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Speechwriting, White House Office of
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Folder Title:
Duke Basketball Team 4/22/91 [OA 6897] [2]
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26
21
3
5
April 18, 1991
MEMORANDUM FOR TONY SNOW
FROM:
JENNIFER GROSSMAN
SUBJECT:
DUKE/TENNESSEE FACT-CHECK
1)
page one, graph one, acknowledgments: two local high schools
will be there -- the Boy's Championship team from DeMatha
High School with Coach Morgan Wootten (WU ten) i and the
Girl's Championship team from Madison High School with Coach
Pat Deegan. Also, we don't know yet if the Midnight
Basketball players will be from Hyattsville or D.C., so
"representatives of the Midnight Basketball League" would be
better. President and Executive Director of the League, Van
Standifer, will also be in attendance.
2)
page two, graph two, first sentence: "Dena" not "Dana" and
pronunciation (DEE nah). Also, pronunciation on Daedra:
(DAY dra).
3)
page two, graph three, fourth sentence: rather than
"greatest upsets in NCAA history," Duke's sports info
suggests "greatest games in NCAA history."
4)
page two, graph four, last sentence: I have a feeling this
bowling joke is going to sink like a lead bowling ball.
5) page three, graph one, fourth sentence: "most Valuable
Player" should be all capitalized, i.e. "Most Valuable
Player."
6)
page three, graph two, second sentence: "your teams,' " if
we're referring to Coach K., why is it plural rather than
"your team"? Also, the quote that follows is incorrect, it
should read: "Everything in their lives doesn't hinge on a
basket or a rebound. So they can rationalize when there's a
roadblock, when maybe they should stay on the same avenue a
little longer. Key words to be changed: "their," "when,"
"when."
7)
page three, graph three, fifth sentence -- NOTE: Tennessee
has a 100% graduation rate. I don't know how you want to
finesse that.
8)
page four, graph one, first sentence: This is not how the
quote reads. It should read: " the Youth of a Nation are
the trustees of Posterity. II
Ref.
PN6081
P55
WH
Respectfully
Quoted
A Dictionary of Quotations
Requested from the
Congressional Research Service
edited by Suzy Platt
"
Congressional Reference Division
PROPERTY OF
LIBRARY
EXECUTIVE OFFICE OF
THE PRESIDENT
LIBRARY OF CONGRESS . WASHINGTON . 1989
Youth
version
Let them be assured that it is not the last word. But before they blame, as blame
mission
they should, these callow ill-tutored youths, they must be sure that they have not been set a
bad example by people much older and much higher up.
WINSTON CHURCHILL, extract of address, Anti-Socialist and Anti-Communist Union
counsel;
meeting, London, February 17, 1933.-Winston S. Churchill: His Complete Speeches,
luct and
1897-1963, ed. Robert Rhodes James, vol. 5, p. 5220 (1974).
et; fly to
On February 9, undergraduates at the Oxford Union had approved the resolution,
XS which
"That this House refuses in any circumstances to fight for King and Country" by a vote of
iconven-
275 to 153. The editorial in The Times (London) appeared February 13, p. 13. See Martin
acknowl-
Gilbert, Winston S. Churchill, vol. 5, p. 456 (1976) for a slightly varied version of Churchill's
e object
speech.
business
2090 That we may live to see England once more possess a free Monarchy and a privi-
con, ed.
leged and prosperous People, is my Prayer; that these great consequences can only be
spelling.
brought about by the energy and devotion of our Youth is my persuasion. We live in an age
when to be young and to be indifferent can be no longer synonymous. We must prepare for
the coming hour. The claims of the Future are represented by suffering millions; and the
Youth of a Nation are the trustees of Posterity.
peaking.
BENJAMIN DISRAELI, Sybil, final sentence, p. 497 (1980). First published 1845.
ir young
2091 Through our great good fortune, in our youth our hearts were touched with fire. It
was given to us to learn at the outset that life is a profound and passionate thing.
omas C.
OLIVER WENDELL HOLMES, associate justice, supreme court of Massachusetts, ad-
dress before John Sedgwick Post No. 4, Grand Army of the Republic, Keene, New Hamp-
both fall
shire, May 30, 1884.-Speeches of Oliver Wendell Holmes, p. 11 (1934).
2092 Thou know'st the o'er-eager vehemence of youth,
nber 24,
How quick in temper, and in judgement weak.
p. 1057
Homer, The Iliad, book 23, lines 677-78, trans. Edward, Earl of Derby, ed. 5, vol. 2,
pp. 372-73 (1865).
ked that
The many translations of these lines of Homer's vary: The Iliad of Homer, trans.
to think
into blank verse by William Cullen Bryant, vol. 4, p. 139 (1905),
"Thou dost know
The faults to which the young are ever prone;
S as they
The will is quick to act, the judgment weak";
i off with
Robert Graves, The Anger of Achilles, p. 364 (1959), "It is easy for a youngster to go wrong
ng as you
from hastiness and lack of thought"; and Robert Fitzgerald, p. 553, lines 588-89 (1974),
y distress
"You know a young man may go out of bounds: / his wits are nimble, but his judgment
1 only by
slight."
2093 Into my heart an air that kills
From yon far country blows:
What are those blue remembered hills,
wal made
What spires, what farms are those?
I talked of
1. One can
That is the land of lost content,
nd France
I see it shining plain,
England.
The happy highways where I went
And cannot come again.
A. E. HOUSMAN, "Into my heart an air that kills," A Shropshire Lad, verse 40, p. 72
(1932).
390
391
0
CROGHAN 237
etters from an American
the College of William and Mary in 1807 and
der his personal and constant supervision the
fector St. John," the name
began to practice law in Logan County, Kentucky.
laying of track began in February 1863, and he
he essays were vivid, de-
In 1809 he was appointed territorial attorney gen-
drove the work forward at an incredibly rapid
discussions of American
eral for Illinois. Returning to Kentucky, he saw
pace. When labor shortages developed he re-
frontier farming regions,
military service in the War of 1812 and was at
cruited Chinese immigrants, an experiment that
ry source of information
the same time elected to the state legislature. In
proved so successful that by 1867 Chinese la-
ook was immediately and
1817 he was sent to fulfill an unexpired term in
borers made up nearly the whole of the work
ularly among European
the Senate. From the end of his term in 1819 until
force. The track was completed and joined to the
tionaries, and Crèvecoeur
1835 he served in Kentucky in the state legisla-
Union Pacific at Promontory Point, Utah, in May
onsul to three of the new
ture, as district attorney, and as secretary of
1869, having taken less than half the time al-
rning to New York in
state. In 1835 he was returned to the Senate, and
lowed for in the government contracts for the
se burned, his wife dead,
in 1840 President William Henry Harrison named
western portion of the first transcontinental rail-
ing, all the result of an
him to the cabinet as attorney general, in which
road. Crocker's position as vice-president of the
red his children and be-
post he remained until joining the mass cabinet
Central Pacific thereafter made few demands on
n the new states; he knew
resignation a few months after John Tyler's suc-
him, but he was active in organizing the South-
n and Thomas Jefferson
cession in 1841. He was elected again to the
ern Pacific Railroad, was elected its president
George Washington. He
Senate in 1842; he then began to emerge as a
in 1871, and again supervised track construction
rticles on medicine and
prominent national leader with his opposition to
in person. In 1884 he effected the merger of the
1787 an enlarged edition
the annexation of Texas, to strong action in the
Central Pacific into the Southern Pacific. In addi-
of his Letters was issued.
Oregon dispute, and to the Mexican War. In 1848
tion to his interests in railroads he had extensive
eft the United States to
he became governor of Kentucky; in 1850 Presi-
investments in real estate and irrigation ventures.
he died on November 12,
dent Millard Fillmore named him once more at-
Crocker died in Monterey, California, on August
'n America, Voyage dans
torney general. In 1854 he was once again elected
14, 1888, leaving an estate of some $40 million.
dans l'État de New York,
to the Senate where, much disturbed by the slav-
id a number of previously
ery issue and the possibility of disunion that it
Crockett, David (1786-1836), frontiersman and
published in 1925 as
entailed, he opposed the Kansas-Nebraska Bill;
public official. Born near Greeneville, Tennessee,
Century America, or More
when the Whig party disintegrated he joined first
on August 17, 1786, Davy Crockett grew up on
in Farmer.
the Know-Nothing party and then the Constitu-
the frontier and received virtually no formal edu-
tional Union party. Into the sectional crisis occa-
cation. He served as a scout under Andrew Jack-
< (1845-1896), public offi-
siored by Abraham Lincoln's election he intro-
son in the Creek War of 1813-1814, and after-
9, 1845, in Sheffield, Eng-
duced the Crittenden Compromise in December
ward moved farther west into Tennessee. A poor
1 of naturalized American
1860, proposing constitutional amendments to
farmer but an awesome hunter, he was for sev-
ng their native country at
avert secession and end the threat of civil war.
eral years a local magistrate in Giles County and
He grew up in Georgia,
When his proposal was defeated by the congres-
in 1821 and 1823 was elected to the state legisla-
acon and Savannah, and
sional Radicals he returned to Kentucky and con-
ture, building up an enthusiastic local following
in the Confederate army,
tinued to promote his policy of neutrality for that
with his humorous and homely oratorical style.
as a prisoner. Returning
state. After serving in 1861 as chairman of a
He was elected to the House of Representatives
took up the study of law
convention of border states that requested the
in 1827 and served two terms; defeated in 1831,
the bar settled in Ameri-
seceded states to reconsider their position, he was
he returned for a final term in 1833. In 1834 he
i solicitor general of the
elected to the House of Representatives, where
made a tour of Northern cities in an effort to
f his district in 1872 and
he continued to oppose the more obnoxious of
rouse support for the Whig party, with which he
judge of the court. In the
the Radicals' war measures until his death on
had allied himself; the party's hope was to
ted as a Democrat to the
July 26, 1863, in Frankfort, Kentucky.
fashion from Crockett, with his colorful history
es and retained the seat
as a "b'ar-hunter" and largely illiterate frontiers-
He became a remarkably
Crocker, Charles (1822-1888), railroad builder
man, an answer to the Democrats' Jackson. The
and in 1887 saw the Inter-
and financier. Born in Troy, New York, on Sep-
determined opposition of the Jackson forces de-
ough committee and onto
tember 16, 1822, Crocker moved with his family
feated his bid for reelection to the House in 1835.
acceeded to the leadership
to Indiana in 1836. He received little schooling
He then left Tennessee to join the war for inde-
ing year, when the Demo-
and worked at various occupations in his youth.
pendence in Texas; he arrived at the Alamo in
se, he was elected speaker,
He established a forge near an iron-ore bed of
February 1836 and died in the massacre there
ough that and the next
his own discovery in 1845 and operated it until
on March 6. The growth of Davy Crockett into
ue to the interests of his
joining in the California Gold Rush four years
a legendary figure began before his death, aided
y, Crisp was a free-silver
later. After prospecting with no great success for
by his supposed autobiography, A Narrative of
e announced his intention
two years, he gave up gold hunting in 1852 to
the Life of David Crockett, of the State of Ten-
on that platform. He did
open a store in Sacramento. He prospered rapidly,
nessee, 1834, and by numerous Whig campaign
debates with his fellow
becoming a leading figure in the community. In
pieces attributed to him. The mythmaking con-
the Interior Hoke Smith,
1860 he won election to the legislature. Politics
tinued with the publication from 1835 to 1856 of
pro-administration gold-
brought him into contact with railroad pioneers
a series of Crockett almanacs, containing numer-
bolstered in his campaign
Collis P. Huntington, Huntington's partner Mark
ous accounts, in the best frontier tall-tale tradi-
-silver Georgia legislature.
Hopkins and Leland Stanford, and in 1861 he
tion, of adventures in which he, Mike Fink, and
eat, Crisp died before the
joined them in forming the Central Pacific Rail-
other frontier heroes had supposedly been in-
orgia, on October 23, 1896.
way Company; while Huntington and Stanford
volved.
took care of political and financial arrangements,
1 (1787-1863), lawyer and
Crocker began organizing the actual work of con-
Croghan, George (1720?-1782), frontiersman and
r Versailles, Kentucky, on
struction through his Contract and Finance Com-
colonial figure. Born near Dublin, Ireland, about
rittenden graduated from
pany, of which he was president until 1869. Un-
1720, Croghan emigrated to America in 1741,
He well knows what snares are spread about his path,
from personal animosity and possibly from popular
II
delusion. But he has put to hazard his ease, his security,
his interest, his power, even his
popularity
He is
traduced and abused for his supposed motives. He will
COURAGE AND POLITICS
remember that obloquy is a necessary ingredient in the
composition of all true glory: he will remember
that
calumny and abuse are essential parts of triumph
He
This is a book about the most admirable of human vir-
may live long, he may do much. But here is the summit.
tues-courage. "Grace under pressure," Ernest Hem-
He never can exceed what he does this day.
ingway defined it. And these are the stories of the
pressures experienced by eight United States Senators
-Edmund Burke's eulogy of Charles James Fox
and the grace with which they endured them-the risks
for his attack upon the tyranny of the East
to their careers, the unpopularity of their courses, the
India Company-
defamation of their characters, and sometimes, but
House of Commons, December 1, 1783
sadly only sometimes, the vindication of their reputa-
tions and their principles.
A nation which has forgotten the quality of courage
which in the past has been brought to public life is not
as likely to insist upon or reward that quality in its
chosen leaders today-and in fact we have forgotten.
We may remember how John Quincy Adams became
President through the political schemes of Henry Clay,
but we have forgotten how, as a young man, he gave up
a promising Senatorial career to stand by the nation.
We may remember Daniel Webster for his subservience
to the National Bank throughout much of his career,
but we have forgotten his sacrifice for the national good
Services of Mead Data Central
PAGE
1
The Associated Press, January 27, 1991
The evidence since his death suggests that Ernest Hemingway couldn't
tolerate being second to anybody. The fiction writer made a religion out of
grace under pressure but the man, under pressure of a competition he imagined,
could be singularly graceless about other writers.
He might have seemed the big, ...
an atmosphere as different as a library is from a saloon, other pilgrims
come from the world over to study the papers of Ernest Hemingway in the John
F. Kennedy Library in Boston.
He is the only writer to get his papers in a presidential library. He is
there as a result of a correspondence that began when Sen. Kennedy, an admirer,
sought his permission to quote the phrase, = grace under pressure, = in the
first sentence of "Profiles in Courage."
Among other things, the Boston collection revealed, 60 years after
publication, that Hemingway tried 44 different endings for "A Farewell to
Arms," his novel about two lovers on the Italian front.
Catherine dies in childbirth, and Hemingway spent six months on a last
sentence. Some of his attempts were worse than the parodies to come. But
LEXIS® ® NEXIS® ® LEXIS® NEXIS ®
Services of Mead Data Central
PAGE
1
The Associated Press, April 26, 1989
But he returned quickly to baseball, with Yogi Berra's line, 'OK, now pair
them off in threes."
Bush told another audience that he loves to quote the former Yankees catcher,
who mangled the language so sweetly.
"He once said at a state dinner right here in this building, 'How could you
get a conversation started in there? Everybody was talking too much," Bush told
a White House audience.
