct
response, but reporters were advised to seek information on these aspects from
Steve Hart. Gary Fendler said the White House press would have "access to the
president. "{ {}
{q1}
Frank Murray, The Washington Times(ql)
Friday, September 15, 1989(q1}
{q1}
OFF THE RECORD{q1}
NOT FOR PUBLICATION OR BROADCAST{q1}
[q1]
[ql]
4
and floo. plan of Rotunda oval
Attached is map of campus
roods where working sessions to be held
Pool report page 5
TO us Inn
-
University Hall
NS
rg Road
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@
Emmel SirGet
Kissey
Memorial Gymnasium Parking Lot
Newcomb Hall
SERVICE 5.
Engineering School
The Rotunds
Video Classroom
>>>
Proce Pretorm 0
Old Cabell Hall
8001 report page 6
diameter :- 77'
North
oval Room
(not used)
west Oral
East
ova!
Room
used
Rook
Basement is
identical
one meeting
D
Entrance
0
to be there
O
0
0
33. First-floor plan, the Rosuada
6
Presidents who were state governors:
Wilson
Jefferson
Monroe
Van Buren
Tyler
Polk
Hayes
Johnson, Andrew
Cleveland
"A Ragged the
Presidents in this century:
Edganiler POE
McKinley
Roosevelt, T.
Wilson
Coolidge
Roosevelt, F.
Carter
Reagan
Facts about the Presidents"
by Joseph Nathan Kane
THE WHITE HOUSE
WASHINGTON
Sept. 26, 1989
MEMORANDUM FOR THE PRESIDENT
Through:
CHRISS WINSTON
cw
From:
MARK DAVIS MD
Subject:
Convocation Address/Education Summit
I.
SUMMARY:
You will address the governors, your Cabinet, University of
Virginia faculty, students and members of the Charlottesville
community at University Hall, a sports arena. It is
approximately 22 minutes in length, and will be teleprompted.
II. DISCUSSION:
This speech is both a philosophical overview of your
approach to education, and a direct presentation of the results
of the intensive two-day meeting: national goals, more
flexibility from Washington and the states, and more
accountability for all. It also presents five key areas Dr.
Porter suggests for turning around our educational system.
Davis/Martin
Sept. 26, 1989
Draft: Seven
Title: eduprez
PRESIDENTIAL ADDRESS: CONVOCATION, UNIV. OF VIRGINIA
Thursday, Sept. 28, 11:30 a.m.
It's a delight to be back in Charlottesville. ((Imagine
this -- you have a President, the Cabinet and America's governors
visiting your school. And the big man on campus today is still
Sean Moore.) ////
And then my son Marvin and daughter-in-law Margaret advise
me to be humble while I'm at U. Hall. ((You see, they told me
you only do the wave for Ralph Sampson. )) ////
Well, it's easy to be humble at a school so rich in history
and educational endeavor. And I have also been deeply impressed
by the commitment, the creativity and the knowledge that my
fellow chief executives from the states bring to education
reform.
It is you -- the governors -- along with state legislators
and school boards, leaders of business, parents and teachers --
those throughout this nation's vast decentralized education
system, who face tough decisions. I've heard eloquent advice
from many of you, and so many others, in the last few weeks.
I've listened. And I am deeply appreciative of all that I have
learned.
But I've also learned that we should listen to our children.
They have much to say to us, too. In many ways, they are the
luckiest generation in history. Just last month, our children
2
worlds, the majesty of space. Think what these images would have
meant to the ever-curious founder of this university, who could
only look through a primitive telescope at faint patches of light
and wonder.
But our children are growing up in an age where wonder is
commonplace, and peace and prosperity are often taken for
granted. Our children are also the beneficiaries of a nation
that lavishes unsurpassed resources on their schooling. So in
many ways, we are close to fulfilling the Enlightenment dream of
universal education, a dream that became a reality in the shadows
of the Shenandoahs, here at Mister Jefferson's school. //
Every step we take at this University is truly a walk in
Thomas Jefferson's footsteps. When he first charted the ground
on which we gather today, there was just a field of grass, and a
horizon limited only by the blue mountains beyond. But Jefferson
surveyed a horizon no one else could see. He saw the graceful
dome of the Rotunda, and the elegance of the Lawn and its
pavilions. He saw meeting rooms, libraries and lecture halls
teeming with professors and students yet unborn.
Jefferson set out to fashion his rarified vision into solid
reality, brick by brick, book by book. And it is his University
-- and his dream -- that inspires us today to follow in his
footsteps.
Thomas Jefferson was a relentless advocate for universal
public education. You might say he was our first education
president. "He had a fundamental conviction that on the 'good
3
sense of' an educated citizenry, we could build and defend a
country of liberty and justice."
I borrowed this assessment from a friend of mine -- another
Renaissance man, a man of our time -- the late A. Bartlett
Giamatti. //
Like Jefferson, Bart's life was a metaphor for civility and
public service. And it is this commitment to public service that
we must carry on, not just as an education President and as
education governors, but as an education society.
We have come close to the Jeffersonian ideal. Our
educational system is, in many ways, unrivaled in its scale and
diversity; in its commitment to meeting special needs and
individual differences. We are inspired by our best teachers,
who give more than we can rightly expect; and from our best
students, who surpass our highest expectations.
Jefferson wanted to redeem "that mass of talents which lies
buried in poverty." And for most of our history, education has
been the great champion of the poor, compensating for all
distinctions of class, race and background. ( (A century ago, the
poorest parents in the bleakest slum knew their children could go
anywhere, could be anything, if they could get an American
education. ))
Yet after two centuries of progress, we are stagnant. While
millions of Americans read for pleasure, millions of others don't
read at all. While millions go to college, millions will never
graduate from high school.
4
The National Assessment of Educational Progress estimates
that fewer than one in four of our high school juniors can write
an adequate, persuasive letter. Only half can manage decimals,
fractions and percentages. Barely one in three can locate the
Civil War in the correct half-century. No modern nation can long
afford to allow so many of its sons and daughters to emerge into
adulthood ignorant and unskilled. The status quo is a guarantee
of mediocrity, social decay and national decline./
Education is our most enduring legacy, vital to everything
we are and can become. And come the next century -- just ten
years away -- what will we be? Will we be the children of the
Enlightenment, or its orphans?
Six years ago, the Commission on Excellence in Education
issued its powerful report; and yet today, our nation is still at
risk. The educational reform movement has done well in
articulating its criticisms. Now it is time to define goals.
