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National Teacher of the Year 4/7/92 [OA 7571] [2]
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National Teacher of the Year 4/7/92 [OA 7571] [2]
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26
22
4
3
Beth- Stop I'll by need explum to few those. March
DMR
(Hinchliffe/Nix)
30, 1992 10 a.m.
TEACHER Draft One
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR
TUESDAY, APRIL 7, 1992
ROSE GARDEN
Thank you, and welcome to the Rose Garden. [ACKNOWLEGEMENTS]
We're here to salute and thanks the thousands of outstanding men
and women who educate this nation's kids. There's no calling
greater than a teacher's, because there's nothing more precious
than what they touch -- the minds of our youth. The Talmud says
teachers are our "protectors" That's true. By teaching our kids
what we've learned, and by teaching them to dream, teachers
protect the treasures of our past and the promise of our future.
I want to tell you about a Detroit kid who was told he was a
share astory shave astory
tid
time grounging
slow learner. He had a rough youth. When he dropped out of high
school he couldn't read, write or spell. For five years in the
what would really mean
Army he thought about wanting to take charge of his life, so when
he was discharged he went to night school for two years to earn
his high school diploma. Then he went for 7 more years to a
Bible College, while working as a minister to kids in the ghetto.
Here he found he had the power to touch and change lives. So he
decided to become a teacher. He began by working with forgotten
kids at a state institution for juvenile offenders.
Kahlil Gibran says: "Whoever would be a teacher of men let
him begin by teaching himself before teaching others; and let him
set an example before teaching by word." That's exactly what the
young man of that story did -- and we're here today to honor him
as the 1992 Teacher of the Year -- Thomas Fleming.
2
Tom is a hero -- a man of strength, courage and great heart.
For the last 20 years, as lead teacher in the Washtenaw County
Juvenile Detention Program, he's taught history, government and
geography to youths aged 12-16. But he teaches much more. To
kids who've had the hope beaten out of them by a vicious cycle of
abuse, neglect, failure, drugs, crime -- he gives life-training.
Here's what he says:
'Knowledge is power: the more you know, the more you're worth,"
he says, and he urges these suspicious, disillusioned kids to
believe that "Self-esteem follows performance." In these beaten-
down kids he instills pride. Principal Paul Helber says Tom
never lays a hand on them except to pat them on the back.
Tom doesn't want the moon for his kids. He wants something
more important -- a future. In his classroom, it will be a
future forged out of new personal responsibility; enthusiasm for
learning; and hope. Some of his kids have gone on to respected
civic and religious positions -- one even took over Tom's
original inner-city youth ministry. And one, "Saturday Night
K
Live" comedian A. Whitney Brown, spoke for all many when he dedicated
his book to Tom for making a difference in his life.
I have a feeling this crystal apple isn't as important to
Tom as his other rewards -- like the first spark of light in a
kid's eye; or seeing a group's class hunger for answers; or even just
before
having a kid who'd never been able to read ask him to bring a
book from the public library. But the apple does symbolize the
respect in which Tom's country holds him. And the apple reminds
us of his message -- not only is education 15 important, but special
5
'd
iduc.
education is important because every life can be redeemed --
every life counts. As Tom says, his conviction that all students
can succeed helps him to keep hope alive.
Every day, on the most intense and personal level, Tom sees
the heart of the problems we face -- the breakdown of families;
the loss of traditional values; an environment that breeds crime,
substance abuse, unemployment, and hopelessness. But he knows
11no.
that good teachers will help us find a solution -- for with every
student you teach -- you shape a future, you touch a lifetime.
But teachers can't exist in isolation. Our tremendous
is
respect for them, and the utter conviction that education holds
the key for our country's future, urged us to develop America
2000 -- our revolutionary blueprint for educational excellence.
I'm absolutely committed to change, beginning with break-the-
mold ideas like New American Schools and a range of educational
goals for the yr Door
choice that includes empowerment for teachers. Our plan is inno-
and
we do Have
vative; it's exciting; it's uniting this country; it will work.
Tom and the thousands of men and women like him show the
excellence that will help us meet America 2000's ambitious goals.
Changing our schools is too important to wait -- or to waste -- a
When we setom
generation. We know we've got to be competitive in a changing
world. Our economic health -- our economic survival -- depend on
how we educate ourselves to face the challenges out a there new Centry,
We've requested over $2 billion in Federal spending on math
and science education in next year's budget: $768 million of that
for pre-college. That's an increase of 123% in the last 3 years.
Not relevant here,
Detail 4 parts of A 2000:
Od Plexibility
School Choie
N/AS,
4
The Federal Government can do a lot -- but we can't do it all.
Teachers know that real excellence demands commitment from every-
one in every community as we work to create a new generation of
American schools. It demands talented men and women giving time
to become tutors, mentors and classroom assistants. It demands
businesses, churches and synagogues, and civic groups forming
partnerships to support local schools. It demands every citizen
helping his or her community develop a plan of action based on
our new Declaration of Educational Rights -- America 2000.
Together, we will reinvent the American school community by
community, neighborhood by neighborhood, all across this country.
And at the heart of this shining new school will be -- as
always -- the teacher. A hero to our youngest generation said it
best. Last week at the Oscars, filmmaker George Lucas said all
of us who make motion pictures are teachers, teachers with very
loud voices, but we will never match the power of the teacher who
is able to whisper in a student's ear."
On behalf of all Americans who've had the rare and priceless
your
privilege of having a fine teacher whisper in their ear --
congratulations, Tom. I know how proud your grandmother would
Thank you be. God bless you all Tom.
#
#
#
make Johns Bhin
a story the? ?
For BH,
AMERICA 2000:
REVOLUTIONARY
"BUSINESS
TRANSFORMING IDEAS
CHANGE
AS USUAL"
Secretary allowed to waive regulations
Flexibility for Teachers
on request for good reason
and Principals
Covers more than 70 federal programs
and almost $11 billion
For all school districts, in all states
$545 million over three years for
Break-the-Mold
communities to create first 535 +
New American Schools
break-the-mold schools
No limitations on types of schools
Submitted by Governors to Secretary
guaranteeing truly break-the-mold
World Class Standards
Bi-partisan recommendations of National
and Voluntary National
Council on Education Standards and
Testing (NCEST)
Exams
Parental Choice
Help for middle and low-income families
of Schools
to have more choices of all schools,
public, private, religious
Services of Mead Data Central, Inc.
PAGE
8
4TH STORY of Level 1 printed in FULL format.
The Associated Press
The materials in the AP file were compiled by The Associated Press. These
materials may not be republished without the express written consent of The
Associated Press.
March 30, 1992, Monday, AM cycle
SECTION: Domestic News
LENGTH: 325 words
HEADLINE: 'Star Wars' Producer George Lucas Gets Message from Space
DATELINE: LOS ANGELES
KEYWORD: Oscars-Lucas
BODY:
Filmmaker George Lucas, the creative force behind the "Star Wars" trilogy
and the "Indiana Jones" adventures, received an honorary Oscar on Monday night
for career achievement.
Lucas, 47, accepted the Irving G. Thalberg Memorial Award "not only for
myself but for the thousands of talented men and women, robots, aliens and
others with whom I've been lucky enough to share the creative experience in the
last few years."
He then thanked those he cited as his greatest influence - his teachers.
"I've always tried to be aware of what I say in my films because all of us
who make motion pictures are teachers, teachers with very loud voices, but we
will never match the power of the teacher who is able to whisper in a
student's ear," Lucas said.
He also got a special message from space. His friend, director Steven
Spielberg, pointed to a screen and the seven space shuttle Atlantis astronauts -
plus a floating Oscar statuette - appeared from orbit.
"We are very honored to assist in recognizing George Lucas, an explorer in
his own right, who has pushed the boundaries of cinematography and science
fiction to excite imaginations and to inspire young and old throughout the world
about this new ocean we call space," shuttle commander Charles Bolden Jr. said
from Atlantis' 182-mile-high orbit.
"Congratulations, George Lucas, from the crew of Atlantis."
The astronauts recorded their message on video last week.
As a writer, producer and director, Lucas has been responsible for "American
Graffiti," "Labyrinth," "Willow" and "Tucker: The Man and His Dream."
In presenting the award, given for consistently high standards of film
production, Spielberg cited Lucas' leadership in improving exhibitors' sound and
projection quality.
LEXIS'NEXIS'LEXIS'NEXIS
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PAGE 9
The Associated Press, March 30, 1992
The award is named for the MGM production chief responsible for "Mutiny on
the Bounty," "Camille" and other films. Previous recipients include Darryl F.
Zanuck, Walt Disney, Billy Wilder and Spielberg.
LEXIS'NEXIS' LEXIS'NEXIS
Services of Mead Data Central, Inc.
PAGE
2
2ND STORY of Level 1 printed in FULL format.
Copyright 1992 The Chronicle Publishing Co.
The San Francisco Chronicle
MARCH 31, 1992, TUESDAY, FINAL EDITION
SECTION: DAILY DATEBOOK; Pg. C1; TELEVISION
LENGTH: 821 words
HEADLINE: Jack's Night to Be Nimble at Oscars
BYLINE: JOHN CARMAN
BODY:
I'LL HAVE ONE OF THOSE
You could see it coming. Palance, nominated for ''City Slickers,' put Tawny
(''My Brain Is Very'') Little and Chuck (''More Like Ground Round'') Henry on
notice in the pre-Oscar show.
Trudging into the Dorothy Chandler Pavilion, Palance assured them he was free
of pain.
''I just had a shot,' he said. ''I feel great.
(Little: 'What's that? What did he say? He just had a shot?'')
Only one? The night's first Oscar in hand, Big Jack said of Billy Crystal,
his 'City Slickers'' co-star and the program's host, ''Billy Crystal, God, I
crap bigger than him.'
Then wham, Palance dived to the floor to demonstrate his manliness.
One-handed push-ups. Two-handed push-ups. Should someone call the medics?
Back at the microphone, he said, ''As far as the two-handed push-ups, you can
do that all night and it doesn't make any difference if she's there or not.'
JACK OF ALL TRADES
So much for Hollywood's Old Guard. Jack hit the road, but Crystal used him as
a comedic punching bag for the next three hours. Palance was bungee jumping off
the Hollywood sign, Crystal said. Orbiting in space. Fathering scads of
children. Winning the New York primary.
Palance might not make that ''Oscar's Greatest Moments'' home video, but he
did give the show a little comph. I mean, somebody's got to represent America's
shameless famous and make a fool of himself in front of a billion viewers around
the globe.
It was the best Oscar telecast in recent years. Not much sentiment - the New
Guard, which dominated the ceremony, prefers to keep matters crisp and
businesslike -- but there were little surges when Indian film director Satyajit
Ray spoke via satellite from his hospital bed in Calcutta, and when Liz Taylor
took the stage with Paul Newman at the end.
LEXIS'NEXIS'LEXIS`NEXIS
Services of Mead Data Central, Inc.
PAGE
3
The San Francisco Chronicle, MARCH 31, 1992
BARBRA LIKE BUTTER
The Barbra Streisand non-nomination controversy melted among the half dozen
acknowledgements she got from presenters and winners, with Streisand beaming and
blowing thank-you kisses from her seat.