And he told another group, "It's been said that sometimes I don't speak in
very good English and that I have a hard time being understood. I'll admit it,
it's true. And all I can say is that I'm in pretty good company, though. Look at
Yogi Berra."
LEVEL 1 - - 4 OF 6 STORIES
Copyright (c) 1989 Federal Information Systems Corporation;
Federal News Service
APRIL 12, 1989, WEDNESDAY
SECTION: FROM THE WHITE HOUSE
LENGTH: 698 words
HEADLINE: CB
PRESIDENT BUSH MEETING WITH MICHIGAN WOLVERINES
1989 NCAA MEN'S BASKETBALL NATIONAL CHAMPTIONS
ROSE GARDEN
BODY:
... years, this has been America's house and in 1989, you have become
America's sports heroes. And you know, it was another sports hero, Yogi
Berra, I love to quote Yogi, who once said at a state dinner, right here in
this building, "How could you get a conversation started in there? Everybody
was talking too much." (Scattered laughter.)
Well, ...
®
LEXIS® ® NEXIS® LEXIS® NEXIS
last year's
McGroarty/Dooley
February 22, 1990
2:45 pm
[GOVS]
PRESIDENTIAL REMARKS: TOAST AT THE GOVERNORS' STATE DINNER
STATE DINING ROOM
FEBRUARY 25, 1990
7:30 PM
It's my great pleasure to welcome all of you to the White
House. Terry Branstad, doing double duty as Governor of Iowa,
and Chairman of the National Governors Association. Terry, I
salute you and congratulate you on the leadership you have
provided this year in bringing about a concensus for change and
focusing on an agenda for educational and environmental quality.
And it's always wonderful to welcome your Vice Chairman,
Governor Booth Gardner. And there are some new faces -- new
members of the Governors' club I want to welcome: Governor
Florio. Governor Wilder. And Governor Guerrero of the Northern
Mariana Islands.
[[You know, I'm reminded every day about the vital work
Governors do. The genius of the Governors -- the special insight
that comes from the experience of being Chief Executive in the
Statehouse. // But come to think of it -- it's always the same
fellow who reminds me. // John Sununu. ]]
Each one of you deals every day with issues that affect the
lives of every citizen in your state -- that affect the very
future of our nation. And of all those many issues, none is more
important than the one we've all been focussing on since we met
2
last September: Education. What Thomas Jefferson called the
"keystone of the arch" of our democratic system.
In the five months since we met at Mr. Jefferson's
University, we've made a good beginning. For the first time
ever, we've proposed a set of national goals -- goals that will
point the way to a decade-long commitment towards excellence in
education.
And as we worked, we talked and sometimes we argued. We
expressed our hopes and sometimes our frustrations. We even
found a little humor in the serious business of making American
education the very best it can be.
But as we deliberated, as we strove to develop the national
education goals our country needs to remain strong and
competitive, we achieved something else along the way. We came
together not just as Republicans and Democrats. Not as partisan
competitors, but as fellow chief executives with our hearts and
minds focused on a single goal: the future of our children and
our country.
Our work is not finished, but I believe that what we began
in Charlottesville was an historic first step in what can be a
new relationship between us.
So tonight, let me thank you for working with me -- for the
exciting start we've made, and for your commitment to build on
this beginning. And let us all raise our glasses:
To the partnership between this White House and every State
House in the nation;
3
And to our commitment to work together -- toward a new
decade of excellence and to an American education system second
to none.
# # #
24 January 1991
MEMORANDUM FOR CURT SMITH
FROM:
JENNIFER GROSSMAN
SUBJECT:
NATION'S GOVERNORS TOAST
I.
MEETING WITH LANNY GRIFFITH
A.
Precedents:
We've already had two state dinners with the
governors (late May '89 and late Feb. 90)
plus we had the Charlottesville Education
Summit (Sept. 27, '89) with the governors, so
this is really the fourth such meeting.
POTUS has referred to his "special
relationship" with the governors. The
summitry and the working out of joint
statements represent an unprecedented
partnership, and underscore the President's
commitment to our education goals.
B.
Audience:
I've included the guest list. At present, it
appears that the only governor who will not
attend is Cuomo (bummer). Remember, there
are 55 governors in total, so refer to them
not it number, but as "the nation's
governors." Also in attendance: the First
Lady, Vice President Quayle, Mrs. Quayle,
most of the Cabinet members, and the
governors' spouses. Governor Alexander and
Governor Martinez will attend; they are the
two new Cabinet appointees, selected out of
the ranks of the nation's governors---worth
acknowledging, governor-types get excited
about this kind of thing: you too could be a
star.
C.
Response:
National Governors' Association Chairman
Booth Gardner (D-Washington) will respond to
the President's toast. His interests and
agenda center on health care. His remarks
will probably touch on this agenda, but also
most likely mirror the President's remarks in
terms of themes.
D.
Suggested length: one page, more or less.
E.
WHERE: East Room.
F.
Three areas POTUS' remarks should touch on:
1.
Pay a brief tribute to Booth Gardner; basically what
great leadership he has provided to the NGA. Again his
agenda is health (access and reasonable cost) and I
guess it deserves a nano-mention. Two Gardner quotes:
"I can think of no better way to serve our
citizens than to propose a health care system that
can flexibly promote good health--not just cure
illness."
"As Governors, we have much at stake in how the
nation's health care system is restructured, and
we have much to contribute. It's important that
we participate actively in the debate and take
part in the solutions."
2.
GULF TIE-IN/NEXUS WITH GOVERNORS: Mention the National
Guard--each governor is the commander-in-chief of the
state's national guard/state militia, and all 50 states
have guard units serving in the Gulf. Mentioning the
Guard will be popular because it'll make the governors
feel important. Blah, blah, how well prepared the
Guard is to meet this challenge, blah, blah.
NOTE: There's a possibility that General Conway
will be invited to the dinner. He's the head of
the National Guard Bureau at the Pentagon, and his
presence would make this tie-in all the more
appropriate.
3.
EDUCATION: We called for the governors to meet in
Charlotte for the Education Summit; we agreed to
develop national education goals; we announced these
goals in last year's State of the Union. Stress:
ongoing process--much done, much to do.
G.
In Closing
-therefore I offer this toast to all of you
--partnership, working together
--commanders-in-chief, comrades in arms, working
together to make this next century worthy of our
children, and make sure our children's education will
be worthy of the next century.
--International leadership, leadership in education.
II. EXCERPTS FROM PAST/SIMILAR SPEECHES
A.
Remarks by the President at the University of Virginia:
"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."
"
after two centuries of progress, we are stagnant.
While millions of Americans read for pleasure, millions
of others don't read at all. And while millions go to
college, millions may never graduate from high school. "
"Education is our most enduring legacy, vital to
everything that we are and can become. And come the
next century
what will we be? Will we be the
children of the enlightenment, or its orphans?"
"
this is only the third time in our 200 years as a
nation that a President has called a summit with the
governors. And I've called you together because you
bear the constitutional responsibility for education.
And I didn't ask you to such an historic occasion
merely to bemoan what is wrong. We are here to work;
and work together; to once again make an American
education the best in the world."
"A social compact begins today in Charlottesville,
Virginia--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."
B.
President's Toast at the Governors' State Dinner, February
25, 1990:
"You know, I'm reminded every day about the vital work
Governors do. The genius of the Governors--the special
insight that comes from the experience of being Chief
Executive in the Statehouse. // But come to think of
it--it's always the same fellow who reminds me. //
John Sununu.' "
"So tonight, let me thank you for working with me--for
the exciting start we've made, and for your commitment
to build on this beginning. And let us all raise our
glasses: To the partnership between this White House
and every State House in the nation.
"
III. NATIONAL GOALS FOR EDUCATION
GOAL 1:
By the year 2000, all children in America will start
school ready to learn.
GOAL 2:
By the year 2000, the high school graduation rate will
increase to at least 90 percent.
GOAL 3:
By the year 2000, American students will leave grades
four, eight and twelve having demonstrated competency
in challenging subject matter including English,
mathematics, science, history, and geography; and every
school in America will ensure that all students learn
to use their minds well, so they may be prepared for
responsible citizenship, further learning, and
productive employment in our economy.
GOAL 4:
By the year 2000, U.S. students will be first in the
world in science and mathematics achievement.
GOAL 5:
By the year 2000, every adult American will be literate
and will possess the knowledge and skills necessary to
compete in a global economy and exercise the rights and
responsibilities of citizenship.
GOAL 6:
By the year 2000, every school in America will be free
of drugs and violence and will offer a disciplined
environment conducive to learning.
IV. QUOTES
A.
Education:
"Don't forget that education is the most important,
vital strength. You will be the leaders of our nation
soon, and you will learn about peace and liberty from
all of this. Believe in yourselves. Dreams and goals
are always yours for the taking. Take as many as you
can hold and make them reality."
--letter from Senior Airman Fernando
Casillas, Operation Desert Shield, September
18, 1990.
"A book must be the axe for the frozen sea inside us." "
Franz Kafka, Letter to Oskar Pollak,
January 27, 1904
"Mind is the great leveler of all things."
--Daniel Webster (1825)
"Books are not lumps of lifeless paper but minds alive
on the shelves."
--Gilbert Highet
"Every child is an artist. The problem is how to
remain an artist once he grows up."
-Pablo Picasso
"Education: A debt due from present to future
generations.
If
-Robert Maynard Hutchins
B.
Gulf:
"Americans fight joyously in a just cause. "
--Harold L. Ickes (1941)
"Patriotism is just loyalty to friends, people,
families. "
-Robert Santos, quoted in Al Santoli,
Everything We Had: An Oral History of the
Vietnam War by Thirty-three American Soldiers
Who Fought It, 1981.
"The war will continue to be prosecuted with vigor, as
the best means of securing peace. "
James K. Polk, 2nd Annual Message to
Congress, December 8, 1846.
" [war is a] dramatic symbol of a thousand forms of
duty. "
--Woodrow Wilson, Speech at Brooklyn, NY, May
11, 1914
II
let every man stand to his post, and
let
posterity find our skeleton and armor on the spot
where duty required us to stand. "
-Millard Fillmore, Speech at Buffalo, N.Y.,
April 16, 1861.
C.
A New Federal-State Compact/Much done, much left to do:
"What we have done so far are but small building blocks
in a huge pyramid to come. "
--John H. Glenn, Jr. (1962)
"A vision without a task is but a dream, a task without
a vision is drudgery, a vision with a task is the hope
of the world."
--Inscription on a church in Sussex, England,
1730.
"Destiny is not a matter of chance, it is a matter of
choice; it is not a thing to be waited for, it is a
thing to be achieved."
--william Jennings Bryan, in a speech in
Washington, D.C., February 22, 1899
"A politician thinks of the next election; a statesman
thinks of the next generation. II
--Attributed to James Freeman Clarke
D.
Miscellaneous Quotes:
"The good governor should have a broken leg and keep at
home. "
--Cervantes, Don Quixote. Pt. ii, ch. 34
McGroarty/Dooley
March 21, 1991
4:15 pm
[ED]
PRESIDENTIAL REMARKS: SWEARING-IN OF SECRETARY ALEXANDER
AIR AND SPACE MUSEUM
MARCH 22, 1990
10:00 A.M.
Thank you, Alex [Haley], for those kind words. It's a
pleasure to be here today to witness the swearing-in of our new
Secretary of Education -- Lamar Alexander. //
[Additional introductory acknowledgements.]
For a challenge of this magnitude, it is my good fortune to
be able to call on a man with Lamar Alexander's considerable
expertise. Lamar comes to this task as the son of teachers. He
has served as a valued member of my Education Policy Advisory
Committee -- and, most recently, he's served the students of his
home state as President of the University of Tennessee. Five
years ago, as Chairman of the National Governor's Association, he
piloted the 50-state education survey, "Time for Results" -- a
report that put us on the path to the six National Education
Goals that guide our efforts from now to the year 2000. //
As a public servant, educator, author -- Lamar Alexander is
a true renaissance man: a man with great common sense, who knows
what works. He's also one of Tennessee's leading philosophers.
He's got a saying you've probably already heard: "Today a
rooster. Tomorrow a feather duster." [[Think about that one.
Lamar, I'm going to make that our 7th National Education Goal --
by the year 2000, everyone in America will know what that saying
means. //]]
2
Our setting today -- this great Air and Space Museum -- is a
fitting site for this ceremony. It reminds us of another time
when this Nation set for itself a national goal -- that of
landing a man on the moon. And we did it. //
Lamar Alexander understands that real reform -- real
restructuring of American education -- can only take place on the
state and local level. That's one of the key reasons I asked
Governor Alexander to become Secretary Alexander. He knows the
key to success is to make certain education reform is national -
- not federal. Nationally, we have established goals. We are
setting standards and raising expectations. We must bring all
levels of government and all Americans together -- parents,
teachers, students, civic and business leaders and all interested
citizens -- to work toward our goals. //
What we can do on the federal level is serve as a catalyst
for change. We can point the way forward, contribute ideas and
create incentives for change -- and we can start with freedom of
choice. In education, freedom of choice recognizes that parents
are the real experts on what's best for their kids.
Often, parents with means -- families in the mid-to-upper
income brackets -- already have choice. They can send their
children to private schools -- or move to districts with the
strongest public schools. Poor parents don't have those choices.
So let's be clear about who can most benefit from greater freedom
of choice. It's poor families who will benefit most from a
healthy competition that creates real excellence in our schools.
3
With Lamar as the sparkplug, we're going to move forward
towards our national goals on many fronts. We're going to make
our schools better and more accountable. We're going to reward
excellence in our teachers. Challenge our children to learn --
and all American adults to recognize that learning is a life-
long process.
Learning isn't something that happens only in school. Lamar
likes to talk about something he calls the 91% factor: the fact
that by the time the average American youth reaches the age of
18, he's spent 9% of his time in the classroom, and 91% outside
of it. We must work as a society to support the kind of values,
culture -- the vital sense of community and, yes, citizenship --
that gives real meaning to all that our children learn. //
I know some people question whether we can meet the
ambitious goals we've set for ourselves -- whether we can lower
the drop-out rate, or rise to first rank world-wide in math and
science. Well, we can. / Think about this: The graduating
class of the year 2000 is in 3rd Grade today. Think about what
it means to be an eight-year-old -- about the world of learning
that lies ahead. Let's help those kids learn all they can on the
journey from 8 to 18 -- and then let's see where they take us in
the next century. //
Mr. Secretary, let me say to you and to all the dedicated
people of this Department: there is no single issue that
determines more about America -- about our dreams and destiny --
than education. America's future walks through the doors of our
4
schools every day. For the sake of that future, America can
settle for nothing short of excellence in our schools.
I thank you all for this warm welcome. / Now, it is with
great pleasure that I witness the swearing-in of Secretary
Alexander.
# # #
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SENT DT.ABROX relecopier
NOTES ON
EDUCATION FOR A FAIR AND COMPETITIVE SOCIETY
DAVID T. KEARNS
CHAIRMAN
XEROX CORPORATION
TO
ON
11/29/90/Educ
PROBLEM STATEMENT
PLEASED TO BE HERE TO DISCUSS AN AMERICAN
CRISIS.