Too much is at stake not to act now. Jefferson said that no
nation could long be both ignorant and free. The state of our
educational system is nothing less than the future of our
democracy. This is a time for action. //
I sent my proposals for federal action in education to
Congress last spring. The Educational Excellence Act of 1989
includes ways to reshape and expand federal efforts, to recognize
excellence, lift the needy, foster flexibility and choice, and
measure and reward progress. I remain solidly committed to these
5
principles, and I value your advice and ideas as we continue to
refine the federal role.
Some offer a completely different answer -- to spend more
money. And at the federal level, we have asked Congress to
provide nearly a half a billion dollars in new funding for ten
worthy programs. Your states may also choose to spend more. But
to those who say that money alone is the answer, I say that there
is no one answer. If anything, hard experience teaches that we
are simply not getting our money's worth in education. // Our
focus must no longer be on resources. It must be on results //
This is only the third time in our 200 years as a nation
that a President has called a summit with the governors. I have
called you together because you bear the Constitutional
responsibility for education. And I did not ask you to such an
historic occasion merely to bemoan what is wrong. We are here to
work; to work together; to put the future before the moment, and
progress before partisanship, once again to make an American
education the best in the world. //
You already are consulting with the state legislatures to
better our schools. Our teachers are already giving their heart
and soul to their jobs. But we have never before worked together
-- President and principal, governor and teacher -- to achieve
results in education.
A social compact begins today in Charlottesville, a compact
between parents, teachers, principals, superintendents, state
legislators, governors and the Administration. Our compact is
6
founded not on promises, but on challenges -- each one a radical
departure from tradition.
I challenge you to join me, for the first time, to define
national goals in education. From this day forward, let us be an
America of tougher standards, / an America of higher goals/ and a
land of bigger dreams.
And our goals must be "national," not "federal." That is
why I welcome the initiatives of the National Governors
Association, from the Time for Results report in 1986, to the
goal-setting project recently begun under the leadership of
Iowa's Terry Branstad, South Carolina's Carroll Campbell and Bill
Clinton of Arkansas. My Administration will work with you to
build on the National Assessment program's first state-by-state
achievement results. We will work with you to formulate national
goals. And then we will challenge superintendents and principals
to meet these higher goals.
((In return, I accept your challenge, and will work with you
to loosen the grip of federal restrictions. //// How many great
ideas, how many grand and noble experiments, have been impaled on
the narrow spike of a federal directive? Unnecessary restriction
is the enemy of the bold. And bold action is what we need most
of all. 11
I ask Congress to allow Washington to be more flexible, by
passing reform legislation. And I ask you, in turn, to ease
state restrictions on local bodies. ))
7
Then we will judge our efforts not by our intentions, but by
our results.
So to get results, we need national goals, and more
flexibility from federal and state government.
To get results, we will need a new spirit of competition
between students, between teachers and between schools -- a
report card for all.
And to get results, we will need discipline, structure and
goals.
Yet I do not counsel a naive nostalgia, a tame adherence to
the past. Business as usual is not getting us where we need to
go. So when hallowed tradition proves to be hollow convention,
then we must shatter tradition. The polls show what every P.T.A.
board member already knows: The American people are ready for
radical reforms. We must// not// disappoint// them.
I envision tradition-shattering reform in five areas.
First, I see the day when every student is literate. But
literacy should mean more than the "three R's." We must be a
reading nation. We must grapple with the hard sciences. And
because education is as spiritual as it is practical, our
children must know why Americans died at Concord, at Gettysburg,
at Monte Cassino and Inchon. They must do more than identify
names on a multiple choice question. They must understand the
generosity of Andrew Carnegie, the genius of Alexander Graham
Bell and the heroism of Rosa Parks. //
8
Some youngsters will naturally take longer than others.
Some will need to more study, and extra instruction. But we
should never send a student from school just because he or she
has passed an arbitrary birthday. / /
Second, I see a day when our educational system will be
unafraid of diversity. Of course, all schools will share a core
curriculum and minimum standards of achievement. But the means
by which that curriculum is taught, and those goals met, should
be as diverse and varied as our children, our teachers and their
communities. Let them blend, in myriad ways, the traditional and
the modern, the human and the technological. Let us give our
schools and our teachers the freedom to do what they do best.
Children also differ -- in their interests, learning styles
and capabilities. So third, I see the day when choice among
schools will be the norm rather than the exception; when parents
will be full partners in the education of their children.
Too many parents have come to see education as a service we
can hand over to the school boards, in much the same way we
expect our cities to provide electricity or water. But education
is not a utility, not something to be delegated. Education is a
way of life, and educational reform is an urgent responsibility
for every parent, every student, every community. Those who do
not advance the cause of education, hinder it.
This means enlisting the parents, grandparents and other
adults who play large roles in children's lives in their formal,
as well as their informal education. This means that parents,
9
students and professional educators will be accountable to one
another, as a community.
But to be accountable, we need to know just how much
progress we're making. So fourth, I see the day when we use
accurate assessments, carefully linked to our educational goals.
We need to first know where we are; this means accepting the bad
news along with the good. We have always measured our progress
against our past performance. We must now evaluate ourselves on
a tougher grading curve -- one that includes the other major
industrial nations.
Accountability also means we must act on what we discover.
Weak performance in the classroom, or the principal's office,
will no longer be tolerated. But neither will indifference
toward good educators. Society has no greater benefactors than
outstanding teachers and principals. Let them get what they
deserve -- generous praise and solid rewards.
Fifth, I see an educational system that never settles for
the minimum, in academics or in behavior. Decades of research
bear out what the best teachers already know: when standards and
expectations are high, everyone does better. This includes both
the unusually gifted, and those with special needs and
disabilities. But it must also include the student we too-often
forget, the average student. For I believe, that with a little
care and a little work, we can unleash within each of these so-
called ordinary children an extraordinary potential.
10
This same potential can be found within every disadvantaged
child, those from troubled neighborhoods: children for whom our
schools must be a beacon of excellence; a sanctuary from
violence; a model of good character, sound values and exemplary
ethics. Let no child in America be forgotten and forsaken.
Some of our reforms and experiments are sure to come up
short. But for too many of our schools, experimentation is
preferable to the status quo, because the status quo could
scarcely be worse. The worthy and the useful will win out only
if we give our schools the freedom they need.
Such freedom will not lead to a quick and easy solution. It
is the work of years. And we have taken such a long-term view in
our meetings.
We have discussed the need for educational reform in terms
of our national competitiveness, even our national future. But I
am sure you agree that there is more to learning than just our
trade balance or the greying of our work force; it is broader
than the important, but narrow, compass of economics and
government.