Politics and social unburdenings cropped up, but not nastily. Crystal took a
cut at presidential candidate Bill Clinton (''Didn't inhale -- c'mon'').
Documentary film maker Debra Chasnoff won an award for skewering General
Electric and mixed her 'Boycott GE'' plug with her thanks. Richard Gere gently
urged less money for defense and more for AIDS research.
The era of stem-winding thank-you speeches may have passed. Winning ''Silence
of the Lambs'' director Jonathan Demme clocked in at a stammering (''And, uh,
finally, uh, um'') 3 minutes and 35 seconds, the night's major oration. But more
typical were the ''Terminator II'' visual effects whizzes, all four of whom were
on and off the stage in 34 seconds flat.
Wardrobe transgressions? The duds were duds for anyone with fond memories of
Streisand, Cher and other design killers of years past. Geena Davis has
something of a history here, and her outfit of white satin on top and fluffy
explosion above the knee was about as dopey as it got. Her thematic inspiration
this year appeared to have been the ostrich.
She's getting better, though. In another two years or so, she might even be
tasteful.
PICTURES OF GRACE
There was practically a surfeit of graciousness -- honorary Oscar winner
George Lucas thanking his teachers from boyhood; Anthony Hopkins recalling
that his father had died 11 years ago last night and adding that he was
'greatly honored and tremendously moved'' to win the best-actor award; his
Silence of the Lambs'' co-star Jodie Foster saluting Hopkins with a ''Quid pro
quo, Doctor.'
All in all, it was a slickly entertaining show with just enough scruffiness
to satisfy. Even the ''best song'' nominees, while no more tuneful than any
other year in the last two decades, seemed to fit pleasantly into the telecast
as musical interludes.
Billy Crystal, recovering from the flu, was superb. His opening monologue was
amusingly on target and less riddled than last year with industry-insider jokes.
His song and dance number was an improvement on the old-fashioned, gloppy
production extravaganzas of past years.
Midway through the show, 100-year-old Hal Roach was introduced in the
audience. An awkward silence befell the telecast when Roach decided to speak,
without a microphone. Crystal rode it out and then won an ovation for observing,
''I think that's fitting, because Mr. Roach started in silent films.'
For that, Crystal gets credited not only with the win, but with an impressive
save.
LEXIS'NEXIS'LEXIS'NEXIS
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PAGE 7
The Washington Post, March 31, 1992
"We were lookin' pretty good back then," Paul Newman said. "Hey, I think
we're still lookin' pretty good," said Elizabeth Taylor. These were,
certifiably, the only understatements of the evening.
Much earlier, a plump Kathleen Turner, acting as a presenter, told the
audience, "Tonight we all share one common emotion -- suspense." Actually, the
one common emotion was probably boredom, or, at best, suspense over whether we
would stay awake until the end of the show. The problems with Oscar may be
incurable at this point, but there is still a certain fascination in observing
the patient and his sporadic signs of life.
GRAPHIC: PHOTO, EMCEE BILLY CRYSTAL AT LAST NIGH'S AWARDS.
TYPE: REVIEW
SUBJECT: TELEVISION; FILMS; ENTERTAINERS; ACTORS; AWARDS
ORGANIZATION: ACADEMY AWARDS
NAMED-PERSONS: JACK PALANCE; BILLY CRYSTAL
LEXIS NEXIS'LEXIS'NEXIS
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PAGE
5
3RD STORY of Level 1 printed in FULL format.
Copyright 1992 The Washington Post
The Washington Post
March 31, 1992, Tuesday, Final Edition
SECTION: STYLE; PAGE B1; TV REVIEW
LENGTH: 1016 words
HEADLINE: Ho-Humming Right Along
SERIES: Occasional
BYLINE: Tom Shales, Washington Post Staff Writer
BODY:
Once more it was a case of being caught in glamorous doldrums. The theme of
the 64th annual Academy Awards, telecast live from Los Angeles on ABC, was "the
pure joy of the movies," but purity and joy were both in pretty short supply.
The show was commendable for the scarcity of excruciating embarrassments --
though there were some - and for going about its business with what was, in
Oscar terms, a sense of brisk efficiency. Unfortunately, the excitement levels
remained stubbornly low just about all night long.
Jack Palance got the show off to a quirky start and briefly revived a kind of
Oscar night looniness that once made the show more watchable, harder to ignore.
Accepting the Best Supporting Actor Oscar for playing a mega-craggy cowpoke in
"City Slickers," Palance first made a tasteless scatological remark (borrowed
from the movie) about costar Billy Crystal, then flopped down onstage to do a
few one-armed push-ups and thereby prove himself young at heart. Or at least
young at arm.
The strange little outburst got plenty of nervous laughter and gave Crystal,
host of the show for the third year, grist for a running joke that he ran into
the ground for the rest of the show. But unfortunately it didn't seem to inspire
other award winners to go off on similarly quixotic flights of fancy.
"Jack just Bungee-jumped off the Hollywood sign," Crystal told the crowd at
one point. The comedian was affable and agreeable in his role, but not
spectacularly funny: He still seems too small a talent to helm such a great big
fat show, a mouse pushing a boulder up a hill.
Once more Crystal did his little routine spoofing the big dumb production
numbers that used to open the Oscars. But now Crystal's little spoof has itself
become as predictable and lame as what he's supposedly spoofing. Maybe it's time
to bring those big dumb opening production numbers back again.
Crystal showed a quick wit when it was most needed. Hal Roach, the
100-year-old movie pioneer whose studio once was home to Laurel and Hardy and
other immortal clowns, stood up in the audience, very slowly, to take a bow and
then, unexpectedly, made a few remarks to the crowd. But there was no microphone
nearby to pick up his words so TV viewers heard nothing.
LEXIS'NEXIS'LEXIS'NEXIS
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PAGE
6
The Washington Post, March 31, 1992
"I think that's fitting," Crystal said, = 'cause Mr. Roach started in silent
films." The quip helped turn an awkward moment into a charming one.
Threats by gay activist groups to disrupt the Oscar ceremony did not
materialize, perhaps partly because Crystal and, later, presenter Richard Gere
both made statements on the program in support of AIDS research. Gay rights
groups are upset about portrayals of gay characters in films like the current
"Basic Instinct."
After midnight came an Oscar first: The longtime companion of an Oscar winner
who had died of AIDS appeared onstage to accept the trophy in his memory. Howard
Ashman, who wrote the lyrics for "Beauty and the Beast," as well as those for
Disney's "The Little Mermaid," died of AIDS complications last year. His
survivor quoted an inscription on Ashman's tombstone: "0, That He Had One More
Song to Sing."
There was at least one note of topical controversy. Debra Chasnoff, the
winner for Best Documentary Feature, "Deadly Deception: General Electric,
Nuclear Weapons and Our Environment," attacked General Electric for its heavy
investment in nuclear energy. "Thank you very much," she said before leaving the
stage, "and boycott GE."
Sentimental or emotional highlights seem to get fewer every year. Although
most American moviegoers have probably never seen any of his films, viewers had
to be moved by the sight of India's foremost director, Satyajit Ray, clutching
an honorary Oscar as he lay in a Calcutta hospital bed, piped into the
ceremonies by satellite. He recalled writing letters in his youth to director
Billy Wilder and actress Ginger Rogers and never getting a reply but remaining a
fan of American films nevertheless.
Another high point came near the end of the first hour when producer George
Lucas accepted the honorary Thalberg Award from his colleague and pal Steven
Spielberg. It was touching and encouraging that Lucas thanked his teachers for
their influence on his life, and he was then saluted with a greeting from outer
space -- seven astronauts floating around in the space shuttle Atlantis sending
Lucas their congratulations and playing with an Oscar statuette.
That Barbra Streisand was omitted from the Best Director nomination for
directing "The Prince of Tides" evoked a few protests during the show. Liza
Minnelli and Shirley MacLaine hailed Streisand as "the director we would most
like to work with," Jessica Tandy lamented the fact that Streisand was not
nominated, and Crystal, during his song, asked rhetorically, "Seven nominations
on the shelf; did this film direct itself?"
As it turns out, "Prince of Tides" didn't win any Oscars anyway. Streisand
probably got more attention simply by sitting in the audience and beaming
radiantly every time she was saluted. If she had been nominated and won, we'd
probably all still be sitting around waiting for her acceptance speech to end.
Streisand glowed, but the real heat was saved for the finale: Elizabeth
Taylor and Paul Newman, two of the few remaining movie stars who really are
movie stars, teamed to present the Best Picture Oscar. They appeared following a
clip from "Cat on a Hot Tin Roof" in which they costarred about a
quarter-century ago.
LEXIS'NEXIS'LEXIS'NEXIS
Key characteristics of the America 2000 approach: 4/18/91
assessment
accountability
See
innovation
choice
lifelong learning
community support
decade overall spending up 33% in real terms over the last
money this year is 384 billion
American taxpayers want to know what they're
dollars
THE WHITE HOUSE
WASHINGTON
Date: 3-30-92
TO:
Michelle Hix
FROM:
CHARLES E. M. KOLB
Action
Draft Response
FYI
Let's Talk
COMMENTS:
as descussed.
Weekly Compilation of
Presidential
Documents
111 RESEARCH
Pres Documents
3
Monday, April 15, 1991
Volume 27-Number 15
Pages 397-430
Administration of George Bush, 1991 / Apr. 10
communism in 1989 was no accident.
a friend of education, Governor Caperton,
'd foster inno-
During the 1980's, the Communist world
who you met earlier.
learned that no wall, no barrier can fend off
I'm told that a former Member of Con-
ased Federal
powerful ideas. It saw our prosperity and
gress, Harley Staggers, is here. I'm not fo-
and develop-
our vitality. It saw that our way is better.
cusing too well from up here, but if he-
ience. It also
The prosperity of the 1980's, which began
they're pointing out here. But anyway-
vation by ex-
with tax cuts and progrowth policies in the
way back over there. But Harley, nice to
erimentation
United States, transformed the entire world.
see you, sir-a man that served his State
understands
Our challenge now is to shape the revolu-
with great distinction. I want to single out
we want the
tion that we started to make the 21st centu-
Commissioner Benedict and Superintend-
ho turn their
ry the next American Century.
ent Marockie; John Quam, the director of
new goods
And so, I ask your help in that quest.
the National Teacher of the Year Program;
Together, with business working coopera-
and of course, your own principal-and now
tion believes
tively with government, we cannot fail.
that I feel a part of this school, our own
and savings.
Thank you all very much for coming to
principal-Gary Kidwell.
-they try to
Washington. And may God bless our great
Let me say that I'm especially pleased, on
our banking
country.
this whole broad national education front,
gulations and
to be side-by-side with Lamar Alexander-a
990's.