-- THE WORD "CRISIS" IS AN APT ONE.
-- IN FACT, IT'S A NATIONAL DISASTER.
-- A THIRD OF TOMORROW'S WORK FORCE WILL BE
MINORITY, AND HALF OF THOSE KIDS ARE
GROWING UP POOR.
-- A FOURTH DROP OUT.
-- MOST WON'T HAVE THE SKILLS TO SURVIVE IN AN
ADVANCED ECONOMY AND A GLOBAL
MARKETPLACE.
1
11/28/90/Educ
SENT
DT-ABFVX
AMERICA'S FUTURE DEPENDS ON EDUCATING OUR
CHILDREN.
-- EVERY YEAR 700,000 KIDS DROP OUT OF SCHOOL.
-- ANOTHER 700,000 GRADUATE WITHOUT BEING
ABLE TO READ THEIR OWN DIPLOMAS.
-- THAT'S 50% OF OUR YOUTH.
OUR SCHOOLS HAVE PUT US AT A TERRIBLE
COMPETITIVE DISADVANTAGE IN THE GLOBAL
ECONOMY.
AMERICA'S SCHOOL CHILDREN RANK LAST IN
INTERNATIONAL COMPARISONS IN MATH AND
SCIENCE.
2
11/28/90/Educ
SENI
THE LABOR DEPARTMENT SAYS MORE THAN THREE-
FOURTHS OF NEW WORKERS WON'T HAVE THE
SKILLS THEY NEED TO DO THE WORK THAT NEEDS
TO BE DONE.
THAT SPELLS DISASTER FOR AMERICAN BUSINESS,
FOR OUR ECONOMIC FUTURE, AND FOR OUR
STANDARD OF LIVING.
-- WHEN THE SKILLS LEVEL OF THE WORKFORCE
DIFFERS FROM THE SKILLS LEVEL REQUIRED BY THE
ECONOMY, PEOPLE CALL IT A WORK FORCE
MISMATCH.
-- I CALL IT A PUBLIC EDUCATION FAILURE.
3
11/28/90/Educ
THE JAPANESE LESSON
OUR SCHOOLS HAVE TO EDUCATE EVERYBODY --
NOTHING LESS WILL DO.
THAT'S WHAT THE JAPANESE DO.
-- THERE'S A LOT OF EVIDENCE THAT A KEY REASON
FOR THEIR ECONOMIC SUCCESS IS THEIR
EDUCATION SUCCESS.
" VIRTUALLY ALL THEIR YOUNG PEOPLE GET A
WORLD CLASS HIGH SCHOOL EDUCATION.
WE MUST DO THE SAME.
-- WE CAN'T EDUCATE THE AFFLUENT AND IGNORE
THE DISADVANTAGED.
4
11/28/90/Educ
SENT
DT-ABRUX
-- WE CAN'T HAVE EXCELLENCE WITHOUT EQUITY.
IMPROVING OUR EDUCATION SYSTEM WILL TAKE
SOME RADICAL CHANGES IN THE WAY SCHOOLS
ARE RUN.
SIX PART PROGRAM
TOO MUCH OF WHAT PASSES FOR EDUCATION
REFORM AMOUNTS TO JUST TINKERING AT THE
MARGINS.
-- REAL REFORM MEANS RESTRUCTURING THE
SYSTEM FROM TOP TO BOTTOM.
5
11/28/90/Educ
SENT
BY-Xerox
1061
-- NOTHING ELSE WILL WORK.
MANY ASK WHAT SHOULD OR CAN WE DO?
1. CHOICE: LET PUBLIC EDUCATION WORK IN A FREE
MARKET. LET SCHOOLS COMPETE FOR STUDENTS
AND LET STUDENTS ATTEND THE SCHOOL OF THEIR
CHOICE.
2. RESTRUCTURING: SCHOOLS WOULD BE RUN BY
TEACHERS AND PRINCIPALS AND DISTRICT OFFICES
WOULD BECOME SERVICE CENTERS.
3. PROFESSIONALISM: SALARIES WOULD BE BASED
ON A COMBINATION OF PERFORMANCE AND
LONGEVITY, AND TEACHERS WITH SPECIALTIES IN
SHORT SUPPLY WOULD BE PAID MORE.
4. STANDARDS: ACADEMIC STANDARDS MUST BE
RAISED FOR ALL STUDENTS, AND STUDENTS HELD
STRICTLY ACCOUNTABLE TO THEM.
6
11/28/90/Educ
DENI
5. VALUE: EVERYTHING IS NOT RELATIVE. THERE ARE
PLENTY OF CONSTANTS IN AMERICAN VALUES, AND
THEY OUGHT TO BE TAUGHT IN THE SCHOOLS.
6. FEDERAL RESPONSIBILITY; WASHINGTON SHOULD
FULLY FUND HEAD START AND CHAPTER 1
PROGRAMS AND IT SHOULD EXPAND THE BUDGET
FOR EDUCATIONAL RESEARCH AND DATA
COLLECTION.
ROLE OF BUSINESS
HOW DO WE ACCOMPLISH THIS?
WE NEED BUSINESS LEADERS IN EACH OF THE
NATION'S COMMUNITIES TO INSIST THAT PUBLIC
EDUCATION BEGIN TO LEARN ITS LESSONS FROM
SUCCESSFUL FIRMS IN THE MARKET, THAT
"CHOICE", "DIVERSITY", AND "COMPETITION" ARE
TERMS AS WELL SUITED TO THE PUBLIC AS THE
PRIVATE SECTORS.
7
11/28/90/Educ
THE BUSINESS ROUNDTABLE -- WHICH CONSISTS OF
THE NATION'S 200 LARGEST COMPANIES -- HAS
MADE A MAJOR COMMITMENT TO THE
GOVERNORS.
-- EACH CEO HAS MADE A TEN-YEAR COMMITMENT
TO A STATE.
-- XEROX CHOSE THE DISTRICT OF COLUMBIA.
WE INTEND TO GO BEYOND THE RHETORIC.
WE INTEND TO ACT.
UNDER THE LEADERSHIP OF JOHN AKERS -- CHIEF
EXECUTIVE OFFICER OF THE IBM CORPORATION --
WE ARE COMMITTED TO A TEN YEAR PLAN, ONE
THAT TRANSCENDS INDIVIDUAL CEO'S AND
INDIVIDUAL CORPORATIONS, ONE THAT WILL PUT
THE NATION'S CORPORATE RESOURCES BEHIND THE
CAUSE OF REFORM UNTIL THE NEXT CENTURY.
8
11/28/90/Educ
SENT BY.Aerox relecopier 1061
EACH CEO HAS MADE A TEN-YEAR COMMITMENT
WE BELIEVE IT WILL TAKE THAT LONG TO
INSTITUTIONALIZE TRUE EDUCATION REFORM.
AND THAT IS WHAT WE ARE AFTER.
-- NOT TINKERING AT THE MARGINS.
-- NOT WHAT I CALL FEEL-GOOD PARTNERSHIPS THAT
DO LITTLE BUT SHORE UP A BAD SYSTEM.
-- BUT FUNDAMENTAL REFORM AND RESTRUCTURING
OF OUR PUBLIC EDUCATION SYSTEM.
9
11/28/90/Educ
DENT
GOVERNORS AREN'T THE ONLY ONES WHO NEED
HELP.
-- AN INCREASING NUMBER OF SCHOOL
SUPERINTENDENTS -- PEOPLE LIKE JOE FERNANDEZ
WHO JUST TOOK OVER IN NEW YORK CITY -- ARE
WILLING TO ATTACK THEIR OWN BUREAUCRACY.
-- AND UNION LEADERS LIKE AL SHANKER AND ADAM
URBANSKI HAVE SHOWN REAL COURAGE.
-- THESE PEOPLE ARE HEROES IN MY BOOK.
-- THEY ARE TAKING ON THE SYSTEM AND TRYING TO
IMPLEMENT REAL CHANGE.
-- THEY DESERVE OUR SUPPORT.
10
11/28/90/Educ
NO QUICK FIXES
REAL STRUCTURING IS ESSENTIAL.
-- I URGE YOU NOT TO LOOK FOR EASY SOLUTIONS OR
QUICK FIXES.
-- THERE AREN'T ANY.
WE BELIEVE EDUCATION REFORM IS OUR BUSINESS,
NOT BECAUSE IT MAKES US FEEL GOOD -- THOUGH
IT WILL.
-- NOT FOR REASONS OF ALTRUISM AND
PHILANTHROPY EVEN THOUGH THEY ARE
IMPORTANT.
11
11/28/90/Educ
-- BUT FOR THE BEST, MOST HARDHEADED BUSINESS
REASON: THE BOTTOM LINE.
-- GOOD EDUCATION IS GOOD BUSINESS.
-- IT'S GOOD FOR THE NATION, GOOD FOR WORKERS,
AND GOOD FOR INTERNATIONAL
COMPETITIVENESS.
I URGE YOU TO BECOME ADVOCATES OF
EDUCATION REFORM.
OUR FUTURE -- ECONOMIC AS WELL AS POLITICAL --
DEPENDS AS NEVER BEFORE ON THE QUALITY OF
OUR CITIZEN'S EDUCATION.
12
11/28/90/Educ
OUR ECONOMIC WELL BEING IN THE FUTURE IS
DIRECTLY LINKED TO THE QUALITY OF THE
AMERICAN WORK FORCE.
WE STAND AT AN IMPORTANT CROSSROAD.
WE CAN MAKE A DIFFERENCE.
IT WILL TAKE REAL EFFORT, BUT IT WILL PAY RICH
DIVIDENDS. WE ARE NOT ON A CRUSADE TO SAVE
OUR SCHOOLS.
WE ARE ON A CRUSADE TO SAVE OUR NATION.
THERE IS NOTHING MORE IMPORTANT ON THE
NATIONAL AGENDA.
13
11/28/90/Educ
SENT
DT.ABRUX
-- LET ME REPEAT THAT.
-- NO DOMESTIC ISSUE IS MORE IMPORTANT THAN
EDUCATION.
IMPROVING OUR SCHOOLS IS NOT JUST ANOTHER
NATIONAL PRIORITY.
I SEE IT AS UNDERPINNING TO A WHOLE SET OF
OTHER ISSUES -- DRUGS, ECONOMY -- BALANCE OF
TRADE, AND THE SECURITY OF THE U.S.
14
11/28/90/Educ
SENT BY:Xerox relecopier 1061 , 0-61701 , givinm ,
TWO CENTURIES AGO THOMAS JEFFERSON SAID "IF
A NATION EXPECTS TO BE IGNORANT AND FREE, IT
EXPECTS WHAT NEVER WAS AND NEVER WILL BE."
IT IS OUR TASK TO MAKE SURE THAT ALL
AMERICANS UNDERSTAND THAT JEFFERSON'S
WORDS ARE AS TRUE TODAY AS WHEN HE UTTERED
THEM.
THANK YOU.
I WELCOME YOUR QUESTIONS.
-###-
15
11/28/90/Educ
MAR-19-1991 15:27 DUEd OFFICE OT SECRETARY
OFFICE OF THE SECRETARY
ORGAN
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
DE UNITED VALIDA STATES
Washington. D.C. 20202MAR 19 P2:39
Telephone: (202) 401-3000
Fax Number: (202) 401-0596
FAX COVER SHEET
MESSAGE
TO: Reggy
FAX NUMBER: 456-6218
FROM:
Wade Dyke
Sheet #1 of 8
LAMAR ALEXANDER
On December 17, 1990, President Bush announced his intention
to nominate Lamar Alexander as U.S. Secretary of Education. Mr.
Alexander has served as President of The University of Tennessee
since January 1988. His comments on education are featured
regularly on cable television's "American Magazine." He is a
member of President Bush's Education Policy Advisory Committee.
While at The University of Tennessee, Mr. Alexander has
emphasized the university's improving academic quality, reflected
by a $5.2 million commitment last year for 100 Whittle Scholars,
the recruitment of Brown University Faculty Dean John Quinn and
University of Connecticut Engineering Dean Wesley Harris, the
appointment of the first black and the first female vice
presidents at the university, and the recent unanimous approval
of institutes. a new five-year plan for the university's campuses and
Mr. Alexander was Governor of Tennessee from 1979 to 1987.
As Chairman of the National Governors' Association, he led the
50-state education survey, "Time for Results." In 1988 the
Education Commission of the States gave him the James B. Conant
Award for "distinguished national leadership in education." He
was Chairman of President Reagan's Commission on Americans
Outdoors scholar-athletes. and in 1987 was one of the NCAA's six Silver Anniversary
Mr. Alexander is a classical and country pianist and author
of three books, the most recent being Six Months off (William
Morrow & Co., Inc.), the story of his family's "escape" to
Australia after eight years in the Tennessee Governor's Mansion.
He is a Phi Beta Kappa graduate of Vanderbilt University and was
a law review editor at New York University Law School. He was
born July 3, 1940.
His wife, Honey, is a member of the Corporation for Public
Broadcasting and of the board of directors of Family Services of
America. With Bob Keeshan, television's "Captain Kangaroo, the
Alexanders helped to found Corporate Child Care, Inc., which
helps companies solve their employees' child care problems.
The Alexanders have four children: Andrew, 21; Leslee, 13;
Kathryn, 16; and Will, 11.
January 1991
MAR-19-1991
15:28
FROM
DUED
OT
Background on Department of Education
for White House Research Office
March 19, 1991
In 1867, Congress created a non-cabinet level Department to
collect information and statistics about U.S. schools. As
federal education programs expanded, the need for a separate
department grew.
On October 17, 1979, President Jimmy Carter signed Public Law
96-88, creating the U.S. Department of Education. One of 14
cabinet-level federal agencies, the doors formally opened on
May 4, 1980.
Lamar Alexander was unanimously confirmed by the Senate on
March 14, 1991, and sworn into office on March 18. He is the
fifth Secretary of Education. His predecessors were Shirley
Hufstedler (12/79-1/81) ; Terrell Bell (1/81-12/84) ; William
Bennett (2/85-9/88) ; and Lauro Cavazos (9/88-12/90)
The Department houses nearly 5,000 employees nationwide (4,896
part-time, full-time, consultants, experts, according to ED
Personnel, as of 2/23/91) : 3400 in Washington, D.C. and 1600
in 10 regional offices.
For the 1990-91 school year, the federal government's share of
spending for public elementary and secondary schools was only
6.0 percent ($13.0 billion) of an estimated total of $218.3
billion. For education spending at all levels (elementary,
secondary, postsecondary, private), the federal share is an
estimated 8.4 percent ($33.2 billion) of an estimated total of
$397.0 billion. (Source: ED's Office of Educational Research
and Improvement).
The President's new domestic agenda, announced February 27,
includes initiatives to expand educational choice, promote
alternative certification for teachers and principals and
provide more flexibility in federally-funded education
programs in exchange for more state/local accountability. He
will incorporate his education initiatives in a new
Educational Excellence Act to be announced soon.
MAR-19-1991
15:28
FRUIT
DUED
OT
On This I Sound Like a Broken Record
From "Steps Along
The preceding facts and the following conclusions may help
the Way"
you understand why I say time and time again that paying more
for teaching well should be Tennessee's most important strategy:
1. Tennessee's most urgent need is to raise family incomes.
2. Higher family incomes come from jobs, not from govern-
ment handouts.