A scholar once wrote that great books are not lifeless
paper, but minds alive on the shelves. He observed that just as
the touch of a button on a stereo will fill a room with music, so
by taking down one of these volumes, and opening it, one can call
into range the voice of a man far distant in time and space, and
hear him speak, mind to mind, heart to heart.
11
As a nation, we can again hear these voices, feel this
enchantment -- every time a parent reads a bedtime story to a
sleepy child; every time a young scholar turns to the great
books. The day must come when every young American can know the
life of the mind.
That is why we have gathered here, at Mister Jefferson's
school. He was just one man, but look at what one man can do.
Imagine what we can do, if we -- more than fifty strong -- are
united by this great cause. So let us dream. Let us talk. If
need be, let us argue. But in the end, let us walk together on a
journey to enlightenment, in the footsteps of Thomas Jefferson.
////
Thank you for your hard work and dedication. God bless you
all, and God bless America.
#
#
#
Davis/Martin
Sept. 26, 1989
Draft: Seven
Title: eduprez
PRESIDENTIAL ADDRESS:
CONVOCATION, UNIV. OF VIRGINIA
Thursday, Sept. 28, 11:30 a.m.
Thank you Secretary Cavazos, President O'Neil, Governors
Baliles and Branstad.
It's a delight to be back in Charlottesville. ( ( Imagine
this -- you have a President, the Cabinet and America's governors
visiting your school. And the big man on campus today is still
Sean Moore. )) ////
And then my son Marvin and daughter-in-law Margaret advise
me to be humble while I'm at U. Hall. ( (You see, they told me
you only do the wave for Ralph Sampson.) ) ////
Well, it's easy to be humble at a school so rich in history
and educational endeavor. And I have also been deeply impressed
by the commitment, the creativity and the knowledge that my
fellow chief executives from the states bring to education
reform.
It is you -- the governors -- along with state legislators
and school boards, leaders of business, parents and teachers --
those throughout this nation's vast decentralized education
system, who face tough decisions. I've heard eloquent advice
from many of you, and so many others, in the last few weeks.
I've listened. And I am deeply appreciative of all that I have
learned.
2
But I've also learned that we should listen to our children.
They have much to say to us, too. In many ways, they are the
luckiest generation in history. Just last month, our children
observed, in the clarity of Voyager's sight, the horizons of new
worlds, the majesty of space. Think what these images would have
meant to the ever-curious founder of this university, who could
only look through a primitive telescope at faint patches of light
and wonder.
But our children are growing up in an age where wonder is
commonplace, and peace and prosperity are often taken for
granted. Our children are also the beneficiaries of a nation
that lavishes unsurpassed resources on their schooling. So in
many ways, we are close to fulfilling the Enlightenment dream of
universal education, a dream that became a reality in the shadows
of the Shenandoahs, here at Mister Jefferson's school. //
Every step we take at this University is truly a walk in
Thomas Jefferson's footsteps. When he first charted the ground
on which we gather today, there was just a field of grass, and a
horizon limited only by the blue mountains beyond. But Jefferson
surveyed a horizon no one else could see. He saw the graceful
dome of the Rotunda, and the elegance of the Lawn and its
pavilions. He saw meeting rooms, libraries and lecture halls
teeming with professors and students yet unborn.
Jefferson set out to fashion his rarified vision into solid
reality, brick by brick, book by book. And it is his University
3
-- and his dream -- that inspires us today to follow in his
footsteps.
Thomas Jefferson was a relentless advocate for universal
public education. You might say he was our first education
president. "He had a fundamental conviction that on the 'good
sense of' an educated citizenry, we could build and defend a
country of liberty and justice."
I borrowed this assessment from a friend of mine -- another
Renaissance man, a man of our time -- the late A. Bartlett
Giamatti. //
Like Jefferson, Bart's life was a metaphor for civility and
public service. And it is this commitment to public service that
we must carry on, not just as an education President and as
education governors, but as an education society.
We have come close to the Jeffersonian ideal. Our
educational system is, in many ways, unrivaled in its scale and
diversity; in its commitment to meeting special needs and
individual differences. We are inspired by our best teachers,
who give more than we can rightly expect; and from our best
students, who surpass our highest expectations.
Jefferson wanted to redeem "that mass of talents which lies
buried in poverty." And for most of our history, education has
been the great champion of the poor, compensating for all
distinctions of class, race and background. ((A century ago, the
poorest parents in the bleakest slum knew their children could go
4
anywhere, could be anything, if they could get an American
education. ))
Yet after two centuries of progress, we are stagnant. While
millions of Americans read for pleasure, millions of others don't
read at all. While millions go to college, millions will never
graduate from high school.
The National Assessment of Educational Progress estimates
that fewer than one in four of our high school juniors can write
an adequate, persuasive letter. Only half can manage decimals,
fractions and percentages. Barely one in three can locate the
Civil War in the correct half-century. No modern nation can long
afford to allow so many of its sons and daughters to emerge into
adulthood ignorant and unskilled. The status quo is a guarantee
of mediocrity, social decay and national decline. //
Education is our most enduring legacy, vital to everything
we are and can become. And come the next century -- just ten
years away -- what will we be? Will we be the children of the
Enlightenment, or its orphans?
Six years ago, the Commission on Excellence in Education
issued its powerful report; and yet today, our nation is still at
risk. The educational reform movement has done well in
articulating its criticisms. Now it is time to define goals.
Too much is at stake not to act now. Jefferson said that no
nation could long be both ignorant and free. The state of our
educational system is nothing less than the future of our
democracy. This is a time for action. //
5
I sent my proposals for federal action in education to
Congress last spring. The Educational Excellence Act of 1989
includes ways to reshape and expand federal efforts, to recognize
excellence, lift the needy, foster flexibility and choice, and
measure and reward progress. I remain solidly committed to these
principles, and I value your advice and ideas as we continue to
refine the federal role.
Some offer a completely different answer -- to spend more
money. And at the federal level, we have asked Congress to
provide nearly a half a billion dollars in new funding for ten
worthy programs. Your states may also choose to spend more. But
to those who say that money alone is the answer, I say that there
is no one answer. If anything, hard experience teaches that we
are simply not getting our money's worth in education. // Our
focus must no longer be on resources. It must be on results. //
This is only the third time in our 200 years as a nation
that a President has called a summit with the governors. I have
called you together because you bear the Constitutional
responsibility for education. And I did not ask you to such an
historic occasion merely to bemoan what is wrong. We are here to
work; to work together; to put the future before the moment, and
progress before partisanship, once again to make an American
education the best in the world. //
You already are consulting with the state legislatures to
better our schools. Our teachers are already giving their heart
and soul to their jobs. But we have never before worked together
6
-- President and principal, governor and teacher -- to achieve
results in education.