Note: The President spoke at 2:07 p.m. in
former Governor, a man that is committed,
der our cur-
the Great Hall at the Department of Com-
a former head of a great university system,
can open a
merce. In his remarks, he referred to Secre-
now our Secretary of Education-a man
d, but not in
tary of Commerce Robert A. Mosbacher; L.
who has made it his mission, his sacred mis-
of the bank-
William Seidman, Chairman of the Federal
sion, to join with the teachers of this school
work for the
Deposit Insurance Corporation; Richard
and others all across this country to make
erly, it nour-
Breedon, Chairman of the Securities and
America's schools second to none. And very
growth. And
Exchange Commission; and Arthur Levitt,
soon, back in Washington, we are going to
ke the ones
nominated to be a member of the Defense
and die. Our
unveil our National Education Strategy. It's
Base Closure and Realignment Commission
comprehen-
a long-term strategy to make America all
and former chairman of the American
that it can be-to spark a nationwide move-
system more
Stock Exchange.
d sound.
ment that touches every school and every
student in America.
ing retirees
ars ago, Con-
But today I want to focus on the fact that,
arantee the
in the end, everything we try to do in edu-
erm stability
Remarks at the Presentation Ceremony
cation comes down to teaching and learn-
n. Congress
for the National Teacher of the Year
ing, to each teacher and each student in our
undermine
Award in Slanesville, West Virginia
classrooms. There's no better way to make
aids on the
April 10, 1991
that point than to come here to honor
o honor our
someone Slanesville knows so well, the 1991
retirees. I
The President. Well, please be seated.
National Teacher of the Year, Rae Ellen
one. But I
Kids, it's great to be with you. And you
McKee.
ought to be very happy that I'm here be-
You know, the last time I went to a
of ground,
cause you don't have to be in school work-
school, it was just a few miles away from
issues here,
ing hard, you see. [Laughter] To all those
the White House, and I had a third-grade
Our growth
who handled the arrangements for a com-
kid, a boy ask me to prove that I was the
es posed by
plex visit like this, let me at the very begin-
President. [Laughter] I finally showed him
ging world.
ning express my sincere thanks to you, and
my American Express card. [Laughter] And
ote growth.
we promise to leave right on time so things
this time I came prepared, though. I
Americans.
can get back to normal in this beautiful part
brought the Secretary of Education so there
of American
of our country.
can be no doubt. And then I flew down
people's am-
I want to thank Secretary Alexander for
here on Marine One. And third, when
fears.
his remarks, for his kind words. Thank all of
we're done here, just to prove it, I'm going
century the
you for this West Virginia welcome. It's
to take Mrs. McKee back up to the White
nouldn't be
good to see the Governor of this State here,
House with me.
collapse of
415
Apr. 10 / Administration of George Bush, 1991
I heard a story about one of Mrs. McKee's
tament to this teacher and to this school.
reading students-I don't know if it's true
And above all, it's a testament to the
or not-about a boy who'd been watching
strength of this community and its values.
me almost every day on television, back
Our children learn from all of us, not just
during the troubled days of the war in the
from the teachers. And what happens at
Gulf, making speeches, making statements
home and in the neighborhood matters just
to the press. And the boy allegedly asked
as much as what takes place in the class-
Mrs. McKee, "Are you really going to Wash-
room.
ington to meet the President?" And she
I know that many of the kids here today
said yes, she was. And he said, "He doesn't
learned to read with Mrs. McKee's help.
need you. [Laughter] He can already read."
And I've just spent a little time with some
[Laughter] Well, that really says it all.
of you all in the classroom, asking questions
[Laughter]
and watching you learn. So, let me ask a
But this is a proud day: for Rae Ellen's
question: How many of you have ever read
parents; for her husband, John McKee; and
a story or a book that's been made into a
their children, Zachary and Molly, a second-
movie? Quite a few. And then you watch
grader with whom I just met; and for all
the movie and you say to yourself, the book
the children in this elementary school; and
for every hard-working teacher in America
was better. When you read, the power. of
who sees the future and shapes that future
your imagination paints the picture in your
every single day that our children walk into
mind, and there isn't anything in the world
the classrooms.
stronger than the power of your imagina-
Being here today reminds me a little of
tion. And that's why reading is so impor-
my own days in school, all the way back to
tant. It's more than picking out the words
1941. That was high school level for me. I
on a page. Reading is one way we learn
remember my high school history teacher,
how to think. And when you open a book,
Dr. Arthur Darling. He was demanding, he
you open your mind to a world of experi-
was disciplined, and I learned from him. I
ence. Right here in a classroom in West
don't know how much I remember the
Virginia, the world comes to you.
dates and times and places. I don't know
And let me say to all the kids here today:
how much I remember of the history that
I hope you won't mind that we're going to
he taught me. But I know I won't ever
borrow Mrs. McKee. For the next year, as
forget his example. Years from now, in ex-
Teacher of the Year, she's going to travel
actly that same vein, many of the kids
across this great country of ours to share
here-all of them, in my view-will remem-
with all our schools the secrets of her suc-
ber Mrs. McKee the same way.
cess right here in Slanesville. We need to
Our National Teacher of the Year grew
learn from her how we can teach all kids
up in Levels, just 10 miles from here. Rae
just as well as she's taught you.
Ellen McKee is West Virginia born and
And pretty soon, you'll be back in class.
bred. It's in her soul. She comes from a
And I'm going to ask you to do something
family of teachers-five generations, to be
for me, today and every day: Work hard,
exact. And she's still a student herself,
ask questions, have fun, and learn. That's
working now on a second master's degree
what school is all about.
in education at West Virginia University,
And once again, I want to thank you for
proof that learning is a lifelong process.
this warm welcome, for a chance to spend
Rae Ellen McKee knows that teaching is
some time with you in the classroom, and
more than giving tests and assigning grades.
for the opportunity to share this proud
Teaching, she says, is the "impact of mind
moment for Slanesville.
upon mind, and heart upon heart."
And now I am honored to present this
There are plenty of schools bigger than
crystal apple-an apple for the teacher-to
Slanesville's, plenty of towns with more
the 1991 Teacher of the Year, Rae Ellen
people: But in this small school, great things
McKee.
happen. Every day, these children, your
Mrs. McKee. Mr. President, I thank you
children, take another wonderful step for-
on behalf of the teachers of America. Your
ward, toward their future. And that's a tes-
being here today is an honor that most of us
416
Administration of George Bush, 1991 / Apr. 10
1 to this school.
never dreamed we would have. And as im-
Remarks at the Swearing-In Ceremony
stament to the
portant as this day will always be to me and
for Patricia F. Saiki as Administrator of
and its values.
to my colleagues in the teaching ranks, I
the Small Business Administration
1 of us, not just
think it is even more special because you
April 10, 1991
hat happens at
have once again demonstrated your com-
ood matters just
mitment to the young people of America.
The President. Good afternoon, Secretary
ice in the class
And at this time, I thank you on their
Martin and distinguished friends from the
behalf.
United States Congress. And of course, a
kids here today
special welcome to the members of Pat's
McKee's help.
Note: The President spoke at 10:01 a.m. on
family with whom I just met. And it's a
time with some
the grounds of Slanesville Elementary
pleasure to have you all here for this very
asking questions
School. In his remarks, he referred to Cleve
special occasion. And it's also a pleasure-
0, let me ask a
Benedict, State agriculture commissioner,
the business at hand-to welcome a good
have ever read
and Henry R. Marockie, State superintend-
friend on board as this nation's new Admin-
en made into a
ent of schools.
istrator of the Small Business Administra-
then you watch
tion.
urself, the book
Pat Saiki will be bringing her own spirit
!, the power of
of aloha to this job. And for those who don't
picture in your
Appointment of C. Gregg Petersmeyer
know what I mean, just watch. Watch how
ng in the world
she does over there. You talk about enthusi-
your imagina-
as Assistant to the President and
ag is so impor
Director of the Office of National
asm and ability, you're going to see it all, all
at once.
out the words
Service
I'm pleased that she's going to be heading
way we learn
April 10, 1991
up the SBA because small business is so vi-
ou open a book,
tally important. Small business-the heart of
vorld of experi-
The President today announced the ap-
our country's economy. In the 1980's, small
sroom in West
pointment of C. Gregg Petersmeyer, of Col-
business produced two out of every three
you.
orado, to be Assistant to the President and
new jobs. But more importantly, they're the
tids here today:
Director of the Office of National Service at
heart of the American dream. The SBA was
we're going to
the White House.
founded to encourage that spirit and that
e next year, as
Since January 1989 Mr. Petersmeyer has
belief in our ability to make our dreams
going to travel
been Deputy Assistant to the President and
come true.
ours to share
Director of the Office of National Service.
Owners of small businesses show the rest
ets of her suc
Prior to this Mr. Petersmeyer was a senior
of America the way. And they've seized
e. We need to
officer of the General Atlantic Energy
control of their own lives, made their own
teach all kids
Corp., a private oil and gas exploration
choices, made their own decisions. And
u.
company in Denver, CO. Before moving to
over 20 million men and women across the
back in class
Denver in 1982, Mr. Petersmeyer was with
U.S. today are running their own small busi-
do something
McKinsey & Co., Inc., in New York and has
nesses-20 million pieces of the American
ty: Work hard,
also been a member of the Hudson Insti-
dream. Pat Saiki's going to be their advo-
d learn. That's
tute. From 1972 to 1974 Mr. Petersmeyer
cate, their tough, smart advocate.
served as a staff assistant in the White
I know her, and I know she'll throw her
thank you for
House. Mr. Petersmeyer is chairman of the
whole energy and dedication into this chal-
iance to spend
Fitzie Foundation, a nonprofit public foun-
lenge because Pat will be responsible for
classroom, and
dation that annually recognizes and rewards
more than administration and policy devel-
re this proud
outstanding girls and young women from
opment. She's going to have the chance to
four schools in the Boston area.
help people shape their own futures. She'll
o present this
Mr. Petersmeyer received a bachelor of
do this by expanding SBA's role in provid-
he teacher-to
arts degree with honors from Harvard Col-
ing start-up guidance; by concentrating on
ear, Rae Ellen
lege, a master of literature degree from
business opportunities for minorities,
Oxford University, and a master of business
women, and veterans; by focusing on out-
.t, I thank you
administration degree from Harvard Busi-
reach.
America. Your
ness School. Mr. Petersmeyer resides in Be-
Pat will be a dynamic champion of small
that most of us
thesda, MD, with his three children.
business. She's got the strong background
417
Administration of George Bush, 1990 / Apr. 4
in America so
crete results.
assistance efforts in Eastern Europe and in
e the freedoms
The President emphasized the vital im-
Central America. In all of these matters, the
you convey a
portance of maintaining excellent relations
President praised the forthright and asser-
others who still
with Japan not only in trade but with
tive leadership demonstrated by Prime
forgotten.
regard to security and the growing global
Minister Kaifu and credited him with
end to so many
partnership between the United States and
having created a new spirit of cooperation
id: "Just as de-
Japan. In particular, the President compli-
between the United States and Japan.
ily from other
mented the Government of Japan for its
an be given to
ings." Zev, you
hat, we admire
forward to the
feres with the
Remarks at the Presentation Ceremony for the National Teacher of
the Year Award
g here with us
April 4, 1990
pecial occasion.
your happiness,
here. And now
Well, to the Members of the Congress
white pages. But in hands that know how to
and Senate that are here today, thank you
hold them, how to embrace their ideas and
all for coming, and welcome to the White
deliver them whole, a book can change a
10:50 a.m. in
House. Secretary Cavazos, Senator Pell and
life forever. Those who breathe life into an-
White House.
