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FROM: THE MADEIRA SHOOL
FAX NO.: 703 893 3289
05-05-99
10:45A
P.04
Opening Chapel Talk
September 15, 1998
William M. Polk
JD might like
to read Hiss,
you,
In her memoir, Openings and Closings, Dorothy Stickney, who seemed to be the most quietly
confident actress on stage, wrote about her life-long battle with stage fright. She said she had learned one
lesson: "When panic overtook me. when I felt absolutely unable to go on, I would tell myself, You don't
have to do the whole play - you don't even have to play the next scene - all you have to do is say the ncxt
line." Although she never fully conquered that fear. she was always able to say the next line and the next
line. and in SO doing found a lifetime of accomplishment in the theater.
As the curtain is about to go up on the opening of a new school year. even some veterans like
Dorothy Stickney may be experiencing stage fright. We are wondering what lies ahead. whether
we'll stand out or look foolish, how we'll do in relation to others, and what it will be like for all of
us to be together. Feeling some anxiety right now is not a sign of weakness: it is a sign of humanness.
Ms. Stickney's advice is worth remembering. We don't have to do the whole year or even the next scene
right now but just the next line. For now, let's focus on meeting the school year one step at a time.
At the outset of the year. I want to make some comments about the goals of a Groton education.
In education, much emphasis is placed on grades, test scores. and is strong extracurricular resume.
These are not unimportant for developing the self-discipline. intellect, and skills needed to improve
yourselves and your future choices. But you must realize that good grades, high test scores. and a strong
extracurricular resume are not ends in themselves. What is the purpose of getting a 90. or scoring 700 on
3 standardized test, or becoming a star athlete, or getting into Groton or an Ivy League college? If you
graduate from Groton with the impression that the only purpose of your education is to get something -
college admission or a choice job- then you will have missed an important dimension of a Groton
education. which involves becoming and giving rather than just getting. Socrates said that the purpose
of education is to make better people. A fundamental feature of a Groton education is to promote your
aspirations to become more and better than you are - intellectually, emotionally, physically. and
spiritually - and to help others in your community and the world have the opportunity to become more
and better than they are.
At Groton you will have many opportunities to forge your character. It is your character that will
determine the person you become. It is your character that will shape whether or not you devote your life
to giving or getting. It is your character that will direct to what use you will put your grades. your test
scores. and your extracurricular resume.
Courage, integrity, self-respect, steadiness, perseverance, confidence. and intellectual muscle are
elements of character which you will hone during your years here. Your character is who you are. If you
are honest, loyal. trustworthy, or if you are irresponsible, unreliable, dishonest, that is who you are. Near
the end of a life of waste and excess, Oscar Wilde observed: " I forgot that every little action of the
common day makes or unmakes character." Each common day we have choices of little actions as well
as big actions that will make or unmake our characters. Are we respectful of other people's property or
do we surreptitiously borrow or outright steal it? Are we careful of people's things and the school's
property or are we careiess persons like Tom and Daisy in Fitzgerald's The Great Gasby who,' 64
smashed up things and then retreated back into their money or their vast carelessness, or whatever it was
that kept them together. and let other people clean up the mess they made"?
1
FROM: THE MADEIRA SHOOL
FAX NO.: 703 893 3289
05-05-99 10:45A P.05
How do we develop character? Philip Haille wrote of the little village of Le Chambon in France.
a town whose population, unlike many others in France. hid their Jews from the Nazis. Haille wondered
what kind of people would risk all to do such an extraordinary thing for others. What struck him about
the villagers was their ordinariness. They were not unusually smart or heroic or discerning people. He
decided that over time they had become by habit people who knew what to do from listening to their
parents and from attending their church and did it. When it came time for them to be courageous. the day
the Nazis came to town. they quietly did what was right. "Aristotie was right," Haille says. "Good
people are mostly people of good habits."
Qualities of commiunent. hard work. persistence, considerate treatment of others, taking risks,
tolerance, and optimism are qualities of character along with honesty, integrity, fairness, humility, and
faith. People bring these qualities to life by their own actions, not just in heroic measures but also in the
little unconscious ways in which we live our lives. I hope at Groton you will develop the habits of
character.