3. Most new jobs are grown at home, not recruited.
4. "Growing" and holding jobs today requires higher skills
than many Tennesseans have.
5. Skills are usually learned in schools.
6. Therefore, better schools mean better jobs for Tennesseans, young
and old.
7. The teacher-student relationship is the heart of a school.
8. Therefore, better teachers produce better schools.
9. Many talented people will not join a profession that does
not reward performance and results.
10. Taxpayers will not pay teachers' salaries that average much
above their own (taxpayers') salaries.
11. Taxpayers will pay to make Tennessee's best teachers among
the best-paid teachers in America because the taxpayers' jobs
depend on the teachers' results.
12. Therefore, paying more for teaching well is the best way to keep and
attract the best teachers.
Raising family incomes is much more complicated than what I
have just outlined; but basing policy on this series of conclusions
for ten years will do more than anything else the state can do to
raise family incomes.
THE SALESMAN SAYS IT'S
ECONOMICAL AND WILL
GET US TO WHERE WE
WANT TO Go-
BUT RED-PLAID
UPHOLSTERY??
LACAR
ALEXANDER
1980
BUDGET
TO GONERNOR BUY ALEXANDER Charlied.
WELL
Courtexy of The lumal
140
MAR-19-1991
15:29
FRUIT
DUED
UT
FOR steps
Along the Way"
One Governor's Report Card
As my term draws to a close, people often ask, "What are your
accomplishments?" I know what they are thinking. Saturn and
Nissan came, so I must have talked Saturn and Nissan into it; the
schools are better because of my Better Schools Program; there are
new roads-the governor built them; fewer babies die-Honey's
programs saved them. Some think about it the other way, too.
Prisoners escape; I must have gone to sleep at the watchtower.
But that is not the way it is, and that is not the way I mark my
own report card. Governors don't have those kinds of accomplish-
ments; the people do. A governor achieves his personal best by
being honest and by staying in touch with the people who elected
him to serve them.
HONEST
NOT TRYING TO
ESCAPE. I JUST
GOT SQUEEZED
OUT_
PRISON
A Tennessee Report Card (1979-1987)
Here is my list-in priority order-of the twenty-five most
important things that state government helped happen during the
last eight years (aside from the birth of William Houston Alexander,
May 14, 1979). Most of the twenty-five things are programs and
policies based upon the facts and conclusions you have just read:
1. MASTER TEACHERS AND PRINCIPALS-Tennesse, five years
ahead of the nation in paying more for teaching and leading
schools well, offering 77 percent pay increases over three years to
the best teachers with twelve-month contracts.
2. TENNESSEE HOMECOMING '86-Seven hundred ninety-
141
MAR-19-1991
15:29
FROM
DUED
OT
eight communities, studying their heritage, thinking prouder and
bigger, all at once, in one state, the biggest celebration in our
history. (If we could bottle the spirit, it would outsell anything else
in Tennessee!)
3. SATURN AND NISSAN-The biggest United States invest-
ment ever and the biggest overseas Japanese investment ever
both coming to Tennessee, a national verdict about where to build
the highest quality car or truck at the lowest possible cost in the
1990s.
4. NEARLY 10 PERCENT OF ALL JAPANESE UNITED STATES
INVESTMENT COMES TO TENNESSEE-Developing the best re-
lationship any state has with America's number one ally.
5. THREE BIG ROAD PROGRAMS IN SIX YEARS-More than
doubling the gasoline tax to build one of the best state road systems,
including 152 miles of new state-paid interstate highways.
6. KNOXVILLE'S OAK RIDGE CORRIDOR-Building an inter-
state highway from the nation's most visited national park (Great
Smokies) by the airport for the most livable city in the U.S.
(Knoxville) to the world's finest energy research laboratory (Oak
Ridge), giving joint appointments to twenty-five nationally distin-
guished scientists at the laboratory and at an improved UT-Knoxville,
building a $25 million technical institute on the corridor, all in an
area where 3,000 Ph.D.'s live and work, creating Tennessee's
answer to North Carolina's Research Triangle.
7. CENTERS OF EXCELLENCE AND CHAIRS OF EXCELLENCE
AND ONE HUNDRED PERCENT FUNDING FOR HIGHER EDU-
CATION-Endowing our colleges and universities so they can do
better what they do best.
8. THE LOWEST INFANT MORTALITY RATE IN TENNESSEE
HISTORY-Fewer babies die, because there is the Healthy Chil-
dren Initiative. (Honey would put this first. She's probably right-
she almost always is.)
9. CLEAN WATER PROGRAM-Safe Growth Team's most im-
portant accomplishment: $1 billion of government money over
twenty years so there will be enough safe water.
10. BETTER SCHOOLS TASK FORCES-One hundred twenty-
five local citizen groups setting their own goals and issuing their own
report cards, because ultimately communities fix schools.
11. BASIC SKILLS FIRST-New standards and tests so we can
insist that eighth graders know eighth-grade skills.
12. COMPUTER SKILLS NEXT-Computers and training so that
every ninth grader knows basic computer skills.
13. ELIMINATE MOST CEILINGS ON INTEREST-They were
running away money and jobs.
14. SCENIC PARKWAYS SYSTEM-No new billboards or junkyards
on three thousand miles of roads to scenic places (unless cities and
counties change their zoning).
15. GOVERNOR'S SCHOOLS-Four month-long residential Gov-
ernor's Schools for gifted high school juniors in the Sciences,
Performing Arts, Humanities, and International Studies; a Gover-
nor's Academy for Teachers of Writing: Principals' Academies, plus
142
MAR-19-1991
15:30
FROM
DUED
OFFICE
of
SECRETARY
several hundred Levels II and III teachers teaching summer classes
of
for other students who want to get ahead and students who need
to catch up.
16. STATE PRISON OVERCROWDING PERMANENTLY ENDED-
New corrections laws put state prisons in best shape in a long time.
(I'm sure the Democrats will wince at this. It's always been on their
be
gripe list.)
17. REORGANIZED ADULT JOB TRAINING UNDER BOARD
OF REGENTS-To help adults who need basic skills, computer
is-
skills, and new jobs skills.
18. COLLEGE FRESHMEN WHO NEED THEM MUST TAKE
REMEDIAL COURSES-Twenty percent need them, even though
they have a high school degree.
19. PRIVATE MANAGEMENT OF CORRECTIONS-More pio-
neering to see if someone else does it better for less money.
20. ABOLISHING MEMPHIS STATE UNIVERSITY'S UNDER-
GRADUATE TEACHER EDUCATION PROGRAM-In its place is a
to
master's degree program attracting talented men and women who
already have college degrees in their teaching fields and who want
to be teachers. It's the wave of the future.
21. TENNESSEE HERITAGE OF MUSIC-Three million dollars
in endowment and annual operating funds for symphonies and
community orchestras.
22. MEMPHIS JOBS CONFERENCE-The catalyst that helped
our largest city find its strengths, celebrate them, and move ahead.
23. TENNE-SENIOR-Retail discounts for 530,000 Tennesseans
sixty-five and over.
IF I'VE TOLD YOU PEOPLE
ONCE I'VE TOLD YOU A
8
MILLION TIMES
SMOKY
NATIONAL PARK
do
143
MAR-19-1991
15:31
FROM
DOEd OFFICE ot SECRETARY
IU
24. TOURISM BECOMES A $4 BILLION INDUSTRY-With the
help of Tennessee Homecoming '86, a big advertising budget, and
the World's Fair.
25. ALL DONE WITH THE LOWEST TAXES IN THE SOUTH-
State and local per capita taxes in Tennessee are the lowest in the
South; there are a thousand fewer state employees than there
were eight years ago, the state debt has been reduced six of
the last eight years, and Tennessee is one of eleven states with a
Triple A bond rating.
Tennessee
Scenic
Parkway
Honorable Mention:
Clean Roadsides-A litter pick-up crew in every county.
Medical Home for Every Child-So every poor child has a doctor.
Tennessee Tomorrow-So tomorrow's political leaders can meet today's.
Jobs for High School Graduates-Skills and jobs for high school
graduates who otherwise would have been least likelv to succeed.
"Just Say No"-Preventive measures to halt the alcohol and drug
epidemic among young Tennesseans.
1 figure everyone else will develop a report card for the Last eight
years so I might as well offer my version.
144
ND COMMUNITY COLLEGE
TENNESSEE SYSTEM. THE UNIVERSITY OF
747
itinued college instruction
and mechanical engineering; master of arts, science, business administration,
Putnam County. In 1915
engineering, and engineering science and mechanics; master of chemical, civil,
chnic Institute. Dixie Col-
electrical, industrial, and mechanical engineering; specialist in education; doctor
along with $75,000 from
of philosophy; and associate of science. The Joe L. Evins Appalachian Center
began on September 14,
for Crafts is located at Smithville; it offers courses leading to bachelor of fine
1916-1920). The institute
arts and bachelor of science degrees. The Division of Extended Services provides
S a high school for Cooke-
noncredit courses, evening classes, and off-campus courses. There are two off-
) 1938. Third year college
campus centers: Tennessee Tech/Roane State Crossville Center at Crossville,
: high school was discon-
Tennessee, and Tennessee Tech/Motlow State McMinnville Center at Mc-
e a four-year college. In
Minnville, Tennessee.
1 the last high school class
Students may enroll in the Army Reserve Officers' Training Corps program.
Among student organizations are the Associated Student Body, thirteen social
al and Technical Subjects
fraternities, and six social sororities. Students publish the Oracle weekly news-
hal accreditation in 1939.
paper and the Eagle yearbook. Homespun literary magazine is published by the
0 to 1974. An Army Air
Department of English. The university is a member of the Ohio Valley Confer-
during World War II. The
ence; teams compete in men's football, baseball, cross-country, soccer, and golf;
d into five schools in 1949;
women's volleyball; and men's and women's basketball, rifle, and tennis. The
ate School was founded in
Jere Whitson Library has 760,000 volumes. The university is accredited by the
of science degree program
Southern Association of Colleges and Schools. Arliss Lloyd Roaden has been
3 college in the 1960s. On
president since 1974.
echnological University. A
REFERENCES: Harvey Neufeldt, Tennessee Technological University; Harvey G. Neu-
70. In 1971 the university
feldt, "Higher Education in the Upper Cumberland: Tennessee Polytechnic Institute,"
Army Corps of Engineers,
paper presented at the Second Upper Cumberland Lecture series, September 20, 1979;
f Nursing was initiated in
Austin Wheeler Smith, The Story of Tennessee Tech (Nashville: McQuiddy Printing Co.,
S was opened at Smithville,
1957).
us include Derryberry Hall
emorial Library; University
TENNESSEE SYSTEM, THE UNIVERSITY OF. Knoxville, Tennessee 37916
11th and Physical Education
(615) 974-2591. The University of Tennessee System was organized in 1968
Bruner, Foster, Henderson,
with subordinate units The University of Tennessee, Knoxville; The University
cademic buildings; twenty-
of Tennessee at Martin; and The University of Tennessee Medical Units. Andrew
apartments. The university
David Holt, president of the University of Tennessee, Knoxville, was chosen
enter for Crafts near Smith-
president of the system in 1968. The units were headed by chancellors. The
enter Hill Lake twenty-five
University of Tennessee, Knoxville, was chartered as Blount College on September
irms.
10, 1794. It became a land-grant college in 1869 and was named The University
educational, residential and
of Tennessee in 1879. The University of Tennessee at Martin had been established
demic calendar with a sum-
in 1900 as Hall-Moody Institute by the Southern Baptist Conference of West
with a faculty of 560. The
Tennessee. It became Tennessee Junior College under the administration of The
and Home Economics, Arts
University of Tennessee in 1927. In 1951 it became a senior college as The
and Engineering; School of
University of Tennessee Martin Branch.
nian Center for Crafts; and
The University of Tennessee Medical Units had developed from the merger
re bachelor of arts, science,
of University of Memphis College of Physicians and Surgeons and College of
ome economics, chemistry,
Dentistry with the University of Tennessee in 1911. The College of Pharmacy
lology, engineering science
was organized in 1925. In 1926 the Memphis Training School for Nurses became
1 chemical, civil, electrical,
part of the university, and in 1927 the School of Biomedical Sciences was
748
TENNESSEE SYSTEM. THE UNIVERSITY OF
established. In 1974 the medical units became The University of Tennessee
Center for the Health Sciences located at Memphis. In 1969 The University of
Tennessee at Chattanooga was established as a state institution under the system
with the merger of the private University of Chattanooga and Chattanooga City
College. The University of Chattanooga had been established as Chattanooga
University in 1886 by the Methodist Episcopal church. Ties with the church had
been severed in 1935. Chattanooga City College had operated as a private,
predominantly black junior college.
Holt was succeeded at The University of Tennessee, Knoxville, by Charles
Weaver, chancellor from 1971 to 1973, and as president of the system by Edward
Joseph Boling in 1970. The system is governed by an eighteen-member board
of trustees serving nine-year terms and is administered by a president elected by
the Board of Trustees.
Tennessee, Knoxville, The University of. Knoxville, Tennessee 37996 (615)
974-3288. The territorial legislature of the Southwest Territory, later the state
of Tennessee, chartered Blount College at Knoxville, the territorial capital, on
September 10, 1794. The college was named for William Blount, the territorial
governor. The college was opened early in 1795, meeting at the home of Samuel
Carrick (BDAE), who first had opened a school there on January 1, 1793. A
two-story frame building was constructed at Gray and Clinch streets. Five women
students were enrolled in the college in the early 1800s. On October 26, 1807,
the Tennessee legislature established East Tennessee College, absorbing the
assets of Blount College. Carrick continued as president until his death in 1809.
The college was closed due to lack of funds from 1809 to 1820; it was reopened
to male students under David A. Sherman, who served until 1825. The school
was consolidated with Hampden-Sydney Academy (later Hampden-Sydney Col-
leget) from 1820 to 1826. The college was moved to the Charles McClung, Jr.,
residence on the forty-acre College Hill site. Center College building was con-
structed in 1828.
Under Joseph Estabrook, president from 1834 to 1850, the legislature changed
the name to East Tennessee University on January 29, 1840. A gymnasium
constructed in 1854 was destroyed during the Civil War. The university continued
to operate until the campus was occupied in 1862 by Confederate troops who
turned it into a military hospital. Thomas W. Humes was appointed president
of the closed university on March 19, 1864. The school was reopened on March
1, 1866, with twenty students in attendance. On January 16, 1869, the university
became the land-grant college for the state of Tennessee under the Morrill Act
of 1862. A 262-acre farm was purchased in 1869. South College Building was
constructed in 1872. In March 1879 the university was renamed the University
of Tennessee. A medical college was established at Nashville, Tennessee, as a
branch of the university in 1879, and a dental college was added later. The
Graduate School was established in 1879. A summer normal school was con-
ducted on the campus in 1879. The Agricultural Experiment Station was formed
EE SYSTEM. THE UNIVERSITY OF
TENNESSEE SYSTEM. THE UNIVERSITY OF
749
The University of Tennessee
in 1882. Humes was forced to resign in 1883, and the office of president was
his. In 1969 The University of
vacant until 1887 when Charles William Dabney (BDAE) became president; he
late institution under the system
served until 1904. The College of Law was founded in 1890. The university
attanooga and Chattanooga City
became coeducational in 1893. The University of Tennessee Press was founded
en established as Chattanooga
in 1898. In 1903 the first direct appropriation was received from the state.
hurch. Ties with the church had
Brown Ayres was president from 1904 until his death on January 28, 1919.