Representatives Lowery and Hunter, and
cient texts have seen that power, seen those
released by the
Bill Keene and Gordon Ambach, Robert
words explode in brilliance in a young
ry on April 9.
Gwinn, Norman Brown, and specially to our
mind. Through teachers and their students,
distinguished Teacher of the Year, Jan
the ideas of the past are sustained, and the
Gabay, Barbara and I are honored to have
ideas of the future are defined.
you all here.
And if the life of the mind is one of both
The kind of people Jan represents are
work and wonder, I'd like to introduce a
's Meeting
ambassadors to the most powerful province
man among us today who's lived that life
ifu of
mankind might command, that great undis-
better and longer than anyone else. He was
covered realm right under your hat. For
born in 1889, the son of a former slave. He
almost 40 years, the Teacher of the Year
served in the First World War, became
program has singled out the few, really be-
fluent in 6 languages, earned 11 degrees,
cause they represent the many. The pro-
and taught school until he was 81. That
expressed his
gram's goal is not to identify "the best"
alone would be impressive enough. But at
ister Kaifu de-
teacher but the best in all teachers. All
the age of 100, he still practices law and
f the credit for
teachers are different, of course, but the
still attends law school seminars with the
issues and for
best have a special kind of energy that
eagerness of a first-year student. Try to
S on SII.
ushers ideas to minds, and ideals to souls.
praise him, though, and he'll bawl you out,
1 that SII is an
They unleash the imagination and turn
saying, "There's nothing extraordinary
he hopes both
young eyes toward brilliant constellation of
about me." And he told me that I was the
in the final SII
human aspiration and experience.
second President that he's met; the first was
Iting follow-on
Maybe it's the pace of history, the pulse
Franklin Delano Roosevelt. [Laughter] But
uctural adjust-
of the natural world, or the power of
having met him, I know this is a risk to
ther side of the
reason; but whatever, America's best teach-
praise him, but I have to disagree with him.
its are commit-
ers are teaching. They all understand that
I hope you'll join me in commending a man
e interim SII
learning is not a spectator sport. The value
who may be America's most seasoned schol-
prehensive fin-
of knowledge is not in the having but in the
ar, John Morton-Finney. Would you stand
have had very
sharing. And wisdom is not received: it is
up please, Mr. Morton-Finney? [Applause]
pursued.
but we must
One lesson we might take from Mr.
You might have heard it said that knowl-
Morton-Finney is this: If he's still ready and
se neither the
edge isn't found in books. In one sense,
willing to learn, so can we all be. And if
the American
true. There's nothing intrinsically helpful
he's always looking for new ideas and new
il they see con-
about a book-just black marks on a few
ways of thinking, so must the entire system
457
Apr. 4 / Administration of George Bush, 1990
of American education.
omy overall. The State is managing a new
Remarks (
A year ago this week, here in the Rose
system of rewards for teachers and adminis-
the Senat
Garden, across the way, I sent legislation up
trators, including biyearly awards up to
to Congress to help reform and restructure
$8,000 and leaving curriculum questions to
April 4, 19
America's schools. Today I want to appeal
the local districts.
to the Members of Congress to move on
That kind of creative thinking is govern-
The Presia
those initiatives.
ment's best role in education: setting goals,
outset of th
We've already moved in concert to bring
providing incentives, and then demanding
everybody's
a sense of direction to education reform.
accountability. But as crucial as good gov-
congratulate
We've held the first-ever summit with the
ernment is, we all understand where the
Act Amendn
Nation's Governors, and we've set ambi-
real action is: it's in the hands of our teach-
Dole, Baucu
tious goals for our students, our schools, and
ers. And that's why we're here today: to
leadership i
ourselves-rallying points for the progress
recognize a teacher who represents our
legislative lo
we all know is greatly needed now. But
best.
same time,
what we must remember, above all, is that
Her story began with a little collection of
agree that a
education is more important than politics.
books spread out on hardpacked earth be-
Last year.
And while our '91 budget request for edu-
neath a wooden stairway, where she played
that future
cation is the largest in American history,
school with her younger sister. To Jan
breathe cle:
our progress won't be measured by bu-
Gabay, those books revealed an imagined
through of
reaucracies built and dollars spent. It will
life of seekers, sages, and students-a life
cleaner car
be measured by results and by what our
Jan has since chosen to make real for her-
we still fet
children learn and accomplish.
self and the students she teaches. Over the
without m:
If we judge our students by their think-
past 17 years she has developed her power
without a
ing, we must judge ourselves by our own.
to motivate minds, to give kids a sense of
tion and t}
And there are cases of very creative think-
wonder and bless them with a life of possi-
was very c
ing about education going on right now,
bilities unimagined in ordinary moments.
by the S
ideas for reform that hold promise for the
She says her goal is to help her students
based on 1
rest of the Nation.
find and refine the "knowledge, skill, and
that balan
In Milwaukee, Wisconsin, because of a
talent that they do not know they have."
cleaner ai
grassroots movement made up largely of
But she understands that a real education
continues
poor, inner-city parents, a new experiment
goes far beyond acquiring skills: it instills a
people.
in choice is applying the leverage of compe-
lifelong love of learning. "Accepting simple
In that
tition and stimulating change. Thanks to
competence," she says, "is the antithesis of
Polly Williams, once a welfare mother of
what I believe education really is: an un-
four and now a State legislator, low-income
ending quest to understand the world by
parents can choose to send their kids to
using one's mind and to understand the self
private nonsectarian schools, with money
by knowing one's heart."
Appoin
from the public school system's budget
Jan always tells her students that she has
Comm
paying $2,500 in tuition for each student.
succeeded because of them. In that spirit, it
April 4,
Choice empowers people, and it puts com-
is also true that our schools will succeed
petition to work, improving schools for
because of people like her.
The Pr
every student.
So, it is an honor to have you here, Janis
In Kentucky, an entirely new philosophy
tion to a
Gabay, and to name you the 1990 National
of management is being put into place
Teacher of the Year. God bless you for all
Staff Dir
which is based on accountability. The school
you're doing for those kids.
Rights.
system is being decentralized, with local
Latham,
districts gaining control over our operations
Note: The President spoke at 2:15 p.m. in
Since
and individual schools gaining more auton-
the Roosevelt Room at the White House.
Associat
Opport
ment of
ate Adr
ness an
at the
458
To
3/17 Jane
Date
Time 1:20
WHILE YOU WERE OUT
M
Mich I fomas stateming
of
Phone
517 3736325 Extension
Area Code
Number
TELEPHONED
PLEASE CALL
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
Message
Operator
AMPAD
EFFICIENCY@
23-021 CARBONLESS
MAR-31-92 TUE 16:24
CCSSO
FAX NO. 2024088072
P.01
National
Teacher of the Year
Program
March 31, 1992
FACSIMILE TRANSMISSION
202/456-6218
16 Pages
MEMORANDUM
TO: Michell Nix
The White House
FROM: Jon Quam, Director
SUBJECT: Information on Thomas Fleming
Attached are the essays written by Thomas Fleming as part of the application process.
Also included is general information on the program and program sponsors.
Please give me a call if you need additional information. Thanks.
Sponsored by the COUNCIL OF CHIEF STATE SCHOOL OFFICERS in partnership with ENCYCLOPAEDIA BRITANNICA, INC.
One Massachusetts Avenue, NW Suite 700 Washington, DC 20001-1431 202/408-5505 . 202/408-8072 FAX
MAR-31-92 TUE 16:24
CCSSO
FAX NO. 2024088072
P.02
National Teacher of the Year Program
General Information
The National Teacher of the Year Program is the oldést and most prestigious awards
program to focus public attention on excellence in teaching. The program, now in its
40th year, is sponsored by the Council of Chief State School Officers in partnership with
Encyclopaedia Britannica, Inc.
Each year all chief state school officers are invited to nominate a candidate from their
jurisdictions. The methods and materials used to select the State Teacher of the Year vary
from state to state.
Candidates for National Teacher of the Year are expected to be dedicated and highly
skilled teachers in any state-approved or accredited school, pre-kindergarten through
grade twelve, who are planning to continue in an active teaching status. Since the
purpose of the National Teacher of the Year Program is to recognize the contributions
of the classroom teacher, supervisory and administrative responsibilities are of secondary
consideration. Candidates should inspire students of all backgrounds and abilities to
learn. The candidates should have the respect and admiration of students, parents and
colleagues and should play an active and useful role in the community as well as in the
school.
Since 1980 the National Teacher of the Year has been released from classroom duties
during the year of his or her recognition. This has allowed the National Teacher to travel
throughout the country, and increasingly throughout the world, speaking before a variety
of business, community and education groups. These candidates therefore must be
poised, articulate and possess the energy to withstand a taxing schedule.
A National Selection Committee, comprised of representatives of the major national
educational organizations, selects four finalists from the nominations received. The four
finalists are brought to Washington, DC, for individual interviews with committee. The
National Selection Committee then selects the National Teacher.
In each of the forty years of the Program the National Teacher of the Year has been
introduced to the nation by the President and/or the First Lady and honored at special
events in the nation's capitol. The National Teacher receives an engraved crystal apple
and all state Teachers of the Year receive engraved citations from the Program sponsors.
MAR-31-92 TUE 16:25
CCSSO
FAX NO. 2024088072
P.03
The National Teacher of the Year Program Sponsors
The Council of Chief State School Officers
in partnership with
Encyclopaedia Britannica, Inc.
The Council of Chief State School Officers was founded in 1927 and since 1948 has been
headquartered in Washington, D.C. The Council is a nationwide non-profit organization
comprised of the 57 public officials who head the departments of elementary and
secondary education in the 50 states, five extra-state jurisdictions, the District of Columbia,
and the Department of Defense Dependents' Schools. Because the Council represents the
chief education administrator, it has access to the educational and governmental
establishment in each state and the national influence that accompanies this unique
position. The Council seeks its members' consensus on major education issues and
expresses their views to civic and professional organizations, to federal agencies, to
Congress, and to the public. The Council creates and coordinates seminars, educational
travel and study programs that offer many opportunities for the professional growth and
development of chief state school officers and their management teams. In addition to
providing professional development opportunities for chief state school officers, the
Council undertakes projects which address areas of concern at the state level and are
designed to strengthen public education through each state education agency. Herbert
J. Grover, Superintendent of Public Instruction in Wisconsin, is the 1991 president.
Encyclopaedia Britannica, Inc., publishes the 32-volume The New Encyclopaedia Britannica.
Introduced in 1768, The Encyclopaedia Britannica is the oldest continuously published
reference work in the English language. The recent major revision of the landmark 15th
edition is considered among the finest reference works of its kind. In addition Britannica
publishes Compton's Encyclopaedia and other reference works. Encyclopaedia Britannica,
Inc., is one of the world's largest producers of education films through Encyclopaedia
Britannica Educational Corporation. The film catalog of Encyclopaedia Britannica
Educational Corporation includes more than a half century of educational films and is the
most extensive of any film producer in the world. Other elements of Encyclopaedia
Britannica, Inc., include Merriam-Webster, Inc., publishers of Merriam-Webster
dictionaries, and American Learning Corporation, which operates approximately 100
prescriptive learning skills centers in many major metropolitan markets. The company
publishes other learning materials, including computer software which like its educational
films covers a multitude of subjects. American Learning Corporation's Britannica Learning
Centers offer both basic math, preschool reading, scholastic aptitude test preparation,
college learning skills, and Evelyn Wood Reading Dynamics and Study Dynamics.