There are other habits which need to become second nature to you here. I trust in your lives there
will be no distinction between the habits of character and the habits of the mind, but I do want to focus on
some intellectual habits. As you strive to be your very best, you must strive to do your very best and not
settle for just getting by or for the shoddy. Great satisfaction comes from doing work over and over and
beginning to value a high standard.
In building a house, Charles Gaines writes: "What you don't really know until you do it is that
building a house is not a single large job, but hundreds of little ones, each of which has to be done
correctly for the next to be done correctly and for the whole to come square." As with building a house.
so too with learning a language. writing a poem. approaching a math problem, giving a concert, or playing
a sport. All involve mastering lots of little jobs and the habit of work. Study habits, practice habits,
rehearsal habits, good work habits, ones that hold you in good stead in times of crisis or pressure, must be
consciously developed over a period of time. If you do not develop them, they will not be there for you
when you're studying for exams. or preparing for a big game. or practicing for a recital. How often do we
hear a concert pianist or an athlete talk about the importance of disciplined, focused practice, often
repetitive practice, which enables him or her to perform freely on stage or the field? How many writers
speaking about their craft talk of the perseverance, the intellectual muscle, even the pain of writing and
rewriting which enables them to express their talents freely? Mastery of fundamentals comes first, any
writer will tell you, before free expression. As the pianist Russell Sherman writes, "There is no
meaningful freedom without form, no language without syntax, no art without structure."
And in this world in which we are daily bombarded with data and information, you will necd to
develop the habit of discernment. What is useful and what is useless? What is valuable and what is
trash? Where are the connections? What context will give shape and meaning to the information?
Education is more than mastering facts; it's discovering meaning and connection and dealing with
ambiguity and wrestling with questions that often do not have answers. certainly net easy answers.
Your education will not happen in a straight line. You will suffer some disappointments, even
some failures along the road, but let them not deter you. All of us make mistakes, though Archie Bunker
once announced: "God don't make mistakes; that's how he got to be God." But the rest of us do, and we
make plenty of them. The most creative, innovative people I know make the most mistakes, but they
don't let the mistakes stop them. That's how they learn, and that's how you will learn, too. Animator
Chuck Jones said about Wile E. Coyote, his cartoon critter who's always inventing unsuccessful ways to
trap the Road Runner: "He keeps trying over and over and over. That trait is possibly the only thing that
all creative people have in common. They don't give up." Good advice.
1.1
FROM: THE MADEIRA SHOOL
FAX NO.: 703 893 3289
05-05-99 10:46A P.06
There is another habit you must develop at Groton, the habit of kindness. Be kind - I think
particularly now of students and faculty new to this community and how important our kindness will be
for their experience during the opening weeks and beyond. The author Kathleen Norris tells of her
experience as a young teenager entering a new school. Midway through the first day she overheard a
group of students dissecting her. mocking her hair. her weight, her shoes, her clothes, her voice. and her
manners. What a devastating effect that had on her and how powerful that early experience was in
coloring her feelings about the community. She contrasts that to a truly hospitable greeting she had in
another community which was "welcoming, but not overbearing, pliant but not subject to crass
manipulation. a community in which each individual was recognized as valuable, unique. and
undiminishable at the core." Let us develop the habit of kindness 30 each individual in this community
is treated in that manner.
While you are at Groton the habit of openness needs to be developed. openness to the new, the
unexpected, the different. At a time when our society is emphasizing what separates people and groups
from one another. and certain groups insist that their position is the only politically correct one, seek out
what unifies people. Everyone wants tolerance for his or her own words; few tolerate the views with
which they disagree. Henry Lewis Gates, Jr., suggests that we should think of the American culture as
a conversation among different voices." Let us listen carefully to the different voices within this
community in an effort to learn and to achieve greater understanding, and as the discussion moves
forward. let us work hard to find a common language which will reflect our common humanity.
The Chapel plays an important role reinforcing important habits. It is a place where we come
together regularly as a community to speak and hear the hopes and hurts of our members and of the world
beyond the Circle. It is a place where questions that matter, questions of meaning and truth are raised in a
context larger than one's own self-interest. It is a place where connections are made, with music. with
words. with each other, with silence, with God. It is a sanctuary. a safe place to come when we need help
or healing or want to celebrate or be quiet. Chapel provides us with a break from and nourishment for our
daily schedule. Chapel is where we affirm that there exists a common bond among all peoples which is
rooted in a force transcending all divisions. The purpose of Chape! is not 10 proselytize or conven, but to
affirm faith in such a way as to make all of us think of the importance of our own faith or lack of it. The
purpose is to invite an exploration of personal and spiritual strength which will enrich and give substance
to our lives as well as values worthy of a life's commitment
Finally, in Chapel, we are reminded that what we do at this school - the development of our
intellects, the honing of our skills, the broadening of our talents, the deepening of our characters -is not
for our own ego trip and not simply for college admissions or a job. The ultimate purpose is to serve.