A social compact begins today in Charlottesville, a compact
between parents, teachers, principals, superintendents, state
legislators, governors and the Administration. Our compact is
founded not on promises, but on challenges -- each one a radical
departure from tradition.
I challenge you to join me, for the first time, to define
national goals in education. From this day forward, let us be an
America of tougher standards,/ an America of higher goals// and a
land of bigger dreams.
And our goals must be "national," not "federal." That is
why I welcome the initiatives of the National Governors
Association, from the Time for Results report in 1986, to the
goal-setting project recently begun under the leadership of
Iowa's Terry Branstad, South Carolina's Carroll Campbell and Bill
Clinton of Arkansas. My Administration will work with you to
build on the National Assessment program's first state-by-state
achievement results. We will work with you to formulate national
goals. And then we will challenge superintendents and principals
to meet these higher goals.
( (In return, I accept your challenge, and will work with you
to loosen the grip of federal restrictions. //// How many great
ideas, how many grand and noble experiments, have been impaled on
the narrow spike of a federal directive? Unnecessary restriction
7
is the enemy of the bold. And bold action is what we need most
of all. //
I ask Congress to allow Washington to be more flexible, by
passing reform legislation. And I ask you, in turn, to ease
state restrictions on local bodies. ))
Then we will judge our efforts not by our intentions, but by
our results.
So to get results, we need national goals, and more
flexibility from federal and state government.
To get results, we will need a new spirit of competition
between students, between teachers and between schools -- a
report card for all.
And to get results, we will need discipline, structure and
goals.
Yet I do not counsel a naive nostalgia, a tame adherence to
the past. Business as usual is not getting us where we need to
go. So when hallowed tradition proves to be hollow convention,
then we must shatter tradition. The polls show what every P.T.A.
board member already knows: The American people are ready for
radical reforms. We must// not// disappoint// them.
I envision tradition-shattering reform in five areas.
First, I see the day when every student is literate. But
literacy should mean more than the "three R's." We must be a
reading nation. We must grapple with the hard sciences. And
because education is as spiritual as it is practical, our
children must know why Americans died at Bunker Hill, at
8
Gettysburg, at Monte Cassino and Inchon. They must do more than
identify names on a multiple choice question. They must
understand the generosity of Andrew Carnegie, the genius of
Alexander Graham Bell and the heroism of Rosa Parks. //
Some youngsters will naturally take longer than others.
Some will need more study, and extra instruction. But we should
never send a student from school just because he or she has
passed an arbitrary birthday //
Second, I see a day when our educational system will be
unafraid of diversity. Of course, all schools in a state will
share a core curriculum and minimum standards of achievement.
But the means by which that curriculum is taught, and those goals
met, should be as diverse and varied as our children, our
teachers and their communities. Let them blend, in myriad ways,
the traditional and the modern, the human and the technological.
Let us give our schools and our teachers the freedom to do what
they do best.
Children also differ -- in their interests, learning styles
and capabilities. So third, I see the day when choice among
schools will be the norm rather than the exception; when parents
will be full partners in the education of their children.
Too many parents have come to see education as a service we
can hand over to the school boards, in much the same way we
expect our cities to provide electricity or water. But education
is not a utility, not something to be delegated. Education is a
way of life, and educational reform is an urgent responsibility
9
for every parent, every student, every community. Those who do
not advance the cause of education, hinder it.
This means enlisting the parents, grandparents and other
adults who play large roles in children's lives in their formal,
as well as their informal education. This means that parents,
students and professional educators will be accountable to one
another, as a community.
But to be accountable, we need to know just how much
progress we're making. So fourth, I see the day when we use
accurate assessments, carefully linked to our educational goals.
We need to first know where we are; this means accepting the bad
news along with the good. We have always measured our progress
against our past performance. We must now evaluate ourselves on
a tougher grading curve -- one that includes the other major
industrial nations.
Accountability also means we must act on what we discover.
Weak performance in the classroom, or the principal's office,
will no longer be tolerated. But neither will indifference
toward good educators. Society has no greater benefactors than
outstanding teachers and principals. Let them get what they
deserve -- generous praise and solid rewards.
Fifth, I see an educational system that never settles for
the minimum, in academics or in behavior. Decades of research
bear out what the best teachers already know: when standards and
expectations are high, everyone does better. This includes both
the unusually gifted, and those with special needs and
10
disabilities. But it must also include the student we too-often
forget, the average student. For I believe, that with a little
care and a little work, we can unleash within each of these so-
called ordinary children an extraordinary potential.
This same potential can be found within every disadvantaged
child, those from troubled neighborhoods: children for whom our
schools must be a beacon of excellence; a sanctuary from
violence; a model of good character, sound values and exemplary
ethics. Let no child in America be forgotten and forsaken.
Some of our reforms and experiments are sure to come up
short. But for too many of our schools, experimentation is
preferable to the status quo, because the status quo could
scarcely be worse. The worthy and the useful will win out only
if we give our schools the freedom they need.
Such freedom will not lead to a quick and easy solution. It
is the work of years. And we have taken such a long-term view in
our meetings.
We have discussed the need for educational reform in terms
of our national competitiveness, even our national future. But I
am sure you agree that there is more to learning than just our
trade balance or the greying of our work force; it is broader
than the important, but narrow, compass of economics and
government.
A scholar once wrote that great books are not lifeless
paper, but minds alive on the shelves. He observed that just as
the touch of a button on a stereo will fill a room with music, so
11
by taking down one of these volumes, and opening it, one can call
into range the voice of a man far distant in time and space, and
hear him speak, mind to mind, heart to heart.
As a nation, we can again hear these voices, feel this
enchantment -- every time a parent reads a bedtime story to a
sleepy child; every time a young scholar turns to the great
books. The day must come when every young American can know the
life of the mind.
That is why we have gathered here, at Mister Jefferson's
school. He was just one man, but look at what one man can do.
Imagine what we can do, if we -- more than fifty strong -- are
united by this great cause. So let us dream. Let us talk. If
need be, let us argue. But in the end, let us walk together on a
journey to enlightenment, in the footsteps of Thomas Jefferson.
////
Thank you for your hard work and dedication. God bless you
all, and God bless America.
#
#
#
Davis/Martin
Sept. 26, 1989
Draft: Six
89 SEP 20 Jefferson
PRESIDENTIAL ADDRESS: CONVOCATION, UNIV. OF VIRGINIA
Thursday, Sept. 28, 11:30 a.m.