Encyclopaedia Britannica, Inc., is headquartered in Chicago, Illinois.
LYNDON B. JOHNSON
LYNDON B. JOHNSON Former schoolteacher 315
Talking to District Engineer
Objectivity
was about fifteen years old, he helped his father on
One of LBJ's favorite Depression stories had to do with a young
build a small turn in one of the country roads. The
man, desperate for a job, who appeared before a school board in
wly, and Mr. Johnson hoped his boss, the district
the Texas Hill Country as an applicant for a teaching position. The
stin, would not find out that he was behind schedule.
board was impressed; the man was eloquent, well-informed, and con-
nt young Lyndon to Austin to buy some equipment.
scientious. When the interview ended, one of the board members
was there he ran into the district engineer coming
said, "Well, we think we would like to have you teach and we would
ng. "Howdy, Lyndon," said the engineer, "how's the
like to retain your services. But tell us, there is some difference of
ith your father?" "Oh," said Lyndon, "we are not
opinion in our community about geography. And we want to know
good time of it. We're way behind schedule." And
which side you are on. Do you teach that the world is round, or
The next day the engineer showed up at the work
do you teach that the world is flat?" Said the young man at once:
y rebuked Lyndon's father. "Lyndon," said Mr. John-
"I can teach it either way."39
ft, "how do you suppose the district engineer found
?" The boy shuffled uneasily for a moment or two,
father what he had said in Austin. Looking intently
Affirmative Results
: Johnson said softly, "Lyndon, now remember this
One time when Johnson was in Congress, he told a new employee
just ain't smart enough yet to talk to a district engi-
of his to call a government agency about a request from one of his
ohnson became President and someone on his staff
constituents. The employee made the call; a few hours later LBJ
to the press without his authorization, he would hold
came to his desk and asked for the result. "The thing is settled,"
port and say: "I see you've been talking to the district
the man told him, "because they insisted they couldn't do what
"36
you wanted." Johnson was furious. "I didn't ask you to get me a
negative answer!" he stormed. "Say that I want this done for certain
and get an affirmative answer!" The man promptly called again and
Birthplace
this time used Johnson's peremptory tone: "Congressman Johnson
to claim a background similar to Lincoln's. Once,
will be satisfied with nothing less than affirmative action on his re-
showing some friends around his Texas ranch, he
quest." The official at once agreed to it. "From then on," said John-
ramshackle cabin as his birthplace. "Why, Lyndon,"
son's employee afterward, "I concentrated on getting affirmative
id afterward, "you know you were born in a much
results, not negative."⁴⁰
closer to town which has been torn down." "I
, said Lyndon, "but everybody has to have a birth-
Foreman
"What's the hurry?" one Senator complained to another when the
hard-driving Majority Leader, Lyndon Johnson, kept the Senate
Confusion
working late. "After all, Rome wasn't built in a day." "No," sighed
a student at Southwest Texas State Teachers College
the other Senator, "but Lyndon Johnson wasn't foreman on that
job."41
, young Johnson became an assistant to Cecil Evans,
He threw himself into his work with such enthusiasm
ally exclaimed: "Lyndon, I declare you hadn't been
The Johnson Treatment
month before I could hardly tell who was president
When Johnson was Senate Majority Leader, he employed the "John-
-you or me."38
son method" in seeking support for his strategy. He never just
LYNDON B. JOHNSON
LYNDON B. JOHNSON
323
322
Voting Rights
and if you look back on the bills that were passed during my adminis-
tration, I think you might say that I have."
LBJ enjoyed the story of the two fellows who went to a graveyard
just before a Texas election and began copying down the names
on the tombstones. Up and down the rows they went getting names
Arrogance of Power
until they came to a tombstone so old and worn that it was hard
President Johnson was upset by his old friend Senator J. William
to decipher the name on it. One of them wanted to skip it, but the
Fulbright's criticism of his Vietnam policy and by his warning against
other tried hard to read the inscription. "What's the matter with
the "arrogance of power" in high office. One evening in May 1966,
you?" cried the impatient one. "Why are you staying here?" "Well,
encountering Fulbright in the receiving line at a diplomatic reception,
Ah care," said the second fellow. "This man's got every bit as much
he reached into his pocket, pulled out a penciled note from his house-
right to vote as all the rest of these fellows here."61
keeper Zephyr Wright, and held Fulbright there. "A man can hardly
have an arrogance of power," he cried, "when he gets a note from
his cook talking up to him like this." Lady Bird tried to pull him
Segregation
away, but he said, "Bird, I'll be ready in a minute," and started
In a 1964 speech aimed at persuading businessmen to give American
reading the note aloud: "Mr. President, you have been my boss
for a number of years and you always tell me you want to lose
blacks greater opportunities, LBJ described the problems faced by
weight, and yet you never do very much to help yourself. Now
Zephyr Wright, the family's housekeeper and cook, because of her
color. "She has been with us twenty years," said Johnson, "she is
I'm going to be your boss for a change. Eat what I put in front of
you and don't ask for any more and don't complain." When LBJ
a college graduate, but when she comes from Texas to Washington
finished reading, Fulbright gave him a quizzical smile and moved
she never knows where she can get a cup of coffee. She never knows
on.64
when she can go to the bathroom. She has to take three or four
hours out of her time to go across to the other side of the tracks
to locate a place where she can sit down and buy a meal. You
Geography
wouldn't want that to happen to your wife or your mother or your
In addressing Democratic gatherings, LBJ frequently warned against
sister, but somehow or other you take it for granted when it happens
regional prejudices and called for "a truly national party which is
to someone way off there."62
stranger to no region, an open party which is closed to none, which
knows no color, knows no creed, knows no North, no South, no
Education and the Constitution
East, no West." But occasionally he poked fun at these points-of-
the-compass references. "Of course," he said in one speech, "I do
"I remember," LBJ once said, "when I was at San Marcos and
not want to go as far as the Georgia politician who shouted from
was given a test by this history professor or political science professor,
the stump in the heat of debate, 'My fellow citizens, I know no
I forget which. The question he put on the blackboard was this,
North, I know no South, I know no East, I know no West.' A
'Discuss fully what the federal Constitution has to say about educa-
barefooted, freckle-faced boy shouted out from the audience, 'Well,
tion.' So I did, and, hell, it must have gone on for ten pages or so.
you better go back and study some geography!' "65
Well, I got that paper back with a big red F across it. And the
professor wrote on the paper, "The Constitution doesn't mention
Rebekah Baines Johnson Home
education.' Well, I decided right then and there that if there wasn't
anything in the Constitution on the subject of education, there ought
Before he left the White House, LBJ sponsored the construction of
to have been. And I decided I was going to do something about it,
a model nursing home in Austin. "We treat old people like we treat
[132] May 20
Public Papers of the Presidents
In April 1951 General Ridgway became
physical and moral courage, skillful leader-
Commander-in-Chief of United States Forces
ship, and broad understanding.
in the Far East and Supreme Commander,
General Ridgway's extraordinary service
Allied Powers in Japan. In addition to di-
merits the gratitude not only of the Amer-
recting United Nations strategy and guiding
ican people but of free peoples everywhere.
the armistice negotiations in Korea with
NOTE: The citation was presented by the President
skill and firm forbearance, he supervised, on
following his address at the sesquicentennial con-
behalf of the Allied Powers, the final stages
vocation of the United States Military Academy
of the rebirth of the Japanese people as an
(Item 131). General Ridgway had accompanied
independent nation. In these grave respon-
the President on the trip from Washington.
See also Item I12.
sibilities he displayed the highest order of
133 Remarks to the Winner of the Teacher of the Year Award.
First
May 21, 1952
Teacher
MRS. JONES, I congratulate you on this
bringing the attention of the country to the
award.
fact that one of its main supports, and one
of
Next to a child's mother, the greatest in-
of the reasons why it is the greatest Republic
fluence on his character and his growth into
in the world has been due to the teachers who
the
a good citizen is his teacher.
take young minds and train them to be citi-
hear
I remember with much pleasure the teach-
zens as they should be.
ers I had when I was going through the
Therefore, it is a great pleasure to me to
grade schools and through high school.
have you here this morning.
Some of them are still alive, and I still keep
NOTE: The President spoke at II:40 a.m. in the Rose
in touch with those that are alive.
Garden at the White House. The recipient of the
They had a tremendous influence on the
award was Mrs. Geraldine Jones, a first grade teacher
route which I followed in informing myself
at Hope School in Santa Barbara, Calif.
on government, on the Republic of the
The United States Office of Education, in coopera-
tion with McCall's magazine, selected Mrs. Jones
United States, and what it means. And I
from nominees submitted by State departments of
am more than happy for this opportunity of
education.
134 Remarks at the Dedication of a Memorial Plaque Honoring
Pvt. Leslie Coffelt. May 21, 1952
THANK YOU very much, Captain. I cer-
not the President who is in danger on occa-
tainly appreciate your thoughtfulness in
sions of this kind, but it is the men who
placing this plaque on the Blair House. It
guard him.
commemorates an event about which I do
And I want to say to you that I have been
not like to think. It taught me a very good
extremely cooperative with the guards ever
lesson, that the President is well and amply
since this event took place, and I shall con-
guarded by good and brave men, both in uni-
tinue to be just that way until I am through
form and in the Secret Service.
with this office. Not because I am afraid of
This young man, to whom this plaque is
being shot at-I have been shot at by ex-
erected, was one of the most pleasant officers
perts-but I do not want to endanger the
on the force-and one of the ablest.
lives of the men who spend their lives guard-
It brought home to me the fact that it is
ing the President of the United States.
354
Services of Mead Data Central, Inc.
PAGE 2
1ST STORY of Level 1 printed in FULL format.
Proprietary to the United Press International 1991
United Press International
September 20, 1991, Friday, BC cycle
SECTION: Regional News
DISTRIBUTION: Michigan
LENGTH: 418 words
HEADLINE: Special education teacher is Teacher of the Year
DATELINE: LANSING, Mich.
KEYWORD: MI- TEACHER
BODY:
A teacher at the Juvenile Detention Center in Ann Arbor who says he finds
continuing personal challenges in the underachieving student was named Friday as
Michigan's 1991-1992 Teacher of the Year.
Thomas A. Fleming, a special education teacher at the Washtenaw
Intermediate School District detention facility for the past 19 years, will
represent Michigan in National Teacher of the Year competition in the
spring.
Donna J. Miller, a fifth grade teacher at the Thornapple Elementary School
of the Forest Hills Public Schools in Grand Rapids, is runnerup.
Fleming, Miller and 25 finalists will be honored by the State Board of
Education at a Lansing banquet May 8.
Fleming says his greatest reward in teaching ''is the hope I feel when
students begin to change during my work with them.
''I find the underachieving student to be the source of exciting discoveries
and continual personal challenge,'' he said. ''Even though my students have many
problems, each one deserves a 'day in the sun. When they experience such a day,
without threats of punishment or embarrassment, it may be the very first day of
their lives in which they have really wanted to have an education.'