:ge had operated as a private,
In 1911 the medical and dental schools were moved to Memphis, Tennessee,
where they later became the University of Tennessee Center for the Health
nessee, Knoxville, by Charles
Sciences. * The College of Engineering was founded in 1905 and the College of
esident of the system by Edward
Business Administration in 1914. The Agricultural Extension Service was formed
in 1914. A unit of the Students' Army Training Corps was conducted on the
I by an eighteen-member board
stered by a president elected by
campus during World War I. Harcourt Alexander Morgan served as president
from 1919 to 1934 and was succeeded by James Dickson Hoskins from 1934 to
1946. The College of Education was established in 1926. The Hall-Moody
oxville, Tennessee 37996 (615)
Institute in Martin, Tennessee, was acquired by the university as a second campus
thwest Territory, later the state
in 1927; in 1967 it became the University of Tennessee at Martin. * During World
(ville, the territorial capital, on
War II the university housed a unit of the Army Student Training Program.
William Blount, the territorial
Cloide Everett Brehm served as acting president (1946-1948) and president
meeting at the home of Samuel
(1948-1959). The university grew rapidly in enrollment and physical plant fol-
1 there on January 1, 1793. A
lowing the war. An extension center was opened in Nashville in 1947; in 1970
and Clinch streets. Five women
the center became University of Tennessee at Nashville offering two-year pro-
1800s. On October 26, 1807,
grams. In 1971 it became a four-year degree-granting institution; it was merged
nessee College, absorbing the
with Tennessee State University* in 1979. The Graduate School of Social Work
resident until his death in 1809.
was established in 1942 and the School of Journalism in 1949. Black students
1 1809 to 1820; it was reopened
were admitted to the university under court orders at the graduate level in 1952;
served until 1825. The school
the undergraduate level was integrated in 1961. The College of Home Economics
ny (later Hampden-Sydney Col-
was organized in 1957.
ed to the Charles McClung, Jr.,
Andrew David Holt was president from 1959 to 1970. New units organized
nter College building was con-
were the Space Institute at Tullahoma, Tennessee (1963); School of Health,
Physical Education, and Recreation (1964); School of Architecture (1965); Grad-
to 1850, the legislature changed
uate School of Biomedical Sciences at Oak Ridge, Tennessee (1965); Graduate
uary 29, 1840. A gymnasium
School of Planning (1965); and College of Communications (1969). In 1968 the
1 War. The university continued
university was reorganized into the University of Tennessee System* with Holt
62 by Confederate troops who
as president and chancellors heading the campuses at Knoxville, Memphis, and
lumes was appointed president
Martin. Charles Weaver was appointed chancellor at the University of Tennessee,
school was reopened on March
Knoxville, in 1969; he served until 1971 and was succeeded by Archie Reece
January 16, 1869, the university
Dykes (1971-1973). The College of Nursing was established in 1971 and the
ennessee under the Morrill Act
College of Veterinary Medicine in 1974.
9. South College Building was
On the 500-acre main campus are about 120 buildings, including Austin Peay
ity was renamed the University
Memorial Building, South College building (1872), and Andy Holt Tower admin-
d at Nashville, Tennessee, as a
istration building (1973), Claxton Education Building (1982), Stokeley Athletics
college was added later. The
Center (1957), Carolyn P. Brown Memorial University Center (1955), James
immer normal school was con-
D. Hoskins Library (1931), Music Building (1966), Clarence Brown Theatre
Experiment Station was formed
(1970), William B. Stokeley Center for Management Studies (1975),
750
TENNESSEE SYSTEM. THE UNIVERSITY OF
John C. Hodges Undergraduate Library, and 10 student residence halls. The
university maintains the 18.500-acre Ames Plantation near Grand Junction, Ten-
nessee; the Dairy Experiment Station near Lewisburg, Tennessee; 250-acre Ar-
boretum at Oak Ridge; a research farm; animal research laboratory; and seven
agricultural experiment stations throughout the state. Among graduates were
state governors James B. Frazier and Winfield Dunn; U.S. senators Howard
Baker, Jr., Albert Gore, Sr., Estes Kefauver, and Lawrence D. Tyson; college
president David Bancroft Johnson (BDAE); U.S. Supreme Court Justice Edward
T. Sanford; U.S. Marine Corps Commandant Clifton Cates; Pulitzer Prize win-
ners Bernadotte E. Schmitt and John M. Hightower; and Albert Alexander Mur-
phree (BDAE). U.S. Commissioner of Education Philander Priestly Claxton
(BDAE) was a graduate who also served on the faculty. Faculty members in-
cluded Edward Southey Joynes (BDAE), John Berrien Lindsley (BDAE), John
McLaren McBryde, William Albert Noyes (BDAE), and John Alexander With-
erspoon (BDAE).
The University of Tennessee, Knoxville, is a public, coeducational, residential
and commuter, land-grant university operating on the quarter academic calendar
with a summer quarter. In the 1980s there were nearly 23,000 full-time and
more than 7,000 part-time students with a full-time faculty of 1,300 and a part-
time faculty of 420. The university is organized into colleges of Agriculture,
Business Administration, Communications, Education, Engineering, Home Eco-
nomics, Law, Liberal Arts, Nursing, and Veterinary Medicine; School of Ar-
chitecture; graduate schools of Library and Information Science, Planning, and
Social Work; and Division of Continuing Education. At Oak Ridge are the
Graduate School of Biomedical Sciences, Evening School, and Resident Grad-
uate Program. The University of Tennessee Space Institute is located at Tulla-
homa, Graduate Center at Kingsport, and Graduate Engineering Center at
Chattanooga. The Institute of Agriculture is composed of the colleges of Agri-
culture and Veterinary Medicine, the Agricultural Experiment Station, and Ag-
ricultural Extension Service.
The College of Agriculture offers bachelor of science in wildlife and fisheries
science, forestry, agriculture, and agricultural engineering degrees. Farms ad-
jacent to or near the agricultural campus are the Morgan Farm of 80 acres,
Cherokee Farm of 550 acres, Plant Science Farm of 510 acres, and a 510-acre
livestock farm. Forestry facilities are Cherokee Woodlot (120 acres), Oak Ridge
Forest (2,260 acres), and Ames Plantation (8,000 acres). Students publish the
Tennessee Farmer quarterly. The College of Veterinary Medicine awards doctor
of veterinary medicine, master of science, and doctor of philosophy degrees. It
operates research facilities at Cherokee Farm and in middle and west Tennessee.
The College of Business Administration awards the bachelor of business admin-
istration degree. It conducts the Center for Business and Economic Research.
The College of Communications includes the School of Journalism. It confers
the bachelor of science in communications degree.
SYSTEM, THE UNIVERSITY OF
TENNESSEE SYSTEM. THE UNIVERSITY OF
751
student residence halls. The
The College of Education includes the School of Health, Physical Education
ion near Grand Junction, Ten-
and Recreation. It grants the bachelor of science in education degree. The College
urg, Tennessee; 250-acre Ar-
of Engineering offers bachelor of science in aerospace, chemical, civil, electrical,
esearch laboratory; and seven
industrial, mechanical, metallurgical, and nuclear engineering; bachelor of sci-
tate. Among graduates were
ence in engineering physics; bachelor of science in engineering science; master
Dunn; U.S. senators Howard
of science; and doctor of philosophy degrees. The college houses the national
Lawrence D. Tyson; college
headquarters of Tau Beta Pi and Chi Epsilon honor societies. There is a coop-
Supreme Court Justice Edward
erative engineering program. There are five-year cooperative programs with a
ton Cates; Pulitzer Prize win-
number of liberal arts colleges. The college conducts a graduate program at the
T; and Albert Alexander Mur-
University of Tennessee Space Institute and the Engineering Experiment Station.
n Philander Priestly Claxton
Engineering students publish the Tennessee Engineer.
faculty. Faculty members in-
The College of Home Economics awards bachelor of science in tourism, food,
rrien Lindsley (BDAE), John
and lodging administration; home economics; and interior design degrees. The
), and John Alexander With-
College of Law is conducted on the semester academic calendar. It confers the
doctor of jurisprudence degree. There is a dual doctor of jurisprudence/master
lic, coeducational, residential
of business administration degrees program with the College of Business Admin-
he quarter academic calendar
istration. Students publish the quarterly Tennessee Law Review. Among law
nearly 23,000 full-time and
student organizations are the Student Bar Association, three national law fra-
: faculty of 1,300 and a part-
ternities, and a national honor fraternity. The College of Liberal Arts grants
bachelor of arts, fine arts, music, science in chemistry, and science in social
into colleges of Agriculture,
ion, Engineering, Home Eco-
work degrees. The College of Nursing awards the bachelor of science in nursing
ary Medicine; School of Ar-
degree. The School of Architecture confers the bachelor of architecture degree.
Students publish Portfolio journal of architecture.
ation Science, Planning, and
The Graduate School grants master of arts, science, accounting, business
tion. At Oak Ridge are the
administration, arts in college teaching, engineering, fine arts, mathematics,
School, and Resident Grad-
music, public administration, and public health; master of science in library
Institute is located at Tulla-
science, nursing, planning, and social work; specialist in education; and doctor
uate Engineering Center at
of business administration, education, and philosophy degrees. The school con-
osed of the colleges of Agri-
ducts off-campus graduate centers at Kingsport and Oak Ridge; the Chattanooga
Experiment Station, and Ag-
Graduate Engineering Program; Nashville Graduate Engineering Program; and
the University of Tennessee-Oak Ridge Graduate School of Biomedical Sciences.
ence in wildlife and fisheries
The Graduate School of Library and Information Science offers the master of
ineering degrees. Farms ad-
library and information sciences degree. The Graduate School of Planning awards
Morgan Farm of 80 acres,
the master of science in planning degree. The master of science in social work
of 510 acres, and a 510-acre
degree is conferred by the Graduate School of Social Work. The school conducts
odlot (120 acres), Oak Ridge
degree programs at Nashville, Knoxville, Memphis, and Chattanooga. The Di-
acres). Students publish the
vision of Continuing Education offers a variety of credit and noncredit courses,
nary Medicine awards doctor
conferences, and workshops. It conducts the Evening School. The university
tor of philosophy degrees. It
conducts Transportation and Water Resources Research centers.
middle and west Tennessee.
Students may enroll in foreign study programs and Air Force and Army Reserve
bachelor of business admin-
Officers' Training Corps programs. There are more than 200 student organiza-
SS and Economic Research.
tions, including the Student Government Association; Phi Beta Kappa (1965),
ol of Journalism. It confers
Sigma Xi, and 50 other local and national honor and professional societies; 26
national social fraternities; and 20 national social sororities. Students publish the
752
TENNESSEE SYSTEM. THE UNIVERSITY OF
Daily Beacon student newspaper, the Volunteer yearbook, and the Phoenix quart-
erly literary magazine and participate in operating WUOT-FM radio station.
There is a closed-circuit instructional television system. The university is a
member of the Southeastern Conference and competes in men's football, base-
ball, wrestling, and golf; women's volleyball; and men's and women's basket-
ball, cross-country, track and field, swimming, and tennis. The James D. Hoskins,
John C. Hodges Undergraduate, Agriculture-Veterinary Medicine, and Music
libraries have more than 1.4 million volumes and the Law Library has more than
133,000 volumes. The university is accredited by the Southern Association of
Colleges and Schools. Jack Edward Reese has been chancellor since 1973.
REFERENCES: Neal O'Steen, The University of Tennessee, Knoxville; Andrew Holt,
University of Tennessee: Dynamic Spirit of the Volunteer State (New York: Newcomen
Society in North America, 1966); James R. Montgomery, The Volunteer State Forges
Its University: The University of Tennessee, 1887-1919 (Knoxville: University of Ten-
nessee Press, 1966); James R. Montgomery, Threshold of a New Day: The University
of Tennessee, 1919-1946 (Knoxville: University of Tennessee Press, 1971); James R.
Montgomery, Stanley J. Folmsbee, and Lee Seifert Green, To Foster Knowledge: A
History of The University of Tennessee, 1794-1970 (Knoxville: The University of Ten-
nessee Press, 1984); Neal O'Steen "The University of Tennessee: Evolution of a Campus,"
Tennessee Historical Quarterly 39 (Fall 1980): 257-281; The University of Tennessee
Sesqui-Centennial, 1894-1944 (Knoxville: The University of Tennessee Press, 1945).
Tennessee at Chattanooga, The University of. Chattanooga, Tennessee 37402
(615) 755-4011. The Methodist Episcopal church established Chattanooga Uni-
versity at Chattanooga, Tennessee, in July 1886 with about 100 students under
Edward Samuel Lewis as president (1886-1889). In 1889 Chattanooga University
was merged with East Tennessee Wesleyan University at Athens, Tennessee;
the new institution was called U.S. Grant University. In 1892 the College of
Liberal Arts was moved to the Athens campus, and theology, law, and medical
professional schools were located in Chattanooga. The undergraduate college
was moved to Chattanooga in 1904, and the professional schools were discon-
tinued in 1910. Under John H. Race, president from 1897 to 1913, the name
was changed to University of Chattanooga in 1907. Arlo Ayers Brown was
president from 1921 to 1929.
Legal ties to the Methodist Episcopal church were severed in 1935 during the
administration of Alexander Guerry (1929-1938). David Alexander Lockmiller
was president during World War II and the postwar period (1942-1959). The
College of Arts and Sciences was established in 1957. William Henry Masterson
was president from 1966 to 1969, when the university was merged with the
Chattanooga City College, a private, predominantly black junior college, to
become The University of Tennessee at Chattanooga under the University of
Tennessee System.* Masterson continued as first chancellor until 1973. New
schools founded were Business Administration (1974), Engineering (1977), Ed-
ucation (1978), Human Services (1980), and Nursing (1980). On the seventy-
nine-acre campus are more than twenty-five buildings, including Founders Hall
INTRODUCTION
policy agenda must be translated into terms that citizens
Provides needed investments in recruiting, selecting,
understand and care about. Ultimately, it is the responsibility
and retaining the best possible talent in the education
of Governors and other policy leaders, educators, and the
system; develops educators' knowledge, skills, and tal-
business community to join together to help make this case.
ents; and provides them with the technology and other
Without ongoing public understanding and support, efforts
tools required to get the job done.
to restructure the education system will not succeed.
Establishes an accountability and incentive system that
Subscribing to an agenda for reform and actually making
provides real rewards-not exclusively monetary-for
the needed changes are quite different, and there is much
school professionals who succeed in producing gains
hard work ahead.
in student performance, and real consequences for
At the state level, the primary task is to alter the policy
professionals who fail to do SO, SO that all individuals in
environment in which all schools and districts operate. State
the education system strive to do their best to improve
policies cannot mandate the necessary reforms from the top.
student performance, and lack of effort is not tolerated.