It's a delight to be back in Charlottesville. ((Imagine
this -- you have a President, the Cabinet and America's governors
visiting your school. And the big man on campus today is still
Sean Moore. )) ////
And then my son Marvin and daughter-in-law Margaret advise
me to be humble while I'm at U. Hall. ( (You see, they told me
you only do the wave for Ralph Sampson. )) ////
Well, it's easy to be humble at a school so rich in history
and educational endeavor. And I have also been deeply impressed
by the commitment, the creativity and the knowledge that my
fellow chief executives from the states bring to education
reform.
It is you -- the governors -- along with the legislators and
school boards, leaders of business, parents and teachers -- those
throughout this nation's vast decentralized education system, who
face tough decisions. I've heard eloquent advice from all of you
in the last few weeks. I have listened. And I am deeply
appreciative of all that I have learned.
But I've also learned that we should listen to the children.
They have much to say to us. In many ways, they are the luckiest
generation in history. Just last month, our children observed,
in the clarity of Voyager's sight, the horizons of new worlds,
2
the majesty of space. Think what these images would have meant
to the ever-curious founder of this university, who could only
look through a primitive telescope at faint patches of light and
wonder.
But our children are growing up in an age where wonder is
common place, and peace and prosperity are often taken for
granted. Our children are also the beneficiaries of a nation
that lavishes unsurpassed resources on their schooling. So in
many ways, we are close to fulfilling the Enlightenment dream of
universal education, a dream that became a reality in the
Shenandoah Valley, here at Mister Jefferson's school. //
Every step we take at this University is truly a walk in
Thomas Jefferson's footsteps. When he first charted the ground
on which we gather today, there was just a field of grass, and a
horizon limited only by the blue mountains beyond. But Jefferson
surveyed a horizon no one else could see. He saw the graceful
dome of the Rotunda, and the elegance of the Lawn and its
pavilions. He saw meeting rooms, libraries and lecture halls --
teeming with professors and students yet unborn.
Jefferson set out to fashion his rarified vision into solid
reality, brick by brick, book by book. And it is his University
-- and his dream -- that inspires us today to follow in his
footsteps.
Thomas Jefferson was a relentless advocate for universal
public education. You might say he was our first education
president. He had a fundamental conviction that on the "good
3
sense of" an educated citizenry, we could build and defend a
country of liberty and justice.
I borrowed this assessment from a friend of mine -- another
Renaissance man, a man of our time -- the late A. Bartlett
Giamatti. //
Like Jefferson, Bart's life was a metaphor for civility and
public service. And it is this commitment to public service that
we must carry on, not just as an education President, but as
education governors, as an education society.
We have come close to the Jeffersonian ideal. Our
educational system is, in many ways, unrivaled in its scale and
diversity; in its commitment to meeting special needs and
individual differences. We are inspired by our best teachers,
who give more than we can rightly expect; and from our best
students, who surpass our highest expectations.
Jefferson wanted to redeem "that mass of talents which lies
buried in poverty." And for most of our history, education has
been the great champion of the poor, compensating for all
distinctions of class, race and background. A century ago, the
poorest parents in the bleakest slum knew their children could go
anywhere, could be anything, if they could get an American
education.
Yet after two centuries of progress, we are stagnant. While
millions of Americans read for pleasure, millions of others don't
read at all. While millions go to college, millions never
graduate from high school.
4
The National Assessment of Educational Progress estimates
that fewer than one in four of our high school seniors can write
a decent letter. Only half can manage decimals, fractions and
percentages. Barely one in three can locate the Civil War in the
correct half-century. No modern nation can long afford to allow
so many of its sons and daughters to emerge into adulthood
ignorant and unskilled. The status quo is a guarantee for
mediocrity, social decay and national decline. //
Education is our most enduring legacy, vital to everything
we are and can become. And come the next century -- just ten
years away -- what will we be? Will we be the children of the
Enlightenment, or its orphans?
Six and one-half years ago, the Commission on Excellence in
Education issued its powerful report; and yet today, our nation
is still at risk. The educational reform movement has done well
in articulating its criticisms. Now it is time to define goals.
Too much is at stake not to act now. Jefferson said that no
nation could long be both ignorant and free. The state of our
educational system is nothing less than the future of our
democracy. This is a time for action. //
I sent my proposals for federal action in education to
Congress last spring. The Educational Excellence Act of 1989
includes ways to reshape and expand federal efforts, to recognize
excellence, address needs, foster flexibility and choice, and
measure and reward progress. I remain solidly committed to these
5
principles, and I value your advice and ideas as we continue to
refine the federal role.
Some offer a completely different answer -- to spend more
money. And at the federal level we have asked Congress to
provide nearly a half a billion dollars for ten worthy programs.
Your states may also choose to spend more. But to those who say
that money alone is the answer, I say that there is no one
answer. If anything, hard experience teaches that we are simply
not getting our money's worth in education., // Our focus must no
longer be on resources. It must be on results //
This is only the third time in our 200 years as a nation
that a President has called a summit with the governors. I have
called you together because you bear the Constitutional
responsibility for education. And I did not ask you to such an
historic occasion merely to bemoan what is wrong. We are here to
work; to work together; to put the future before the moment, and
progress before partisanship, to again make an American education
the best in the world. //
You already are consulting with the state legislatures to
better our schools. Our teachers are already giving their heart
and soul to their jobs. But we have never before worked together
-- President and principal, governor and teacher -- to achieve
results in education.
A social compact begins today in Charlottesville, a compact
between parents, teachers, principals, superintendents, state
legislators, governors and the Administration. Our compact is
6
founded not on promises, but on challenges -- each one a radical
departure from tradition.
I challenge you to join me, for the first time, to define
national goals and standards in education. From this day
forward, America will turn to tighter standards// higher goals//
and greater aspirations.
And our standards must be "national," not "federal." That
is why I welcome the initiatives of the National Governors
Association, from the Time for Results report in 1986, to the
goal-setting project recently begun under the leadership of Terry
Branstad, Carroll Campbell and Bill Clinton. My Administration
will work with you to build on the National Assessment program's
first state-by-state achievement results. We will work with you
to formulate national goals. And then we will challenge
superintendents and principals to meet our higher standards.
I accept your challenge to loosen the grip of federal
restrictions./ How many great ideas, how many grand and noble
experiments, have been impaled on the narrow spike of a federal
directive? Regulation is the enemy of the bold. And bold action
is what we need most of all. //
As we provide more flexibility from Washington -- and we
will -- I ask that you, in turn, ease state restrictions on local
bodies.
Then we will judge our efforts not by our intentions, but by
our results.
7
So to get results, we need national standards, and more
flexibility from federal and state government.
To get results, we will need a new spirit of competition
between students, between teachers and between schools -- a
report card for all.