Fleming earned a Bachelor of Religious Education degree from Detroit Bible
College in 1964 and a Master of Arts degree in both regular and special
education from Eastern Michigan University in 1968.
Miller, a teacher for 29 years, said she knows 'because of learning
styles and unique individual thinking that children's answers can vary, yet be
correct.''
Her greatest contribution in education, Miller said, has been ''to encourage
children to contribute to society beyond the confines of the classroom. As
children acquire skills in various subject areas, it is only natural to show
students how these skills can be shared in the community.
LEXIS'NEXIS'LEXIS`NEXIS
Services of Mead Data Central, Inc.
PAGE
3
Proprietary to the United Press International, September 20, 1991
Sponsors of the competion are the Michigan Association of Colleges for
Teacher Education, Michigan Association of Middle School Educators,
Michigan Association of Nonpublic Schools, Michigan Association of School
Administrators, Michigan Association of School Boards, Michigan Association
of Secondary Principals, Michigan Congress of Parents and Teachers, Michigan
Education Association, Michigan Elementary and Middle School Principals
Association, Michigan Federation of Teachers, Michigan State Chamber of
Commerce and State Board of Education.
Classroom teachers and representatives of the sponoring organizations made
up the 19-member judging panel.
LEXIS'NEXIS LEXIS'NEXIS
TARIFF STABILITY
TEACHERS
TARIFF STABILITY. The country has ac-
needed stability of economic policy which is a
quiesced in the wisdom of the protective-tariff
prime factor in our industrial success, while do-
principle. It is exceedingly undesirable that this
ing away with any tendency to fossilization.
system should be destroyed or that there should
(At Logansport, Ind., September 23, 1902.)
be violent and radical changes therein. Our
Presidential Addresses and State Papers I, I91-
past experience shows that great prosperity in
193.
this country has always come under a protective-
tariff; and that the country cannot prosper under
TARIFF. See also AGRICULTURE; FREE
fitful tariff changes at short intervals. Moreover,
TRADE; RECIPROCITY.
if the tariff laws as a whole work well, and if
business has prospered under them and is pros-
TAXATION. The whole problem of taxation
pering, it is better to endure for a time slight
is now, as it has been at almost all times and
inconveniences and inequalities in some sched-
in almost all places, one of extreme difficulty.
ules than to upset business by too quick and
It has become more and more evident in re-
too radical changes. It is most earnestly to be
cent years that existing methods of taxation,
wished that we could treat the tariff from the
which worked well enough in a simpler state of
standpoint solely of our business needs. (Sec-
society, are not adequate to secure justice when
ond Annual Message, Washington, December
applied to the conditions of our complex and
2, 1902.) Mem. Ed. XVII, 167; Nat. Ed. XV,
highly specialized modern industrial develop-
144.
ment. At present the real-estate owner is cer-
tainly bearing an excessive proportion of the
What we really need in this
tax burden. Men who have made a special study
country is to treat the tariff as a business propo-
of the theory of taxation and men who have
sition from the standpoint of the interests of
had long experience in its practical application
the country as a whole, and not from the stand-
are alike in conflict among themselves as to the
point of the temporary needs of any political
best general system. Absolute equality, abso-
party. It surely ought not to be necessary to
lute justice in matters of taxation will probably
dwell upon the extreme unwisdom, from a
never be realized; but we can approximate it
business standpoint, from the standpoint of na-
much more closely than at present. (Annual
tional prosperity, of violent and radical changes
Message as Governor, Albany, January 3,
amounting to the direct upsetting of tariff poli-
1900.) Mem. Ed. XVII, 39-40; Nat. Ed. XV,
cies at intervals of every few years. A nation
35.
like ours can adjust its business after a fashion
to any kind of tariff. But neither our nation
TAXATION. See also CORPORATIONS; FARM
nor any other can stand the ruinous policy of
LAND; FRANCHISE TAX; INCOME TAX; IN-
readjusting its business to radical changes in
HERITANCE TAX; LIQUOR TAX; TARIFF;
WEALTH.
the tariff at short intervals. This is more true
now than ever it was before, for owing to the
TEACHERS. There is no profession in this
immense extent and variety of our products,
country quite as important as the profession of
the tariff schedules of to-day carry rates of
teacher, ranging from the college president
duty on more than four thousand articles. Con-
right down to the lowest-paid teacher in any
tinual sweeping changes in such a tariff, touch-
one of our smallest country public schools.
ing so intimately the commercial interests of the
There is no other profession so important. But
nation which stands as one of the two or three
not the best teacher can wholly supply the want
greatest in the whole industrial world, can not
of what ought to be done in the home by the
but be disastrous.
father and the mother. (At Pacific Theological
We need to devise some machinery by which,
Seminary, Spring, 1911.) Mem. Ed. XV, 601;
while persevering in the policy of a protective
Nat. Ed. XIII, 637.
tariff, in which I think the nation as a whole
has now generally acquiesced, we would be able
TEACHERS-RESPONSIBILITY OF. No
to correct the irregularities and remove the in-
body of public servants, no body of individuals
congruities produced by changing conditions,
associated in private life, are better worth the
without destroying the whole structure. Such
admiration and respect of all who value citizen-
machinery would permit us to continue our
ship at its true worth than the body composed
definitely settled tariff policy, while providing
of the teachers in the public schools through-
for the changes in duties upon particular sched-
out the length and breadth of this Union. They
ules which must inevitably and necessarily take
have to deal with citizenship in the raw, and
place from time to time as matters of legislative
turn it out something like a finished product. I
and administrative detail. This would secure the
think that all of us who also endeavor to deal
[ 604 ]
TEACHERS
TEACHERS
TEACHERS
policy. which is a
with that citizenship in the raw in our own
of the Republic is that done by the educators,
uccess, while do-
homes appreciate the burden and the responsi-
for whatever our shortcomings as a Nation may
to fossilization.
bility. The training given in the public schools
be, we have at least firmly grasped the fact
aber 23, 1902.)
must, of course, be not merely a training in in-
that we can not do our part in the difficult and
'e Papers I, 191-
tellect, but a training in what counts for in-
all-important work of self-government, that we
finitely more than intellect-a training in char-
can not rule and govern ourselves, unless we
acter. And the chief factor in that training must
approach the task with developed minds and
ULTURE; FREE
be the personal equation of the teacher; the in-
trained characters. You teachers make the whole
fluence exerted, sometimes consciously, some-
world your debtor. If you did not do your work
blem of taxation
times unconsciously, by the man or woman who
well this Republic would not endure beyond
st all times and
stands in so peculiar a relation to the boys and
the span of the generation. Moreover, as an
treme difficulty.
girls under his or her care-a relation closer,
incident to your avowed work, you render some
e evident in re-
more intricate, and more vital in its after-
well-nigh unbelievable services to the country.
ds of taxation,
effects than any other relation save that of
For instance, you render to the Republic the
simpler state of
parent and child. Wherever a burden of that
prime, the vital service of amalgamating into
kind is laid, those who carry it necessarily carry
one homogeneous body the children alike of
ure justice when
ur complex and
a great responsibility. There can be no greater.
those who are born here and of those who come
Scant should be our patience with any man or
here from so many different lands abroad. You
ustrial develop-
woman doing a bit of work vitally worth doing,
furnish a common training and common ideals
te owner is cer-
oportion of the
who does not approach it in the spirit of sin-
for the children of all the mixed peoples who
cere love for the work and of desire to do it
are here being fused into one nationality. It is
e a special study
well for the work's sake. (At Philadelphia, Pa.,
in no small degree due to you and your efforts
men who have
tical application
November 22, 1902.) Proceedings of the Dedi-
that we are one people instead of a group of
selves as to the
cation of the New Buildings of the Central
jarring peoples. (Before National Educational
equality, abso-
High School. (Board of Public Education,
Association, Ocean Grove, N. J., July 7, 1905.)
on will probably
1910), PP. 62-63.
Presidential Addresses and State Papers IV,
approximate it
423.
I wish to say a word of spe-
resent. (Annual
cial acknowledgment to the teachers. There is
You men and women en-
y, January 3,
; Nat. Ed. XV,
no body of men and women in the country to
gaged in this great work are in the highest and
whom more is owing than to that body of men
truest sense the real servants of the Republic.
and women upon whose efforts so much of the
You have a greater task to perform than any
RATIONS; FARM
cleanliness and efficiency of our government
public man can perform. It rests with you to
OME TAX; IN-
twenty years hence depends; because on their
see that the boys are turned out manly, fear-
TAX; TARIFF;
training largely depends the kind of citizen-
less, and yet tender; turned out so that they
ship of the next generation. There is no duty as
shall be ashamed to flinch from any man or to
important as the duty of taking care that the
wrong any woman; ashamed to show weakness
fession in this
boys and girls are so trained as to make the
in the face of strength, or not to deal gently
e profession of
highest type of men and women in the future.
with weakness if shown in others; and to teach
llege president
It is a duty that cannot be shirked by the
the girls equally that to them belong by right
teacher in any
home. The fathers and mothers must remember
not only the virtues of tenderness and unself-
public schools.
that it is the duty that comes before everything
ishness, but the virtues of strength and cour-
important. But
else after the getting of mere subsistence. The
age; so that it shall be a disgrace to the man if
supply the want
first duty after the duty of self-support is the
he is only strong, but not gentle; and a dis-
e home by the
training of the children as they should be
grace to the girl if in addition to gentleness she
fic Theological
trained. That comes upon the fathers and
does not have strength.
Ed. XV, 601;
mothers. They cannot put it off entirely upon
I hold no other class of people in our com-
the teachers; but much depends upon the
munity in quite the regard that I hold the
teachers also, and the fact that they have done
American teacher who is moulding the Ameri-
ITY OF. No
and are doing their duty so well entitles them
can nation of to-morrow. (Before Iowa State
of individuals
in a peculiar degree to the gratitude of all
Teachers' Association, Des Moines, November
tter worth the
Americans who understand the prime needs of
4, 1910.) Mem. Ed. XVIII, 455-456; Nat. Ed.
0 value citizen-
the republic. (Remarks to school children, San
XVI, 340-341.
ody composed
Bernardino, Cal., May 7, 1903.) Theodore
nools through-
Roosevelt, California Addresses. (San Francisco,
TEACHERS, WOMEN. Speaking generally,
S Union. They
1903), P. II.
however, the women teachers-I mention these
the raw, and
because they are more numerous than the men
hed product. I
TEACHERS-SERVICE OF. It is not too
-who carry on their work in the poorer dis-
deavor to deal
much to say that the most characteristic work
tricts of the great cities form as high-principled
605
SEASIZ 335 0450
Professional Biography
7318
lept M
313-668
(H)
CONFIDENTIAL
Thomas A. Fleming
Fleming is the 1992 Michigan State Teacher of the Year. As a Special
Education teacher for over 20 years, since 1971 with the Washtenaw County
Determined Marking Per TO E.O. Be 12356 an Administrative Sec. 1.1 (a)
Intermediate School District, Fleming helps children formulate a personal world view
and a sense of belonging to the social environment in which they live. His early
experiences as a Baptist minister actively involved him with the youth of Detroit's
northwest neighborhoods and led to his interest in adolescents with special needs. He
received a Master of Arts in Education with special education certification from Eastern
Michigan University and first taught at the W.J. Maxey Boys Training School, a state
institution for juvenile offenders. Fleming then served as an educational consultant with
Project Follow Through for the High Scope Educational Research Foundation and joined
the Washtenaw County Intermediate School District to teach in that county's juvenile
detention school program in 1971. Five years later he assumed the role of coordinating
teacher and continues in that capacity, in addition to his teaching responsibilities, to
interact with a variety of supporting agencies including the police department, court
staff, volunteers, and school district personnel. His students are from 12 to 16 years of
age with third grade to college level ranges in academic performance. He works closely
with Eastern Michigan University and the University of Michigan in the training of
special education majors. "The student must be challenged to examine not only his
knowledge, but his values. Young people today must be helped to formulate their own
philosophy of life. To expect students to know what they believe and who they are is to
relate to them as persons of integrity and value.