But they can and should provide the incentives and build the
capacity for dramatic improvements in schools and colleges.
Bringing about these changes is critical; it will involve
This task is larger and more complicated than originally
hard work and a sustained effort. I lowever, the Governors are
contemplated by the Governors in the Time for Results report.
convinced by their experience that fundamental changes in
Rather than a series of discrete initiatives or reforms in a
the elementary and secondary system will not be enough.
number of separate areas, what is required is a comprehen-
The focus on education must be lifelong, from prenatal care
sive and coherent set of changes in the policy framework that:
through continuing education for adults. Schools cannot fully
succeed unless all youngsters are ready to learn when they
Determines the goals and expectations for the educa-
arrive at school. And students learn more when their parents
tion system, SO that performance standards for all stu-
are educated. That is partially why adult literacy and other
dents are substantially raised, and SO that overall
"We must substantially boost the
intergenerational approaches are SO important. The knowl-
performance levels of U.S. students equal those of
edge and skills of those already in the workforce also must be
students in other industrialized countries with whom
increased simultaneously with efforts to better prepare those
performance of the education system
the United States competes.
who will soon enter it.
Establishes the means of assessing both student per-
Resources are important as well. Governors know that
and the knowledge and skills of
formance and systemwide progress, SO that the assess-
creating a truly effective, world-class lifelong education sys-
ment tools that are used are consistent with the high
tem will take additional resources. They also know that it is
all Americans."
standards that are established, reflect the complex
easier to reach consensus on fundamental reforms when
skills that are required for success in the workforce
additional resources are part of the reform package. How-
Bill Clinton
and the broader society, and can motivate teachers and
ever, the demands are growing on limited state resources for
Governor of Arkansas
students alike.
health care, corrections, infrastructure, and other needs as
INTRODUCTION
In 1986 the nation's Governors released a report that set
The Governors also recognized that restructuring the
forth plans for improving American education. Time for Results:
education system would require time. Neither changes in
The Governors' 1991 Report on Education was the work of
education practice nor improved results would occur over-
seven gubernatorial task forces that examined critical issues
night. To help provide for sustained gubernatorial attention,
facing the education system in the areas of teaching, leader-
the National Governors' Association committed to report
ship and management, parent involvement and choice, readi-
annually through 1991 on how states were responding to and
ness, technology, school facilities, and college quality.
implementing the recommendations in Time for Results. This
The Governors recognized that the state-led education
series of reports would provide a mechanism for Governors
reform movement begun in the early part of the 1980s was
to remind educators of the need for continuing education
not going to be sufficient to meet the challenge of providing
reform, and serve as a vehicle for capturing the most impor-
all learners with the knowledge and skills required for the
tant lessons of state efforts.
twenty-first century. While these efforts provided an excellent
Much has been accomplished in the past four years, and
beginning by strengthening the weakest schools and support-
even more has been learned. This volume summarizes the
ing the lowest achievers, they could not bring about the
efforts states have undertaken since 1986. In addition, it
substantial gains in overall performance required for the
describes some of the critical lessons for states in each of the
future. And continuing to make incremental changes in the
Time for Results task force areas. Beyond these specific les-
education system would be insufficient. That is why the Gov-
sons, though, Governors have learned some important things
ernors began to establish a new agenda for education reform.
about the requirements for leading the effort to restructure
Several aspects of their report were significant. Along
the education system into the next decade.
with other reports prepared at the same time, Time for Results
Governors are more convinced than ever that the agenda
called for a fundamental restructuring of the education system.
to restructure the education system is critical and that they
More specifically, the Governors recognized that everyone in
have gained the support of key players at all levels of the
the education system-students, teachers, administrators, and
system. The call for fundamental restructuring was radical
local and state policymakers-needed to focus their efforts
and controversial in 1986. Now it is the conventional wisdom.
squarely on achieving the results needed for students, and
Organizations representing teachers, administrators, state and
worry far less about creating or complying with rules and
local boards, business groups, and others have all come to
procedures. They believed that schools could succeed only
subscribe to this agenda.
by attracting the very best individuals to the education pro-
While the need to restructure is recognized by the edu-
fession, providing them with the training and tools they
cation community, this is not yet true for much of the public-
need, giving them both the responsibility and the authority
parents in particular. There is still much to be done to help
for getting the job done, and holding them accountable for
the general public understand their personal stake in the
the results.
need to make fundamental changes in the education system
to dramatically boost student performance. The complex
1
"In a world of rapid change and global markets, we must prepare our citizens to be lifelong learners - people who can
think critically, communicate effectively, and perform at a skill level equal to their international competition."
Roy Romer
Governor of Colorado
economic conditions make sizeable increases problematic,
for Achieving the National Education Goals. As a result of
especially for elementary and secondary education. Further,
these efforts, the nation now has a clearer focus on the re-
there is a strong consensus nationally that additional invest-
sults we must achieve, and a ten-year timeframe in which to
ments will be needed to create and sustain an adequate
achieve them.
education and training system for adults. Over the past decade,
The effort initiated by the Governors with the Time for
substantial additional resources have already been allocated
Results report has succeeded more than any Governor involved
to the elementary and secondary education system and to
in that effort could have imagined. There is a broad national
higher education. The challenges facing policymakers and
consensus about the direction education reform must take,
educators alike will be to make the best use of resources,
and there are new partners in the reform effort.
make the tough decisions about redirecting existing funds
Attention now must be shifted to the efforts to achieve
and efforts into more effective programs and services, and
the national education goals. Rather than continue to report
make the most critical and productive investment of any new
for an additional year on state efforts to address the Time for
resources that are available.
Results agenda, attention now must be focused on the National
The Time for Results report called for a five-year period
Education Goals Panel and its efforts to report on the prog-
of sustained effort at the state level. Governors now know that
ress the nation is making to achieve the goals.
accomplishing all that needs to be done will require a sus-
tained effort for at least the remainder of this decade. At the
national level and within states, there must be mechanisms
for regular reporting to enable policymakers, educators, and
the public to remain focused on the tasks ahead, and to gauge
the progress that is being made.
The lessons that Governors have learned were very
much in mind when the Governors met with the President at
the Education Summit in September 1989. They influenced
much of the discussion with the President, and formed the
basis for the difficult work that followed. They are reflected in
both the national education goals and the National Education
Goals Panel established to monitor and report on progress
toward meeting those goals. They are reflected in the com-
mitment made by the Governors at the Education Summit to
launch efforts in every state to restructure the education
system, and in the recommendations made by NGA's Task
Force on Education in Educating America: State Strategies
NATIONAL
Hall of the States
444 North Capitol Street
GOVERNORS
Washington. D.C. 20001-1572
Telephone (202) 624-5300
ASSOCIATION
EMBARGOED FOR 11:30 A.M. RELEASE
January 4, 1991 (03-91)
Contact: Rae Young Bond, 202/624-5330
STATE EDUCATION REFORM PROGRESSES, ACCORDING TO GOVERNORS' REPORT
WASHINGTON, D.C. -- Since the nation's governors began a wave of
education reform in 1986, states have increased teacher salaries,
enlarged the pool of capable teachers by implementing alternative
teacher certification programs, and enabled parents to exercise
more choice about the schools their children will attend.
Results in Education: 1990, a report released today by Colorado
Governor Roy Romer for the National Governors' Association,
indicates that other accomplishments are evident: nearly every
state has developed innovative programs to improve the achievement
of at-risk students, nearly every state promotes the use of
telecommunications for distance learning, and the number of states
with college assessment policies has grown from a handful to 31.
These examples represent some of the strides states have made
in implementing the recommendations of the education agenda
outlined in NGA's landmark 1986 report, Time for Results. The
recommendations focused on seven major areas: teaching; readiness;
leadership and management; parent involvement and choice;
technology; school facilities; and college quality.
Gov. Romer, one of NGA's lead governors on education, said the
report is "invaluable because it helps governors assess state
progress toward better schools and outlines the lessons states
have learned through their efforts." The governor released the
report at a news conference in Washington, D.C.
Gov. Romer also chairs the national panel that will monitor
U.S. progress in education. He said the report affirms that
states "need to take a comprehensive systemwide approach to
education reform if it is going to work over the long haul, and
that governors must cooperate with educators and policymakers at
all levels to change the education system for the better."
-more-
Page 3
The six goals focus on readiness for school, high school graduation rates,
student achievement and citizenship, math and science achievement, adult
literacy and life-long learning, and safe, disciplined, and drug-free schools.
Monitoring progress toward the six goals will be done by a national
education goals panel of governors, administration officials, and members of
Congress. Chaired by Governor Romer, the panel will issue its first report in
September 1991 -- on the second anniversary of the education summit.
Highlights of state action in the report:
School Leadership
Since 1986, states and localities have made progress in improving the
quality of school leadership. Updated university programs to prepare
administrators are small in number but growing; licensure requirements for
administrators have been revised in some states; new leadership academies and
training programs train principals, often in conjunction with teachers; and
some of the new programs cooperate with the business sector to offer school
leaders state-of-the-art training for corporate executives. These are
substantial accomplishments, but states need to move more quickly in other
areas as well. Through their efforts, states have learned that:
Principal preparation must include internships that allow would-be
principals to work alongside professionals.
Principals must be trained to adapt to change, to create a vision of
education for their schools, and to work collaboratively with others.
Retraining programs must be comprehensive rather than hit-or-miss,
yet must recognize that principals face competing demands that make
it difficult to carve out time for such programs.
Retraining programs for administrators are more effective if they
include teachers, school board members, parents, and others central
to good schools.
District-level staff also need retraining for the new roles they will
play once schools are restructured.
Teaching
States have raised teacher standards since the mid-1980s -- 36 now require
teacher candidates to pass a multiple-choice test and complete an approved
program. However, few states have determined what teachers must know and be
able to do to help all students achieve at high levels. States have also
tried to make the teaching profession more attractive by offering scholarships
and forgivable loans to talented students who are interested in teaching;
developing programs to stimulate minority students' interest in teaching; and,
in two regions, implementing collaborative arrangements to make it easier for
teachers to move within a region.
-more-
Page 5
The most effective parent involvement programs are comprehensive, use
a combination of approaches, should continue throughout the school
years, and attempt to meet the needs of a wide range of parents.
Parent involvement efforts must be adjusted to new family structures
and diverse backgrounds; an effective approach is to help parents
work with their children at home.
School choice alone will not meet all the nation's educational
needs. However, combined with other approaches, such as a strong
orientation to student performance, choice may help spur student
achievement.
Choice programs must offer quality and diversity and must be
equitable. Transportation must be planned carefully to meet the
needs of low-income parents and to provide appropriate information to
parents. Done well, choice will not be a low-cost reform.
Experience with choice programs thus far shows that few students
actually choose to attend school outside their home district; for
example, less than 0.5 percent of Minnesota's K-12 population
participates in its choice program.
Readiness
While many states have adopted innovative programs to address the educa-
tional achievement of students at risk of failure in school, ranging from
preschool programs to dropout prevention efforts, states still have far to go
in attaining academic success for all students. Most programs are not state-
wide or comprehensive, although there are exceptions, such as Wisconsin's
program for at-risk students.
Nearly two-thirds of the states have early childhood education and
parenting programs. Almost all states have some programs targeted to students
at risk of failure and these range from identifying at-risk youngsters at an
early age to establishing alternative schools, revoking dropouts' driver's
licenses, and developing programs that target middle school youth. For
example, Carnegie Corporation is working with 27 states to address the
educational, health, and social needs of middle school students.
A growing number of states are seeking to integrate other programs, such
as health, education, and social services, to at-risk youngsters. In New York
and Kentucky, these services are integrated at the school site for schools
with a high proportion of low-income families. Through their policies and
programs, states have learned:
Quality early childhood education programs are more effective when
linked with health care for the children and adult literacy, job
training, and parenting programs for their parents.
more-
Page 7
Statewide needs assessments have uncovered substantial unmet building
costs; for example, a recent public school facility survey in Ohio found a $10
billion backlog of repair and renovation costs. Since 1986 states have
learned that:
While a preventive approach to maintaining school buildings appears
best in the long-run, the cost of long-term maintenance of facilities
often seems beyond the reach of many localities and states.
Alternatives to construction, such as year-round schedules or the use
of portable and private facilities, appear to have their drawbacks.
In fact, year-round and extended-year schedules continue to face
opposition at the state and local levels.
To obtain comparable information on school facilities, states may
need to either collect it themselves at the state level or train
local personnel to gather data according to state standards.
College Quality
States have been quick to respond to the recommendations on college
quality in the Time for Results report, particularly by adopting policies to
systematically assess the knowledge, skills, and performance of college
students. Thirty-one states now have college student assessment policies.
About 20 states are considering reviews of the role and mission of their
institutions of higher education to help hold public colleges and universities
accountable, ensure the efficient use of state resources, and help teaching
institutions focus on their purpose. States have also undertaken a wide range
of actions to improve minority access and achievement in higher education,
such as requiring campuses to adopt antiharassment policies, developing
statewide plans to increase the number of minority faculty and staff members,
and providing scholarships for low-income students.
Programs in Hawaii, Louisiana, and Rhode Island provide incentives to
disadvantaged elementary school youngsters, such as future college tuition
scholarships, to stay in school and make good grades. College savings plans
adopted by 28 states and prepaid tuition plans in 12 states, have become a
popular means for states to help families meet the cost of college tuition.
Through their initiatives or national studies states have learned that:
State higher education policies that reinforce the importance of
undergraduate education should be comprehensive, consistent, and
clearly communicated.
State programs to assess what college students have learned must be
given sufficient time to develop, must involve faculty in their
implementation, and must push colleges and universities to show how
the information from assessment is being used to improve instruction,
curriculum, and programs on campuses.
-more-
DICTIONARY OF
Barry Liddle
18 Dictionary of Sports Quotations
8 Three this
BASKETBALL
fundament
I played,
last year,
and for th
1 I'd rather play a pinball machine than watch a basketball game
John Wo
today. You can score the same number of points.
Chick Davies
'Scorecard', Sports Illustrated, Mar. 23, 1964, p. 12.
2
Basketball
is staying in after school in your underwear.
(Gabriel), in Drive He Said (Col. 1970).
Quoted by Ronald Bergan.
Sports in the Movies, 1982, p. 144.
3 It is an axiom that good players without a good coach make a
mediocre team.
Alexander Gomelsky
Sport in the USSR, Dec., 1981, p. 14.
1 The Bill
A. E. C
1
4 Quick guys get tired. Big guys don't shrink.
Marv Harshman
(On selecting Basketball players)
2 Dressin
'Scorecard', Sports Illustrated, Jan. 30, 1984.
cream (
Minnes
1
5 The good coach is much more than a basketball instructor
for consciously or subconsciously he assumes the role of an
educationalist carrying his influence far beyond basketball itself.
3 a b
B. Jagger
to play
Basketball: Coaching and Playing, p. 11.
player
billiard
6 Basketball has so much showboating you'd think it was invented
Jack K
by Jerome Kern.