And to get results, we will need discipline, structure and
goals. In a phrase, back to the basics.
Yet I do not counsel a naive nostalgia, a tame adherence to
the past. Business as usual is not getting us where we need to
go. So when hallowed tradition proves to be hollow convention,
then we must shatter tradition. The polls show what every P.T.A.
board knows: The American people are ready for radical reforms.
We must// not// disappoint// them 11,
I envision tradition-shattering reform in five areas.
First, I see the day when every student is literate. But
literacy today means more than the "three R's." We must be a
reading nation, ready to fight again for universal literacy. We
must grapple with the hard sciences. And because education is as
spiritual as it is practical, our children must know why
Americans died at Concord, at Gettysburg, at Monte Cassino and
Inchon. They must do more than identify names on a multiple
choice question. They must understand the generosity of Andrew
Carnegie, the genius of Alexander Graham Bell and the heroism of
Rosa Parks. //
Some youngsters will naturally take longer than others.
Some will need to more study, and extra instruction. But we
8
should never send a hopeful student from school just because he
or she has reached a specified birthday. //
Second, I see a day when our educational system will be
unafraid of diversity. Of course, all schools will share a core
curriculum and minimum standards of achievement. But the means
by which that curriculum is taught, and those standards met,
should be as diverse and varied as our children, our teachers and
their communities. Let them blend, in myriad ways, the
traditional and the modern, the human and the technological. Let
us give our schools and our teachers the freedom to do what they
do best.
Children also differ -- in their interests, learning styles
and capabilities. So third, I see the day when choice among
schools will be the norm rather than the exception; when parents
will be full partners in the education of their children.
Too many parents have come to see education as a service we
can hand over to the school boards, in much the same way we
expect our cities to provide electricity or water. But education
is not a utility, not something to be delegated to public policy.
Education is a way of life, and educational reform is an urgent
responsibility for every parent, every student, every community.
Those who do not advance the cause of education, hinder it.
This means enlisting the parents, grandparents and other
adults who play large roles in children's lives in their formal,
as well as their informal education. This means that parents,
9
students and professional educators will be accountable to one
another, as a community.
But to be accountable, we need to know just how much
progress we're making. So fourth, I see the day when we use
accurate assessments, carefully linked to our educational goals
and standards. We need to first know where we are; this means
accepting the bad news along with the good. We have always
measured our progress against our past performance. We must now
evaluate ourselves on a tougher grading curve -- one that
includes the other major industrial nations.
Accountability also means we must act on what we find. Weak
performance in the classroom, or the principal's office, will no
longer be tolerated. But neither will indifference toward good
educators. Society has no greater benefactors than outstanding
teachers and principals. Let them get what they deserve -- solid
rewards and generous praise.
Fifth, I see an educational system that never settles for
the minimum, in academics or in behavior. Decades of research
bear out what the best teachers already know: when standards and
expectations are high, everyone does better. This includes both
the unusually gifted, and those with special needs and
disabilities. But it must also include the student we too-often
forget, the average student. For I believe, that with a little
care and a little work, we can unleash within each of these so-
called ordinary children an extraordinary potential.
10
This same potential can be found within every disadvantaged
child, those from troubled neighborhoods: children for whom our
schools must be a beacon of excellence; a sanctuary from
violence; a model of good character, sound values and exemplary
ethics.
Some of our reforms and experiments are sure to come up
short. But for too many of our schools, experimentation is
preferable to the status quo, because the status quo could
scarcely be worse. The worthy and the useful will win out only
if we give our schools the freedom they need.
Such freedom will not lead to a quick and easy solution. It
is the work of years. And we have taken such a long-term view in
our meetings.
We have discussed the need for educational reform in terms
of our national competitiveness, even our national future. But I
am sure you agree that learning has more to do than with just our
trade balance or the greying of our work force; it is broader
than the narrow compass of economics and government.
A scholar once wrote that great books are not lifeless
paper, but minds alive on the shelves. He observed that just as
the touch of a button on a stereo will fill the room with music,
so by taking down one of these volumes, and opening it, one can
call into range the voice of a man far distant in time and space,
and hear him speak to us, mind to mind, heart to heart.
As a nation, we can again hear these voices, feel this
enchantment -- every time a parent reads a bedtime story to a
11
sleepy child; every time a young scholar turns to the great
books. The day must come when every young American can know the
life of the mind.
That is why we have gathered here, at Mister Jefferson's
school. He was just one man, but look at what one man can do.
Imagine what we can do, if we -- more than fifty strong -- are
united by a great cause. So let us dream. Let us talk. If need
be, let us argue. But in the end, let us walk together on a
journey to enlightenment, in the footsteps of Thomas Jefferson.
////
Thank you for your hard work and dedication. God bless you
all, and God bless America.
#
#
#
Davis/Martin
Sept. 26, 1989
Draft: Six
Title: Jefferson
PRESIDENTIAL ADDRESS: CONVOCATION, UNIV. OF VIRGINIA
Thursday, Sept. 28, 11:30 a.m.
It's a delight to be back in Charlottesville. ( ( Imagine
this -- you have a President, the Cabinet and America's governors
visiting your school. And the big man on campus today is still
Sean Moore.) ) ////
And then my son Marvin and daughter-in-law Margaret advise
me to be humble while I'm at U. Hall. ((You see, they told me
you only do the wave for Ralph Sampson. )) ////
Well, it's easy to be humble at a school so rich in history
and educational endeavor. And I have also been deeply impressed
by the commitment, the creativity and the knowledge that my
fellow chief executives from the states bring to education
reform.
It is you -- the governors -- along with the legislators and
school boards, leaders of business, parents and teachers -- those
throughout this nation's vast decentralized education system, who
face tough decisions. I've heard eloquent advice from all of you
in the last few weeks. I have listened. And I am deeply
appreciative of all that I have heard.
We should also listen to the children. They have much to
say to us. In many ways, they are the luckiest generation in
history. Just last month, our children observed, in the clarity
of Voyager's sight, the horizons of new worlds, the majesty of
2
space. Think what these images would have meant to the ever-
curious founder of this university, who could only look through a
primitive telescope at faint patches of light and wonder.
But our children are growing up in an age where wonder is
common place, and peace and prosperity are often taken for
granted. Our children are also the beneficiaries of a nation
that lavishes unsurpassed resources on their schooling. So in
many ways, we are close to fulfilling the Enlightenment dream of
universal education, a dream that became a reality in the
Shenandoah Valley, here at Mister Jefferson's school. //
Every step we take at this University is truly a walk in
Thomas Jefferson's footsteps. When he first charted the ground
on which we gather today, there was just a field of grass, and a
horizon limited only by the blue mountains beyond. But Jefferson
surveyed a horizon no one else could see. He saw the graceful
dome of the Rotunda, and the elegance of the Lawn and its
pavilions. He saw meeting rooms, libraries and lecture halls --
and hoped they would be teeming with professors and students yet
unborn.