Thomas A. Fleming
817 Spring Street
Ann Arbor, MI 48103
March 18, 1992
Ms. Jane Leonard
Educational Liason/The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dear Ms. Leonard:
Our conversation yesterday was brief, but I enjoyed hearing
that you are a former school teacher. It is exciting to play an
influential role in the development of young, thinking persons -
and the national perspective your job affords must be very unique
and exciting, indeed.
Enclosed is a copy of the Winter 1992 issue of the Washtenaw
Intermediate School District Focus. If there is any additional
information you need, please feel free to contact me.
I am looking forward to meeting you, and I hope to introduce
you to my family during our stay in Washington.
Sincerely,
Thom d. Fluing
Thomas A.
Teacher of the Year,
State of Michigan
To
Date
3/17 Time 1:20
Jane
WHILE YOU WERE OUT
M
Homes govery
of
Phone
5173736325 Extension
Area Code
Number
TELEPHONED
PLEASE CALL
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
Message
Operator
AMPAD
EFFICIENCY@
23-021
CARBONLESS
A Teacher's
Miscellany
An Anthology of Short
Writings from Diverse Countries
and Many Centuries
Bernard E. Farber
Editor
Janiee Creuse
6010 Oxper Ct 303
aluxandrea VA 22310
McFarland & Company, Inc., Publishers
Jefferson, North Carolina, and London
Teacher
285
formed in this
There dwells, in lowly shed, and mean attire,
professions in
A matron old, whom we school-mistress name;
Who boasts unruly brats with birch to tame.
1, "To
- William Shenstone, "The School-Mistress" (1737), In. 10.
peans Who Are Disposed
ted States," Apr. 16, 1790,
914. [Three rabbis were sent to inspect the state of education throughout
Letters of Benjamin Rush
Palestine.] They came to a place where there were no teachers. They said
Quaker living in London.
to the inhabitants, "Bring us the protectors of the town." They brought
them the military guard. The rabbis exclaimed, "These are not the protec-
was offered a situation as
tors of the town but its destroyers!" "Who, then, are the protectors?" they
S growing around us with
were asked; and they answered, "The teachers."
ements [in Michigan], and
- Talmud: Chagigah (before A.D. 500).
instruction. I passed an ex-
three nervous and self-
915. One
at once began my profes-
Discuss'd his tutor, rough to common men,
1 week and my board. The
But honeying at the whisper of a lord.
boarded round" with the
And one the Master as a rogue in grain
place, and often walking
Veneer'd with sanctimonious theory.
log school-house in every
fourteen pupils, of vary-
- Alfred, Lord Tennyson,
/as hardly a book in the
The Princess: "Prologue" (1847), In.113.
1, I remember, read from
916. As for the young lady's teacher, I prefer that she have a woman rather
1 winter the school-house
than a man. It is best that the teacher be her mother, her aunt, or her sister
er had to give close per-
rather than an outsider. If she must be an outsider, however, she should
to make the fires or carry
be known by the family and, if possible, she should have the following
wood myself, sometimes
qualifications: she should be advanced in years, clean in behavior, es-
gain, after miles of walk-
teemed in reputation, tranquil in temperament, and skilled in learning
use with my clothing wet
but if a lady with all the qualities cannot be obtained, the teacher must at
uring the day. In "board-
least possess good reputation and skill in learning. If a lady with these two
is, with bunks at the end
vhich I slept with one or
qualities cannot be found, select with great care an old man who has proven
himelf worthy in behavior, reputation, and scholarship. If possible, he
occasions for the man of
should be a married man rather than a bachelor; his wife should be suffi-
women got to bed, and
ciently attractive and he should get on well with her, for if this is the case
sed. In some places the
he will not be driven to covet any other woman, being satisfied with his
hem, and often the only
own.
their noonday meal was
-Juan Luis Vives,
The Instruction of a Christian Woman (1524).
with Elizabeth Jordan,
1915). See Barns, #889.
917. Father: Inform me, I beg, thou who art most versed in the study of
letters, who in this school is the best teacher of boys?
Relative: The most learned is a certain Varro; but the most industrious
me,
and the most upright is Philoponus, whose erudition, moreover is not to
0
278
Teacher
has been the Trustees' order paid to the said Christopher Ortman as
schoolmaster at Ebenezer, we think it reasonable that the said five pounds
be paid toward defraying the said expenses.
- Foundations of Colonial America:
A Documentary History, ed. W. Keith
Kavenagh (1973), III.2126.
899. Whoever would be a teacher of men let him begin by teaching himself
before teaching others; and let him set an example before teaching by word
For he who teaches himself and rectifies his own ways is more deserving of
respect and reverence than he who would teach others and rectify their
ways.
- Kahlil Gibran
in Annie Salem Otto, The Parables of Gibran (1963)
900. An appeal is once more made to the members of our National
Legislature on behalf of the women of our country who are engaged in the
duties of public education
The munificent donations of public lands,
given by Congress for the establishment of Agricultural Colleges, have
been appropriated entirely for the benefit of young men. This may have
been in accordance with the intention of the law; but if so it leaves an im
portant act of justice to be done
By common consent in our country the office of teacher of children has
come to be held as peculiarly proper for women
The profession of teacher requires
as thorough and special training
as any of the other intellectual professions. The great majority of our
teachers are deficient in this training
The complaint on this head is in-
9
deed universal. And it is coupled with another complaint of the inadequate
p
salaries almost everywhere paid to teachers, but more especially in rural
W
districts
It is to redress these admitted and most serious evils that the national
aid is now solicited. Women already compose two-thirds of the whole
number of persons engaged throughout our country teaching youth
It
is a duty which our law-makers owe to their country to see that these
9C
educators are properly trained.
a
so
- Sarah Josepha Hale, "Appeal to the Fortieth
pl
Congress of the United States,
SC
Godey's Lady Book, Dec. 1868, in Ruth E. Finley,
tea
The Lady of Godey's (1931), 233.
to
APR- 1-92 WED 17:33
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FAX NO. 2024088072
P.01
National
Teacher of the Year
Program
April 1, 1992
FACSIMILE TRANSMISSION
202/456-6218
5 Pages
MEMORANDUM
TO: Michelle Nix
The White House
FROM: Jon Quam, X
SUBJECT: Information on National Teachers of the Year
Attached is a list of the previous national teachers and some demographic information.
Please let me know if you need any additional information. Thanks.
Sponsored by the COUNCIL OF CHIEF STATE SCHOOL OFFICERS in partnership with ENCYCLOPAEDIA BRITANNICA, INC.
One Massachusetts Avenue, NW Suite 700 Washington, DC 20001-1431 202/408-5505 - 202/408-8072 FAX
APR- 1-92 WED 17:34
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FAX NO. 2024088072
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NATIONAL TEACHER OF THE YEAR PROGRAM
Forty-one Year Facts
States with National Teachers of the Year
1951-1992
1
2
Thirteen National
Teachers (31%) have
Three (7%) National
taught at the
Teachers have taught
Twenty-six (62%)
Elementary
at the Middle or
National Teachers
Grade level.
Junior High School
have taught at the
level.
High School level.
In 1957 two National Teachers were
In the 41 years of the program 26
named--1 elementary and 1 high school.
(62%) National Teachers are
This is the only year in which this
female and 16 (38%) are male.
occurred.
All National Teachers that
remain in the workforce are
The first National
still directly connected with
Teacher, Geraldine
teaching, either in the
Jones, retired in 1989.
classroom, administration,
higher education, or as
education consultants.
APR- 1-92 WED 15:24
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FAX NO. 2023931228
P.01
National
Teacher of the Year
Program
April 1, 1992
FACSIMILE TRANSMISSION
202/456-6218
5 Pages
MEMORANDUM
TO: Michelle Nix
The White House
FROM: Jon Y
SUBJECT: Information on National Teachers of the Year
Attached is a list of the previous national teachers and some demographic information.
Please let me know if you need any additional information. Thanks.
Sponsored by the COUNCIL OF CHIEF STATE SCHOOL OFFICERS in partnership with ENCYCLOPAEDIA BRITANNICA, INC.
One Massachusetts Avenue, NW a Suite 700 Washington, DC 20001-1431 202/408-5505 202/408-8072 FAX
APR- 1-92 WED 15:24
CCSSO
FAX NO. 2023931228
P. 02
National Teachers of the Year
1952-1992
1992
Thomas E. Fleming - Special Education
Washtenaw Intermediate School District, Ann Arbor, Michigan
1991
Rae Ellen McKee 4 Remedial Reading
Slanesville Elementary School, Slanesville, West Virginia
1990
Janis Gabay . English
Junipero Serra High School, San Diego, California
1989
Mary V. Bicouvaris - Government/International Relations
Bethel High School, Hampton, Virginia
1988
Terry Weeks - Social Studies
Central Middle School, Murfreesboro, Tennessee
1987
Donna H. Oliver - Biology
Hugh M. Cummings High School, Burlington, North Carolina
1986
Guy R. Doud - Language Arts
Brainerd Senior High School, Brainerd, Minnesota
1985
Therese Knecht Dozier - World History
Irmo High School, Columbia, South Carolina
1984
Sherleen Sisney * History, Economics and Political Science
Ballard High School, Louisville, Kentucky
1983
LeRoy E. Hay, Ph.D. . English
Manchester High School, Manchester, Connecticut
1982
Bruce E. Brombacher - Mathematics
Jones Junior High School, Upper Arlington, Ohio
1981
Jay Sommer - Foreign Languages
New Rochelle High School, New Rochelle, New York
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1980
Beverly J. Bimes-Michalak . English
Hazelwood East High School, St. Louis, Missouri
1979
Marilyn W. Black a Elementary Art
Bernice A. Ray School, Hanover, New Hampshire
1978
Elaine Barbour - Sixth Grade
Coal Creek Elementary, Montrose, Colorado
1977
Myrra L. Lee . Social Living
Helix High School, La Mesa, California
1976
Ruby Murchison . Social Studies
Washington Drive Junior High, Fayetteville, North Carolina
1975
Robert G. Heyer - Science
Johanna Junior High School, St. Paul, Minnesota
1974
Vivian Tom - Social Studies
Lincoln High School, Yonkers, New York
1973
John A. Ensworth - Sixth Grade
Kenwood School, Bend, Oregon
1972
James M. Rogers - American History and Black Studies
Durham High School, Durham, North Carolina
1971
Martha M. Stringfellow - First Grade
Lewisville Elementary, Chester County, South Carolina
1970
Johnnie T. Dennis . Physics and Math Analysis
Walla Walla High School, Walla Walla, Washington
1969
Barbara Goleman - Language Arts
Miami Jackson High School, Miami, Florida
1968
David E. Graf - Vocational Education and Industrial Arts
Sandwich Community High School, Sandwich, Illinois
1967
Roger Tenney - Music
Owatonna Junior-Senior High School, Owatonna, Minnesota
1966
Mona Dayton - First Grade
Walter Douglas Elementary School, Tucson, Arizona
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1965
Richard E. Klinck - Sixth Grade
Reed Street Elementary, Wheat Ridge, Colorado
1964
Lawana Trout - English
Charles Page High School, Sand Springs, Oklahoma
1963
Elmon Ousley - Speech, American Government
Bellevue Senior High School, Bellevue, Washington
1962
Marjorie French - Mathematics
Topeka High School, Topeka, Kansas
1961
Helen Adams - Kindergarten
Cumberland Public School, Cumberland, Wisconsin
1960
Hazel B. Davenport - First Grade
Central Elementary School, Beckley, West Virginia
1959
Edna Donley - Mathematics and Speech
Alva High School, Alva, Oklahoma
1958
Jean Listebarger Humphrey - Second Grade
Edwards Elementary, Ames, Iowa
1957
Eugene G. Bizzell . Speech, English and Debate
A.N. McCallum High School, Austin, Texas
Mary F. Schartz - Third Grade
Bristol Elementary, Kansas City, Missouri
1956
Richard Nelson - Science
Flathead County High School, Kalispell, Montana
1955
Margaret Perry - Fourth Grade
Monmouth Elementary, Monmouth, Oregon
1954
Willard Wideberg - Seventh Grade
DeKalb Junior High School, DeKalb, Illinois
1953
Dorothy Hamilton MP Social Studies
Milford High School, Milford, Connecticut
1952
Geraldine Jones - First Grade
Hope Public School, Santa Barbara, California
(Hinchliffe/Nix)
April 1, 1992 5 p.m.