Art Spender
'Coaches Corner', Scholastic Coach, Dec., 1983, p. 60.
4 If sno
it.
7 To achieve a minimally acceptable level of success, a college
Geoffi
coach must be either a very good coach or a very good recruiter.
To experience great success, he must be both a good coach and
a good recruiter.
5 Up, a
Dr W. F. Stier Jr
Samu
Scholastic Coach, May/Jun., 1983.
HURLEY AND MCCAFFREY
DUKE DUO
R
"Roommates And Teammates 9 Spark Devils"
By Beth Krodel
comes easy for them. McCaffrey explains,
SID Student Assistant
"It doesn't take as much verbalizing for us.
As rhe announcer begins to introduce
If he (Hurley) threw me a pass and I miss-
Duke's starring line up. rhe fans in
ed it, there would be no need for words.
Cameron Indoor Stadium go wild. On the
He could just look at me and I'd unders-
Duke bench, two starters pass a knowing
tand. There's a special sense that comes
glance and bump their fists rogether when
from truly knowing a person."
the announcer continues,
at guard,
They also use each other as stress
a 6-3 sophomore from Allentown, Pennsyl-
relievers. In basketball, frustration is
vania-Bill McCaffrey
and at point
typical. We often see a distraught expres-
guard for Duke, a 6-0 sophomore from Jersey
sion scrunching up Hurley's face. Instead
City, New Jersey-Bobby Hurleceeeeecy!"
of keeping all that anger bottled up or
The announcer's voice fades as the fans
releasing if by means of a foul, Hurley lets
begin to chant. With the team of Hurley and
IT out on McCaffrey. "If I make a mistake,
McCaffrey on the court, everyone knows
especially if ir involves Bill, I'll direct my
that the Blue Devils are in good hands.
anger toward him. He won't get an arritude.
Hurley and McCaffrey have had it lor of
He might look ar me mean, but he knows
practice ar working together. Since August
I just needed to yell ar someone It goes
of 1989, they have been reammares, room-
both ways, you know."
mares, and best friends. Of these roles, rhey
Although these two hoopsters get a for
both feel that friendship is the most
of publicity as a duo, they are very in-
important-it's the glue that holds
dividualistic. McCaffrey explains, "Ob-
everything together. McCaffrey says they
viously, we're different people. We don't set
have a unique relationship. "Bob is more
out to prove that, simply because we
than a loyal friend: he really seems like a
shouldn't have to" Hurley continues, "We
brother."
appreciate our differences-at least I know
Afrer Hurley's impressive freshman cam-
I do. Bill has really been a good influence
paign including his school record 288
on me lately. He has helped me calm down
In the days of great backcourt tandems, Hurley
and McCaffrey are often considered to be the
assists, he was named 1990 Freshman All-
a for this year."
best.
America. Last year, Hurley started all 38
McCaffrey admires Hurley's ability to
games, the most by a freshman in Duke
change his mindset. "Bobby can work so
with reading and writing.
history. This season. Hurley has continued
hard in a game, then put it all behind him,
McCaffrey discovered the program. "Ir's
to start in every conrest and TO dish out
and come home rotally relaxed."
a shame that illiteracy is 50 high and that
assists like no other guard in Duke basket-
Hurley uses his sense of humor to ease
so many kids are dropping out of school.
ball history. He has also improved his scor-
the strain after an intense game.
I just wanted to do something to help, and
ing contriburion headlined by a career-high
"Sometimes Bill is kind of quier, but all
I thought WORDD would be the perfect
26 points against Maryland.
I have to do to get him going is to start
opportunity to improve the situation."
While Hurley is a vereran to the starting
joking about something he really cares
Hurley agreed to help. because he rhinks
line-up, McCaffrey has been a powerful
about. He's the first to stand up for his beliefs,
if is important to get involved with the
newcomer to rhe first five this season.
and 'arguing' gets his mind off the game."
community. Hurley explains, "Because
McCaffrey, who is known for his perimeter
One of McCaffrey's strong beliefs deals
we're college athleres, kids see us a lot.
shooting, averaged 17.1 points a game
with rhe need for education. Both he and
When rhey see us as more than players-
before his ankle sprain against Michigan.
Hurley realize that they are students first
when they see that we care about them,
Since his return from injury, McCaffrey has
and athletes second. This semester, they
they will try harder to please us. Through
been lighting up the scoreboard with
decided to join a program called
this program. Bill and 1 can help rhese kids
20-point games including his
WORDD-Writing roward Reading part-
start to enjoy reading and writing."
career-high 29 versus Georgia Tech.
nership of Duke and the Durham city
WORDD is just one of the many ac-
Hurley and McCaffrey are superb in-
schools. WORDD is an eight week program
rivities that Hurley and McCaffrey are tak-
dividual players, but they are even better
designed to keep 14 and 15 year-old at-risk
ing on together. Usually when TWO people
as a team. Against Marvland on January
students in school.
spend a for of time rogether. they don't just
12, the two combined for 46 points (Hurley
Hurley and McCaffrey meet twice a week
learn to work well with each other They
26, McCaffrey 20)-rhe most points by a
with students from Durham High to discuss
also become competitive. With Hurley and
Duke starting backcourt since March 5.
reading assignments. After the students
McCaffrey. this is not the case. They are
1983 when Johnny Dawkins (21) and Chip
have learned a bit about sports writing,
very supportive of each other. and neither IS
Engelland (30) combined for 51. Following
Hurley and McCaffrey will rake them to an
relucrant to praise the other for his successes.
the Marvland game, Hurley (13) and
ACC game where they will interview
Hurley summed up his philosophy, "The
McCaffrey (29) had 42 against Wake Forest.
players and record their views of the game.
way I see it, we have 38 games this year,
Back-to-back 40-point games are evidence
After writing several arricles, the students
and we're both going (0 have our share of
that this duo works well togerher.
will produce a magazine including their ex-
good and bad ones We just have to shake
Their solid relationship is an added ad-
periences. The idea is to inregrate the en-
off the bad times, congratulate the other guy
vantage on the court. Communication
thusiam and interest in college basketball
for doing well. and wait for the next game."
56
T00
DUKE SPORTS INFO
13:30
14/16/19
NOTES
--that while you may be the Blue Devils on the court, you're the
guardian angels to a lot of little schoolchildren out there.
Brian Davis, Christian Laetther -- I hear you've been involved in
North Carolina's Literacy Campaign. (If my review's were as good
)
as the Devils' I'd want people to read about them too). Bob
Hurley, Bill McCaffrey, Greg Koubek -- we're all grateful for the
work you're doing to keep at-risk teenagers in school. Because
in the child who's not into learning today is going to be out of
luck tomorrow.
As you boys know, commitment to education and commitment to
sport both mean reaching for goals. It means teamwork, it means
practice, and yes, it means showing up.
it's been said that eighty percent of success is showing up.
Now, you and I know it takes a bit more than that -- but when a
kid drops out of school, he's copping out on his future. And I'm
sure you've all learned that you can't show up for games without
showing up for school. Who knows, the student you help today may
5
be the Blue Devil of tomorrow. But it's only by keeping kids in
the schools and off the streets that we can give them a chance to
steal passes instead of hubcaps, score points instead of drugs,
and break sports records instead of earning police records.
(concluint) MOTTO
When you tune out education you're pulling the plug on you're
future.
--I've talked before about "doing the hard work of freedom."
Well that's what you do every time you help a child to learn.
4
Because when a kid turns his back on education, he's going to
walk through a life of closed doors.
just as you are providing examples to schoolchildren, you've
had a great model in your coach. It's been said that a "good
coach is much more than a basketball instructor for he assumes
3
the role of an educationalist carrying his influence far beyond
basketball itself." Well, Coach Krzyzewski (sheh SHEH ski) has
proven himself to be an educator in more ways than one -- now if
he could only teach me how to pronounce his name.
--And you all know that preaching education to others means
nothing if we neglect it within ourselves. Crawford Palmer knows
that. He may be making great passes on the court, but he's doing
2
much more than passing in the classroom (I won t ask what he does
on his dates) And Crawford, I hear you've spent a lot of time
in the Soviet Union. H Any NSC guys here?
mention 2 year
& themk all of you (include
rent of general (salite)
BUSINESS
1 If you can make an employee happy by spending
PETE ZAMARELLO, real estate developer
PAULA BERNS
$800 on a comfortable office chair, what's $800?
11 I'd rather be a pimp with a purple hat
than be
1 Today's con
ib
associated with banks.
who finds the
In bankruptcy court in Anchorage. Wall Street Journal
wanted, at th
KAREN VALENSTEIN, Vice President, E F Hutton Group Inc
24 Feb 87
up the laddei
2 I never go out of my way to screw someone. but I'm
12 I will not build nothing in Alaska. even my tomb.
Employing
always looking over my shoulder.
narios. Far
ib
Quoted by Jane Gross "Against the Odds" NY Times 6
DEREK BoK, F
Jan 85
Observers & Critics
2 The oldest of
3 There's a place for corporate wives, but there's no
DEAN ACHESON
sions.
place for corporate husbands.
Conferring
ib
13 Time spent in the advertising business seems to cre-
tion. quote
ate a permanent deformity like the Chinese habit of
address to
KENNETH J VAUGHAN, former Director, Winnebago
foot-binding.
Industries Inc
Quoted in David S McLellan and David C Acheson eds
FRANCIS J BF
4 John K probably won't stop working for Winnebago
Among Friends Dodd. Mead 80
Living, Hartfor
until six weeks after he dies.
3 Whereas the
WOODY ALLEN
On the company's founder John K Hanson. NY Times
the best in bi
18 May 86
14 Eighty percent of success is showing up.
or even less
Quoted by Thomas J Peters & Robert H Waterman In
quates about
AN WANG
Search of Excellence Harper & Row 82
"Living wi
Dec 64
5 Success is more a function of consistent common
ANONYMOUS
sense than it is of genius.
JIMMY BRESLI
15 He carves you up but leaves the skin around the
Boston Magazine Dec 86
body.
4 Men in the u
6 I founded Wang Laboratories
to show that
Comments of a Ford Motor Co executive on Philip
Chesterfield
Chinese could excel at things other than running
Caldwell. president of international operations. quoted
ed to the obi
laundries and restaurants.
in NY Times 13 Mar 77
The Gang
ib
16 The problem when solved will be simple.
5 People born
Sign on the wall of General Motors research laboratory,
ing they get
GORDON WEBBER, Vice President, Benton & Bowles
Dayton. quoted by Al Ries and Jack Trout Positioning:
a resentmen
The Battle for Your Mind McGraw-Hill 81
life and succ
7 To dare every day to be irreverent and bold. To dare
17 You know what the difference is between a dead
Table Mor
to preserve the randomness of mind which in chil-
dren produces strange and wonderful new thoughts
skunk and a dead banker on the road? There's skid
6 Those of Ma
and forms. To continually scramble the familiar and
marks by the skunk.
and they tall
bring the old into new juxtaposition.
Quoted by Andrew H Malcolm Final Harvest: An
leges: those
Advertising Age 31 Oct 60
American Tragedy Times Books 86
back offices
18 Oilfield prayer: Lord. let there be one more Boom.
the same nei
WILLIAM K WHITEFORD, Chairman, Gulf Corp
And don't let us screw it up.
ib
Sign in Texas diner. quoted in "A Dream Dies in Texas"
8 Smell that! That's gasoline you smell in there. You
People 10 Nov 86
KINGMAN BRE
can't buy any perfume in the world that smells as
19 Either lead, follow or get out of the way.
7 Incompreher
sweet.
sion.
Forbes 1 May 64
Sign on desk of broadcasting executive Ted Turner. pic-
tured in Fortune 5 Jan 87
To British
KING WHITNEY JR, President, Personnel Laboratory Inc
PETER BAIDA
D W BROGAN
9 Change has considerable psychological impact on
20 I have received memos so swollen with managerial
8 Man does n
the human mind. To the fearful it is threatening be-
bread.
babble that they struck me as the literary equivalent
cause it means that things may get worse. To the
of assault with a deadly weapon.
On decline
hopeful it is encouraging because things may get bet-
Mar 64
"Management Babble" American Heritage Apr 85
ter. To the confident it is inspiring because the chal-
HELEN GURLE
lenge exists to make things better. Obviously. then,
LISA BELKIN
one's character and frame of mind determine how
9 No office ar
21 Dozens of meetings, hundreds of man-hours, mil-
readily he brings about change and how he reacts to
peccable. el
lions of dollars and months of angst
went into
change that is imposed on him.
contain the
the name change
the most sweeping of changes
To a sales meeting. quoted by Wall Street Journal 7 Jun
more. You C
brought about by the most persnickity attention to
67
let a yeast r
detail.
know-bread
"How American Can Became Primerica" NY Times 8
WALTER B WRISTON
Sex and th
Mar 87
10 When you retire
you go from who's who to
22 Corporate identity specialists
spend their time
ROBERT FARR
who's that. [like] stepping off the pier [or] achieving
rechristening other companies, [conducting] a legal
10 The shock 0
statutory senility.
search [and] a linguistic search to insure that the
in its own rig
On retiring as chairman of Citibank Corp. NY Times 21
name is not an insult in another language.
"Being Let
Apr 85
ib
100
(Smith/Grossman)
January 29, 1991
10 A.M.
GOV
PRESIDENTIAL REMARKS: GOVERNORS TOAST
EAST ROOM
SUNDAY, FEBRUARY 3, 1991
7:00 P.M.
Vice-President and Mrs. Quayle. Members of the Cabinet --
Dheor
especially your ex-colleagues Secretary Alexander and Secretary
Martinez. Governors and their spouses. Friends. This marks the
not
seey
third State Dinner we have had together -- and including the
a
Charlottesville Summit, the fourth time we have met. //
Birech
I am pleased to see Chairman Booth Gardner. That goes, too,
18
for the -- unbelievably -- 22 new faces in one of America's most
distinguished clubs. / It is a pleasure to welcome all of you to
the White House. //
((It is also fitting that we meet at night. There have been
many nights when I've gone to sleep with a little voice in my
head saying, "Governors are great, Governors are vital, Governors
are visionary." 11 I have to find out how Sununu keeps slipping
into the family quarters.) ) 11
We meet this week, as I said in my State of the Union
Address, at a defining hour -- a time which reminds us, as
Williams Jennings Bryant noted, that, "Destiny is not a matter of
chance, it is a matter of choice." //
Never has the partnership between White House and each State
House been more crucial as we face tyranny abroad and challenges
here at home. Today, regular forces, reservists, and National
2
Guardsmen are absent from your communities. In fact, units from
virtually every state's national guard are bravely serving this
country in the Gulf. 11 Towns and cities across America are
the
adjusting to their loss) and, as their peacetime commanders-in-
chief, I salute your efforts to provide help and support to the
families and communities left behind. //
Their sacrifices are real but these sacrifices are
necessary. As President James Polk once said of another crisis
long ago, "This war will continue to be prosecuted with vigor, as
the best means of securing peace." So too will our mission in
the Gulf. 11 I am grateful for your support as America and her
allies join together in the hard work of freedom. //
Here in America, our mission is no less vital: to help
government serve the people -- not the other way around.
Already, our close partnership has helped people help themselves.