Jefferson set out to fashion his rarified vision into solid
reality, brick by brick, book by book. And it is his University
-- and his dream -- that inspires us today to follow in his
footsteps.
Thomas Jefferson was a relentless advocate for universal
public education. You might say he was our first education
president. He had a "fundamental conviction that on the 'good
3
sense of' an educated citizenry, we could build and defend a
country of liberty and justice."
I borrowed this assessment from a friend of mine -- another
Renaissance man, a man of our time -- the late A. Bartlett
Giamatti. //
Like Jefferson, Bart's life was a metaphor for civility and
public service. And it is this commitment to public service that
we must carry on, not just as an education President, but as
education governors, as an education society.
We have come close to the Jeffersonian ideal. Our
educational system is, in many ways, unrivaled in its scale and
diversity; in its commitment to meeting special needs and
individual differences. We are inspired by our best teachers,
who give more than we can rightly expect; and from our best
students, who surpass our highest expectations.
Jefferson wanted to redeem "that mass of talents which lies
buried in poverty." And for most of our history, education has
been the great champion of the poor, compensating for all
distinctions of class, race and background. A century ago, the
poorest parents in the bleakest slum knew their children could go
anywhere, could be anything, if they could get an American
education.
Yet after two centuries of progress, we are stagnant. While
millions of Americans read for pleasure, millions of others don't
read at all. While millions go to college, millions never
graduate from high school.
JOE
18 + over w/ <12 years of
42.2 million school
march 87
732-3366
3060
VanceGrant
357-6659
4
The National Assessment of Educational Progress estimates
that fewer than one in four of our high school seniors can write
a decent letter. Only half can manage decimals, fractions and
percentages. Barely one in three can locate the Civil War in the
correct half-century. No modern nation can long afford to allow
so many of its sons and daughters to emerge into adulthood
ignorant and unskilled. The status quo is a guarantee for
mediocrity, social decay and national decline. //
Education is our most enduring legacy, vital to everything
we are and can become. And come the next century -- just ten
years away -- what will we be? Will we be the children of the
Enlightenment, or its orphans?
Six and one-half years ago, the Commission on Excellence in
Education issued its powerful report; and yet today, our nation
is still at risk. The educational reform movement has done well
in articulating its criticisms. Now it is time to define goals.
Too much is at stake not to act now. Jefferson said that no
nation could long be both ignorant and free. The state of our
educational system is nothing less than the future of our
democracy. This is a time for action. //
I sent my proposals for federal action in education to
Congress last spring. The Educational Act of 1989 includes ways
to reshape and expand federal efforts, to recognize excellence,
address needs, foster flexibility and choice, and measure and
reward progress. I remain solidly committed to these principles,
5
and I value your advice and ideas as we continue to refine the
federal role.
Some offer a completely different answer -- to spend more
money. I do not wholly agree, although I have asked Congress to
provide nearly a half a billion dollars for ten worthy programs.
Your states may also choose to spend more. But to those who say
that money alone is the answer, I say that there is no one
answer. If anything, hard experience teaches that we are simply
not getting our money's worth in education. // Our focus must no
longer be on resources. It must be on results. //
This is only the third time in our 200 years as a nation
that a President has called a summit with the governors. I have
called you together because you bear the Constitutional
responsibility for education. And I did not ask you to such an
historic occasion merely to bemoan what is wrong. We are here to
work; to work together; to put the future before the moment, and
progress before partisanship, to again make an American education
the best in the world. //
You already are consulting with the state legislatures to
better our schools. Our teachers are already giving their heart
and soul to their jobs. But we have never before worked together
-- President and principal, governor and teacher -- to achieve
results in education.
A social compact begins today in Charlottesville, a compact
between parents, teachers, principals, superintendents, state
legislators, governors and the Administration. Our compact is
6
founded not on promises, but on challenges -- each one a radical
departure from tradition.
I challenge you to join me, for the first time, to define
national goals and standards in education. From this day
forward, America will turn to tighter standards// higher goals//
and greater aspirations.
And our standards are "national," not "federal." That is
why I welcome the initiatives of the National Governors
Association, from the Time for Results report in 1986, to the
goal-setting project recently begun under the leadership of Terry
Branstad, Carroll Campbell and Bill Clinton. My Administration
will work with you to build on the National Assessment program's
first state-by-state achievement results. We will work with you
to formulate national goals. And then we will challenge
superintendents and principals to meet our higher standards.
I accept your challenge to loosen the grip of federal
restrictions. //// How many great ideas, how many grand and noble
experiments, have been impaled on the narrow spike of a federal
directive? Regulation is the enemy of the bold. And bold action
is what we need most of all. //
As we provide more flexibility from Washington -- and we
will --- I ask that you, in turn, ease state restrictions on local
bodies.
Then we will judge our efforts not by our intentions, but by
our results.
7
So to get results, we need national standards, and more
flexibility from federal and state government.
To get results, we will need a new spirit of competition
between students, between teachers and between schools -- a
report card for all.
And to get results, we will need discipline, structure and
goals. In a phrase, back to the basics.
Yet I do not counsel a naive nostalgia, a tame adherence to
the past. Business as usual is not getting us where we need to
go. So when hallowed tradition proves to be hollow convention,
then we must shatter tradition. The polls show what every P.T.A.
board knows: The American people are ready for radical reforms.
We must// not// disappoint// them. /
I envision tradition-shattering reform in five areas.
First, I see the day when every student is literate. But
literacy today means more than the "three R's." We must be a
reading nation, ready to fight again for universal literacy. We
must grapple with the hard sciences. And because education is as
spiritual as it is practical, our children must know why
Americans died at Concord, at Gettysburg, at Monte Cassino and
Inchon. They must understand the generosity of Andrew Carnegie,
the genius of Alexander Graham Bell and the heroism of Rosa
Parks. //
Some youngsters will naturally take longer than others.
Some will need to more study, and extra instruction. But we
8
should never send a hopeful student from school just because he
or she has reached a specified birthday. //
Second, I see a day when our educational system will be
unafraid of diversity. Of course, all schools will share a core
curriculum and minimum standards of achievement. But the means
by which that curriculum is taught, and those standards met,
should be as diverse and varied as our children, our teachers and
their communities. Let them blend, in myriad ways, the
traditional and the modern, the human and the technological. Let
us give our schools and our teachers the freedom to do what they
do best.