TEACHER Draft One
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR
TUESDAY, APRIL 7, 1992 11:15 A.M.
ROSE GARDEN
Thank you and welcome to the Rose Garden. [ACKNOWLEDGEMENTS]
We're here to salute and thank the thousands of outstanding men
and women who educate this nation's children. There's no calling
greater than a teacher's, because there's nothing more precious
than what they touch -- the minds of our youth. The Talmud says
teachers are our "protectors." That's true. By teaching our kids
what we've learned, and by teaching them to dream, teachers
protect the treasures of our past and the promise of our future.
I want to share a story -- about a Detroit kid brought up by
his grandparents. He was labeled a slow learner. When he dropped
out of high school he couldn't read or write or spell. Then in
the Army a day came when he wanted to read the Bible but couldn't
-- he didn't know how to read. From that moment, he thought
about what it would really mean to take charge of his life.
So when he was discharged he went to night school for two
years to earn his high school diploma. He went on for 7 more
years to Bible College, while working as a minister to kids in
the ghetto. Here he found he had the power to touch and change
lives. He decided to become a teacher. He began by working with
forgotten kids at a state institution for juvenile offenders.
There's an old saying: "Whoever would be a teacher of men,
let him begin by teaching himself before teaching others -- and
let him set an example before teaching by word." That's exactly
2
what the young man of that story did -- and we're here today to
honor him as the 1992 Teacher of the Year -- Thomas Fleming.
Tom is a hero -- a man of strength, courage and great heart.
For the last 20 years, as lead teacher in the Washtenaw County
Juvenile Detention Program, he's taught history, government and
geography to youths aged 12-16. But he teaches much more. To
kids who've had the hope drained out of them by a vicious cycle
of abuse, neglect, failure, drugs, and crime -- he gives life-
training. Here's what he says: "Knowledge is power -- the more
you know, the more you're worth." And he urges these suspicious,
disillusioned kids to believe that "Self-esteem follows
performance." In these throw-away kids he instills pride.
Tom doesn't want the moon for his kids. He wants something
more important -- a future. In his classroom, it will be a
future forged out of new personal responsibility; enthusiasm for
learning; and hope. Some of his kids have gone on to respected
civic and religious positions --- one even took over Tom's
original inner-city youth ministry. And one, "Saturday Night
Live" comedian A. Whitney Brown, spoke for many when, 20 years
after being in his classroom, he dedicated his book to Tom for
the difference this man had made in his life.
I have a feeling this crystal apple isn't as important to
Tom as his other rewards -- seeing the first spark of light in a
kid's eye -- or even just having a kid who'd never been able to
read ask him to bring a book from the public library. But the
apple does symbolize the respect in which Tom's country holds
3
him. And the apple reminds us of his message: education is
important because every life can be redeemed -- every life
counts. As Tom says, his belief that all students can succeed
helps him to keep hope alive.
Every day, on the most intense and personal level, Tom
Fleming sees the heart of the problems we face -- the breakdown
of families; the loss of traditional values; the lure of crime
and substance abuse; the dead-end of unemployment and
hopelessness. But he knows that good teachers will help us find
a solution -- for with every student you teach -- you shape a
future, you touch a lifetime.
But teachers can't exist in isolation. Our tremendous
respect for them, and the utter conviction that education is the
key to our country's future, led us to develop America 2000: our
revolutionary blueprint for educational excellence. At the heart
of it stand four key reforms. First, Flexibility for Teachers
and Principles: freedom from the web of federal regulations that
impose a one-size-fits-all solution on our schools. Second, A
Generation of New American Schools -- a break-the-mold experiment
in what education can be. Third, World Class Standards and
Voluntary National Exams -- to help us raise our sights and
measure our performance. Fourth and finally, Parental Choice of
Schools -- public, private, religious. Our plan is innovative;
it's exciting; it's uniting this country -- and it will work.
Changing our schools is too important to wait -- or to waste
-- a generation. We know we've got to be competitive in a
4
changing world. We set our goals for the year 2000 because we
know our economic health -- our economic survival -- depend on
how we educate ourselves to face the challenges of a new century.
Tom and the thousands of men and women like him will help us
meet those challenges. Teachers know that real excellence demands
commitment from everyone in every community as we work to create
a new generation of American schools. It demands that talented
men and women give time to become tutors and mentors. It demands
that businesses, churches and synagogues, and civic groups form
partnerships to support local schools. It demands that every
citizen helping his or her community develop a plan of action
based on America 2000: our new Declaration of Educational Rights.
Together, we will reinvent the American school community by
community, neighborhood by neighborhood, all across this country.
And at the heart of this shining new school will be -- as
always -- the teacher. Last week at the Oscars, filmmaker George
Lucas might have captured it best, when he thanked the teachers
of his childhood. He said: "all of us are teachers,
teachers with very loud voices, but we will never match the power
of the teacher who is able to whisper in a student's ear.' "
Tom -- on behalf of all Americans who've had the rare and
priceless privilege of having a fine teacher whisper in their ear
-- congratulations. As your wife, Diane, says: there's no
distinction between who you are and what you do -- you've woven
the values of your life into your work. Your grandparents Carrie
and Gordon would be so proud. God bless you, Tom.
(Hinchliffe/Nix)
April 1, 1992 5 p.m.
TEACHER Draft One
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR
TUESDAY, APRIL 7, 1992 11:15 A.M.
ROSE GARDEN
Thank you and welcome to the Rose Garden. [ACKNOWLEDGEMENTS]
We're here to salute and thank the thousands of outstanding men
and women who educate this nation's children. There's no calling
greater than a teacher's, because there's nothing more precious
than what they touch -- the minds of our youth. The Talmud says
teachers are our "protectors. That's true. By teaching our kids
what we've learned, and by teaching them to dream, teachers
protect the treasures of our past and the promise of our future.
I want to share a story -- about a Detroit kid brought up by
his grandparents. He was labeled a slow learner. When he
dropped out of high school he couldn't read or write or spell.
Then, in the Army, a day came when he wanted to read the Bible
pead. Joined study growp
but couldn't -- he didn't ,know how From that moment, he thought
about what it would really mean to take charge of his life.
So when he was discharged he went to night school for two
years to earn his high school diploma. He went on for 7 more
years to Bible College, while working as a minister to kids in
the ghetto. Here he found he had the power to touch and change
lives. He decided to become a teacher. He began by working with
forgotten kids at a state institution for juvenile offenders.
There's an old saying: "Whoever would be a teacher of men,
let him begin by teaching himself before teaching others -- and
let him set an example before teaching by word." That's exactly
pas Soldier if asked had witnessed read him bible to him
Guard shack
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white Teacher Street young to In
Sunday School
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from
not cross a tighter
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3
him. And the apple reminds us of his message: education is
important because every life can be redeemed -- every life
counts. As Tom says, his belief that all students can succeed
helps him to keep hope alive.
Every day, on the most intense and personal level, Tom
Fleming sees the heart of the problems we face -- the breakdown
of families; the loss of traditional values; the lure of crime
and substance abuse; the dead-end of unemployment and
hopelessness. But he knows that good teachers will help us find
a solution -- for with every student you teach -- you shape a
future, you touch a lifetime.
But teachers can't exist in isolation. Our tremendous
respect for them, and the utter conviction that education is the
key to our country's future, led us to develop America 2000: our
revolutionary blueprint for educational excellence. At the heart
of it stand four key reforms. First, Flexibility for Teachers
and Principles: freedom from the web of federal regulations that
impose a one-size-fits-all solution on our schools. Second, A
Generation of New American Schools -- a break-the-mold experiment
in what education can be. Third, World Class Standards and
Voluntary National Exams -- to help us raise our sights and
measure our performance. Fourth and finally, Parental Choice of
Schools -- public, private, religious. Our plan is innovative;
it's exciting; it's uniting this country -- and it will work.
Changing our schools is too important to wait -- or to waste
-- a generation. We know we've got to be competitive in a
4
changing world. We set our goals for the year 2000 because we
know our economic health -- our economic survival -- depend on
how we educate ourselves to face the challenges of a new century.
Tom and the thousands of men and women like him will help us
meet those challenges. Teachers know that real excellence demands
commitment from everyone in every community as we work to create
a new generation of American schools. It demands that talented
men and women give time to become tutors and mentors. It demands
that businesses, churches and synagogues, and civic groups form
partnerships to support local schools. It demands that every
citizen helping his or her community develop a plan of action
based on America 2000: our new Declaration of Educational Rights.
Together, we will reinvent the American school community by
community, neighborhood by neighborhood, all across this country.
And at the heart of this shining new school will be -- as
always -- the teacher. A hero to our youngest generation said it
Other wording
best. Last week at the Oscars, filmmaker George Lucas said
"all
of us who make motion pictures are teachers, } teachers with very
loud voices, but we will never match the power of the teacher who
is able to whisper in a student's ear."
Tom -- on behalf of all Americans who've had the rare and
priceless privilege of having a fine teacher whisper in their ear
-- congratulations. As your wife, Diane, says: there's no
distinction between who you are and what you do -- you've woven
the values of your life into your work. Your grandparents Carrie
and Gordon must be so proud. God bless you, Tom.