In health care. In fighting crime. In education -- our most
enduring legacy -- vital to everything we are and can become. 11
States can be great laboratories -- of thought, of
innovation, of change. They can help reduce what government must
do and increase what the individual can do. //
So last Tuesday, I announced a bold new initiative to expand
that progress -- urging that at least $15 billion in domestic
programs be turned over to the States in a single grant -- fully
funded and with the flexibility you need to manage effectively.
We can begin to bring power closer to the people and farther from
Washington. //
3
So tonight, I am pleased we can join together not as
Republicans or Democrats but as Americans who understand that we
are part of something larger than themselves. Let us raise our
glasses:
-- To the partnership between this White House and every
State House in the Nation;
-- To what, together, we can do for our generation and
those to come;
-- And to the finest soldiers, sailors, airmen, and
Marines any Nation ever had, this prayer: May God bring them
back, and soon.
# # # #
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
February 26, 1990
NATIONAL GOALS FOR EDUCATION
INTRODUCTION
At the historic education summit in Charlottesville five months ago, the President and the
Governors declared that, "the time has come, for the first time in U.S. history, to establish
clear, national performance goals, goals that will make us internationally competitive." The
six national education goals contained here are the first step in carrying out that commitment.
America's educational performance must be second to none in the 21st century. Education is
central to our quality of life. It is at the heart of our economic strength and security, our
creativity in the arts and letters, our invention in the sciences, and the perpetuation of our
cultural values. Education is the key to America's international competitiveness.
Today, a new standard for an educated citizenry is required, one suitable for the next century.
Our people must be as knowledgeable, as well trained, as competent, and as inventive as those
in any other nation. All of our people, not just a few, must be able to think for a living, adapt
to changing environments, and to understand the world around them. They must understand
and accept the responsibilities and obligations of citizenship. They must continually learn and
develop new skills throughout their lives.
America can meet this challenge if our society is dedicated to a renaissance in education. We
must become a nation that values education and learning. We must recognize that every child
can learn, regardless of background or disability. We must recognize that education is a
lifelong pursuit, not just an endeavor for our children.
Sweeping, fundamental changes in our education system must be made. Educators must be
given greater flexibility to devise challenging and inspiring strategies to serve the needs of a
diverse body of challenging and inspiring strategies to serve the needs of a diverse body of
students. This is especially important for students who are at risk of academic failure --- for
the failure of these students will become the failure of our nation. Achieving these changes
depends in large part on the commitment of professional educators. Their daily work must
be dedicated to creating a new educational order in which success for all students is the first
priority, and they must be held accountable for the results.
This is not the responsibility of educators alone, however. All Americans have an important
stake in the success of our education system, and every part of our society must be involved
in meeting that challenge. Parents must be more interested and involved in their children's
education, and students must accept the challenge of higher expectations for achievement and
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greater responsibility for their future. In addition, communities, business and civic groups,
and state, local, and federal government each has a vital role to play throughout this decade to
ensure our success.
The first step is to establish ambitious national education goals -- performance goals that
must be achieved if the United States is to remain competitive in the world marketplace and
our citizens are to reach their fullest potential.
These goals are about excellence. Meeting them will require that the performance of our
highest achievers be boosted to levels that equal or exceed the performance of the best
students anywhere. The performance of our lowest achievers must be substantially increased
far beyond their current performance. What our best students can achieve now, our average
students must be able to achieve by the turn of the century. We must work to ensure that a
significant number of students from all races, ethnic groups, and income levels are among our
top performers.
If the United States is to maintain a strong and responsible democracy and a prosperous and
growing economy into the next century, all of our citizens must be involved in achieving
these goals. Every citizen will benefit as a result. When challenged, the American people
have always shown their determination to succeed. The challenge before us calls on each
American to help ensure our nation's future.
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NATIONAL EDUCATION GOALS
Readiness for School
GOAL 1:
By the year 2000, all children in America will start school ready to learn.
Objectives:
All disadvantaged and disabled children will have access to high-quality and
developmentally appropriate preschool programs that help prepare children for
school.
Every parent in America will be a child's first teacher and devote time each day
helping his or her preschool child learn; parents will have access to the
training and support they need.
Children will receive the nutrition and health care needed to arrive at school
with healthy minds and bodies, and the number of low birthweight babies will
be significantly reduced through enhanced prenatal health systems.
High School Completion
GOAL 2:
By the year 2000, the high school graduation rate will increase to at least
90 percent.
Objectives:
The nation must dramatically reduce its dropout rate and seventy-five percent
of those students who do drop out will successfully complete a high school
degree or its equivalent.
The gap in high school graduation rates between American students from
minority backgrounds and their non-minority counterparts will be eliminated.
Student Achievement and Citizenship
GOAL 3:
By the year 2000, American students will leave grades four, eight and
twelve having demonstrated competency in challenging subject matter
including English, mathematics, science, history, and geography; and every
school in America will ensure that all students learn to use their minds
well, so they may be prepared for responsible citizenship, further learning,
and productive employment in our modern economy.
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Objectives:
The academic performance of elementary and secondary students will increase
significantly in every quartile, and the distribution of minority students in each
level will more closely reflect the student population as a whole.
The percentage of students who demonstrate the ability to reason, solve
problems, apply knowledge, and write and communicate effectively will
increase substantially.
All students will be involved in activities that promote and demonstrate good
citizenship, community service, and personal responsibility.
The percentage of students who are competent in more than one language will
substantially increase.
All students will be knowledgeable about the diverse cultural heritage of this
nation and about the world community.
Science and Mathematics
GOAL 4:
By the year 2000, U.S. students will be first in the world in science and
mathematics achievement.
Objectives:
Math and science education will be strengthened throughout the system,
especially in the early grades.
The number of teachers with a substantive background in mathematics and
science will increase by 50 percent.
The number of U.S. graduate and undergraduate students, especially women
and minorities, who complete degrees in mathematics, science, and engineering
will increase significantly.
Adult Literacy and Lifelong Learning
GOAL 5:
By the year 2000, every adult American will be literate and will possess
the knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
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Objectives:
Every major American business will be involved in strengthening the
connection between education and work.
All workers will have the opportunity to acquire the knowledge and skills, from
basic to highly technical, needed to adapt to emerging new technologies, work
methods, and markets through public and private educational, vocational,
technical, workplace, or other programs.
The number of quality programs, including those at libraries, that are designed
to serve more effectively the needs of the growing number of part-time and
mid-career students will increase substantially.
The proportion of those qualified students, especially minorities, who enter
college; who complete at least two years; and who complete their degree
programs will increase substantially.
The proportion of college graduates who demonstrate an advanced ability to
think critically, communicate effectively, and solve problems will increase
substantially.
Safe, Disciplined, and Drug-Free Schools
GOAL 6:
By the year 2000, every school in America will be free of drugs and
violence and will offer a disciplined environment conducive to learning.
Objectives:
Every school will implement a firm and fair policy on use, possession, and
distribution of drugs and alcohol.
Parents, businesses, and community organizations will work together to ensure
that schools are a safe haven for all children.
Every school district will develop a comprehensive K-12 drug and alcohol
prevention education program. Drug and alcohol curriculum should be taught
as an integral part of health education. In addition, community-based teams
should be organized to provide students and teachers with needed support.
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NECESSARY CHANGES AND RESTRUCTURING
These goals are ambitious, yet they can and must be achieved. However, they cannot be
achieved by our education system as it is presently constituted. Substantial, even radical
changes will have to be made.
Without a strong commitment and concerted effort on the part of every sector and every
citizen to improve dramatically the performance of the nation's education system and each and
every student, these goals will remain nothing more than a distant, unattainable vision. For
their part, Governors will work within their own states to develop strategies for restructuring
their education systems in order to achieve the goals. Because states differ from one another,
each state will approach this in a different manner. The President and the Governors will
work to support these state efforts, and to recommend steps that the federal government,
business, and community groups should take to help achieve these national goals. The nature
of many of these steps is already clear.
The Preschool Years
American homes must be places of learning. Parents should play an active role in their
children's early learning, particularly by reading to them on a daily basis. Parents should have
access to the support and training required to fulfill this role, especially in poor, under-
educated families.
In preparing young people to start school, both the federal and state governments have
important roles to play, especially with regard to health, nutrition, and early childhood
development. Congress and the administration have increased maternal and child health
coverage for all families with incomes up to 133 percent of the federal poverty line. Many
states go beyond this level of coverage, and more are moving in this direction. In addition,
states continue to develop more effective delivery systems for prenatal and postnatal care.
However, we still need more prevention, testing, and screening, and early identification and
treatment of learning disorders and disabilities.
The federal government should work with the states to develop and fully fund early
intervention strategies for children. All eligible children should have access to Head Start,
Chapter 1, or some other successful preschool program with strong parental involvement. Our
first priority must be to provide at least one year of preschool for all disadvantaged children.
The School Years
As steps are taken to better prepare children for schools, we must also better prepare schools
for children.
This is especially important for young children. Schools must be able to educate effectively
all children when they arrive at the schoolhouse door, regardless of variations in students'
interest, capacities, or learning styles.
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Next, our public education system must be fundamentally restructured in order to ensure that
all students can meet higher standards. This means reorienting schools so they focus on
results, not on procedures; giving each school's principal and teachers the discretion to make
more decisions and the flexibility to use federal, state, and local resources in more productive,
innovative ways that improve learning; providing a way for gifted professionals who want to
teach to do so through alternative certification avenues, and giving parents more responsibility
for their children's education through magnet schools, public school choice, and other
strategies. Most important, restructuring requires creating powerful incentives for performance
and improvement, and real consequences for persistent failure. It is only by maintaining this
balance of flexibility and accountability that we can truly improve our schools.
The federal government must sustain its vital role of promoting educational equity by ensuring
access to quality educational programs for all students regardless of race, national origin, sex,
or handicapping condition. Federal funds should target those students most in need of
assistance due to economic disadvantage or risk of academic failure.
Finally, efforts to restructure education must work toward guaranteeing that all students are
engaged in rigorous programs of instruction designed to ensure that every child, regardless of
background or disability, acquires the knowledge and skills necessary to succeed in a
changing economy. In recent years, there has been an increased commitment to mathematics
and science improvement programs. The federal government should continue to enhance
financial assistance to state and local governments for effective programs in these areas.
Likewise, there has been a greater federal emphasis on programs that target youth at risk of
school failure and dropping out. The federal government should continue to enhance funding
and seek strategies to help states in their efforts to seek solutions to these problems.
Improving elementary and secondary student achievement will not require a national
curriculum, but it will require that the nation invest in developing the skills and knowledge of
our educators and equipping our schools with up-to-date technology. The quality of teachers
and teaching is essential to meeting our goals. We must have well-prepared teachers and we
must increase the number of qualified teachers in critical shortage areas, including rural and
urban schools, specialized fields such as foreign languages, mathematics and science, and
from minority groups. Policies must attract and keep able teachers who reflect the cultural
diversity of our nation. Policies that shape how our educators are prepared, certified,
rewarded, developed and supported on the job must be consistent with efforts to restructure
the education system and ensure that every school is capable of teaching all of our children to
think and reason. Teachers and other school leaders must not only be outstanding, the schools
in which they work must also be restructured to utilize both professional talent and technology
to improve student learning and teacher- and system-productivity.
The After-School Years
Comprehensive, well-integrated lifelong learning opportunities must be created for a world in
which three of four new jobs will require more than a high school education; workers with
only high school diplomas may face the prospect of declining incomes; and most workers will
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change their jobs ten or eleven times over their lifetime.
In most states, the present system for delivering adult literacy services is fractured and
inadequate. Because the United States has far higher rates of adult functional illiteracy than
other advanced countries, a first step is to establish in each state a public-private partnership
to create a functionally literate workforce.
In some other countries, government policies and programs are carefully coordinated with
private sector activities to create effective apprenticeship and job training activities. By
contrast, the United States has a multilayered system of vocational and technical schools,
community colleges, and specific training programs funded from multiple sources and subject
to little coordination. These institutions need to be restructured so they fit together more
sensibly and effectively to give all adults access to flexible and comprehensive programs that
meet their needs. Every major business must work to provide appropriate training and
educational opportunities to prepare employees for the twenty-first century.
Finally, a larger share of our population, especially those from working class, poor, and
minority backgrounds, must be helped to attend and remain in college. The cost of a college
education, as a percentage of median family income, has approximately tripled in a genera-
tion. That means more loans, scholarships, and work-study opportunities are needed. The
federal government's role in ensuring access for qualified students is critical. At the same
time, the higher education system must use existing resources far more productively than it
does at present, and must be held more accountable for what students do or do not learn. The
federal government will continue to examine ways to reduce students' increasing debt burden
and to address the proper balance between grant and loan programs.
ASSESSMENT
National education goals will be meaningless unless progress toward meeting them is
measured accurately and adequately, and reported to the American people. Doing a good job
of assessment and reporting requires the resolution of three issues.
First, what students need to know must be defined. In some cases, there is a solid foundation
on which to build. For example, the National Council on Teachers of Mathematics and the
Mathematical Sciences Education Board have done important work in defining what all
students must know and be able to do in order to be mathematically competent. A major
effort for science has been initiated by the American Association for the Advancement of
Sciences. These efforts must be expanded and extended to other subject areas.
Second, when it is clear what students need to know, it must be determined whether they
know it. There have been a number of important efforts to improve our ability to measure
student learning at the state and national levels. This year for the first time, the National
Assessment for Education Progress (NAEP) will collect data on student performance on a
state-by-state basis for thirty-seven states. Work is underway to develop a national
assessment of adult literacy. These and other efforts must be supported and strengthened.
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The Governors urge the National Assessment Governing Board to begin work to set national
performance goals in the subject areas in which NAEP will be administered. This does not
mean establishing standards for individual competence; rather, it requires determining how to
set targets for increases in the percentage of students performing at the higher levels of the
NAEP scales.
Third, measurements must be accurate, comparable, appropriate, and constructive. Placement
decisions for young children should not be made on the basis of standardized tests. Achieve-
ment tests must not simply measure minimum competencies, but also higher levels of reading,
writing, speaking, reasoning, and problem-solving skills. And in comparing America's
achievement with that of other countries, it is essential that international comparisons are
reliable. In addition, appropriate, nationally-directed research, demonstration, data collection,
and innovation should be maintained and recognized as a set of core responsibilities of the
federal government in education. That role needs to be strengthened in cooperation with the
states.
The President and the Governors agree that while we do not need a new data-gathering
agency, we do need a bipartisan group to oversee the process of determining and developing
appropriate measurements and reporting on the progress toward meeting the goals. This
process should stay in existence until at least the year 2000 so that we assure ten full years of
effort toward meeting the goals.
A CHALLENGE
These national education goals are not the President's goals or the Governors' goals; they are
the nation's goals.
These education goals are the beginning, not the end, of the process. Governors are commit-
ted to working within their own states to review state education goals and performance levels
in light of these national goals. States are encouraged to adjust state goals according to this
review, and to expand upon national goals where appropriate. The President and the
Governors challenge every family, school, school district, and community to adopt these
national goals as their own, and establish other goals that reflect the particular circumstances
and challenges they face as America approaches the twenty-first century.
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