Children also differ -- in their interests, learning styles
and capabilities. So third, I see the day when choice among
schools will be the norm rather than the exception; when parents
will be full partners in the education of their children.
Too many parents have come to see education as a service we
can hand over to the school boards, in much the same way we
expect our cities to provide electricity or water. But education
is not a utility, not something to be delegated to public policy.
Education is a way of life, and educational reform is an urgent
responsibility for every parent, every student, every community.
Those who do not advance the cause of education, hinder it.
This means enlisting the parents, grandparents and other
adults who play large roles in children's lives in their formal,
as well as their informal education. This means that parents,
9
students and professional educators will be accountable to one
another, as a community.
But to be accountable, we need to know just how much
progress we're making. So fourth, I see the day when we use
accurate assessments, carefully linked to our educational goals
and standards. We need to first know where we are; this means
accepting the bad news along with the good. We have always
measured our progress against our past performance. We must now
evaluate ourselves on a tougher grading curve -- one that
includes the other major industrial nations.
Accountability also means we must act on evaluation. Weak
performance in the classroom, or the principal's office, will no
longer be tolerated. But neither will indifference toward good
educators. Society has no greater benefactors than outstanding
teachers and principals. Let them get what they deserve -- solid
rewards and generous praise.
Fifth, I see an educational system that never settles for
the minimum, in academics or in behavior. Decades of research
bear out what the best teachers already know: when standards and
expectations are high, everyone does better. This includes both
the unusually gifted, and those with special needs and
disabilities. And it includes the forgotten student, the average
student. For I believe, that with a little care and a little
work, we can unleash within each of these so-called ordinary
children an extraordinary potential.
10
This potential is within every disadvantaged child, those
from troubled neighborhoods: children for whom our schools must
be a beacon of excellence; a sanctuary from violence; a model of
good character, sound values and exemplary ethics.
Some of our reforms and experiments are sure to come up
short. But for too many of our schools, experimentation is
preferable to the status quo, because the status quo could
scarcely be worse. The worthy and the useful will win out only
if we give our schools the freedom they need. Such freedom will
not lead to a quick and easy solution. It is the work of years.
We have taken such a long-term view in our meetings. We
have discussed the need for educational reform in terms of our
national competitiveness, even our national future. But I am
sure you agree that learning has more to do: than with just our
trade balance or the greying of our work force; it is broader
than the narrow compass of economics and government.
A scholar once wrote that great books are not lifeless
paper, but minds alive on the shelves. He observed that just as
the touch of a button on a stereo will fill the room with music,
so by taking down one of these volumes, and opening it, one can
call into range the voice of a man far distant in time and space,
and hear him speak to us, mind to mind, heart to heart.
As a nation, we can again hear these voices, feel this
enchantment -- every time a parent reads a bedtime story to a
sleepy child; every time a young scholar turns to the great
11
books. The day must come when every young American can know the
life of the mind.
That is why we have gathered here, at Mister Jefferson's
school. He was just one man, but look at what one man can do.
Imagine what we can do, if we -- more than fifty strong -- are
united by a great cause. So let us dream. Let us talk. If need
be, let us argue. But in the end, let us walk together on a
journey to enlightenment, in the footsteps of Thomas Jefferson.
////
Thank you for your hard work and dedication. God bless you
all, and God bless America.
#
#
#
Don't graduate
/ Guit of 4
THE WHITE HOUSE
WASHINGTON
Radio spot for Tommy Anderson
IF YOU ASK ME IF I KNOW THE FIFTH CONGRESSIONAL DISTRICT OF
MISSISSIPPI, I CAN HONESTLY ANSWER: "YOU BET, I DO." IT WAS
YOUR CONGRESSMAN, NOW SENATOR TRENT LOTT, WHO MADE SURE EVERYBODY
IN WASHINGTON DID. AND I CAN TELL YOU ALSO THAT IT WAS TOM
ANDERSON, TRENT LOTT'S CHIEF OF STAFF, WHO WAS THE KEY LINK
BETWEEN MISSISSIPPI AND WASHINGTON. TOM ANDERSON'S SERVICE AS AN
AMBASSADOR FOR OUR COUNTRY WAS FULFILLED WITH GREAT HONOR, AND IT
MADE HIM EXTREMELY KNOWLEDGEABLE IN THE WAR AGAINST DRUGS. I'M
GOING TO NEED HIS ADVICE, HIS COUNSEL AND HIS SUPPORT. I HOPE
YOU'LL VOTE FOR TOM ANDERSON FOR CONGRESS
....
YOU NEED HIM AND
so DO I.
Taxed to andy + Demarest
Once recorded, the tape should be
given to Catherine Holt in the
Filing Center.
233 In
Omni
281 Sr staff
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update
PRESIDENT'S ADDRESS AT EDUCATION SUMMIT
Convocation
Themes
1. Appraise the current state of U.S. education as
a baseline for the future in terms that are accurate, hence
critical, but not morose.
2. Outline the President's vision of where American
education ought to be five or so years hence, and volunteer
to cooperate with the governors in getting there, including
a joint venture to develop specific educational goals and
standards.
3. Distinguish between the national need and the federal
role, committing Washington to do its part, but stipulating
that it is a small part. In discussing the federal role we
should emphasize themes that the President has previously
emphasized.
4. Make clear that the President regards the governors
(and other state and local education leaders) as the linchpin
of the education reform effort.
5. Indicate that reviving American education isn't just
a task for "public policy." Parents, children (students), and
communities also have a major responsibility and must make a
concerted effort.
6. Suggest that the public is ready for more sweeping and
far-reaching changes with respect to education than we have
thus far been willing to make.
Ruth
804-980 - 8856
summit
office
studdent
of
-2-
7. Defuse the "we need more money" argument by saying
that we aren't getting our money's worth today and that while
the states are naturally free to spend more money if they want
or need to (and some may), from the standpoint of the country
as a whole we need to be more concerned with what comes out of
the education system than with what goes in.
8. Indicate that the President is interested in seeing
greater flexibility and accountability in the funds that are
provided by the Federal government and that he is prepared to
work with the governors by seeking greater flexibility in
return for greater accountability.
9. Make clear that as a nation we must view education
broadly -- it should infuse every aspect of our lives and
society, and it should be a lifelong enterprise. Our homes
and our workplaces must be places of learning in which we are
constantly upgrading our skills and our competence as a people.
This is essential if we are to compete successfully interna-
tionally. It will greatly influence the quality of life in our
land.
10. Suggest recurrent stocktaking sessions with governors
about education, although not necessarily more full-fledged
"summits."