This school is founded on the belief that at our deepest level we find fulfillment and meaning in relation
to a power greater than ourselves and in the service of others and the common good.
As our years increase, to borrow a phrase from the School prayer, may we come to an ever
deepening understanding of the School motto, Cui servire est regnare.
3
http://www.pub.whitehouse.gov/uri-../oma.eop.gov.us/1994/9/12/3.text.l
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
September 12, 1994
REMARKS BY THE PRESIDENT
VIA SATELLITE
IN SWEARING-IN CEREMONY
OF AMERICORPS PARTICIPANTS
The Oval Office
2:46 P.M. EDT
THE PRESIDENT: Good afternoon. In just a moment, I'll
speak to thousands of you young people and those of you who are young
in spirit around the country about our national service program,
AmeriCorps. But before I do, let me say just a few words about what
occurred here this morning.
As you know, a plane came down here early this morning, and
the pilot lost his life. An investigation is taking place that will
determine how and why this happened. We take this incident seriously
because the White House is the people's house. And it is the job of every
president who lives here to keep it safe and secure.
On his second night in the White House, our second
President, John Adams, wrote: "I pray heaven to bestow the best
blessings on this house and on all that shall hereafter inhabit it."
That prayer has been answered. In times of war and peace, in hard
times and good, the White House is an enduring symbol of our
democracy. It tells our people and those around the world that the
mission of America continues as it does on this happy and important
day.
So let me assure all Americans, the people's house will
be kept safe, it will be kept open, and the people's business will go
on.
We stand at the start of America's new season of
service. For 20,000 Americans this year all over our great land,
this moment marks the beginning of a journey that will change their
lives forever. For our nation, the moments of service that will
follow will change our lives for many seasons to come.
Service is never a simple act, it's about sacrifice for
others and about accomplishment for ourselves, about reaching out,
one person to another, about all our choices gathered together as a
country to reach across all our divides.
It's about you and me and all of us together -- who we
are as individuals and what we are as a nation. Service is a spark
to rekindle the spirit of democracy in an age of uncertainty.
We hear a great deal about values now. I encourage
America in that conversation. But all the lofty talk comes down to
three simple questions: What is right; what is wrong; and what are
we going to do about it.
Today, we're doing what is right. Just look around you.
1 of 2
5/5/99 5:19 PM
http://www.pub.whitehouse.gov/uri-../oma.eop.gov.us/1994/9/12/3.tex
You're what is right with America. Twenty thousand of you this year
and 100, over the next three years will be getting things done in
hundreds of places around the country. You will be saving babies in
South Texas, walking the police beat in Brooklyn. You will work on
boats to reclaim the Chesapeake Bay and work on new housing to
rebuild parts of Roxbury. You will take seniors safely to the doctor
in St. Louis and teach children in Sacramento to read.
Every generation in our history has learned to take
responsibility for our future. And your generation is no exception.
We look at you now. And we know you are no generation of slackers.
Instead you are a generation of doers. And you want to give
something back to the country that has given so much to you. The
only limit to our future is what we're willing to demand of ourselves
today. Generations of Americans before us have done the groundwork.
Now, it falls to all of us to build on their foundations.
In just a minute, I'll lead nearly 20,000 AmeriCorps
members gathered across America in a pledge. I ask all Americans to
reflect on the words they will say, because with words like "action"
and "commitment", "community" and "common ground", this is much more
than a pledge of service. It's a creed for America as we move
forward to renew our great country. And to all of you who will help
to lead us in that journey, I say God bless you and thank you from
the bottom of my heart.
And now, it's my great pleasure to swear in the first
members of AmeriCorps around the nation, including these fine young
people who are here with me. Would you all raise your right hand
and repeat after me:
I will get things done for America to make our people
safer, smarter and healthier. I will bring Americans together to
strengthen our communities. Faced with apathy, I will take action.
Faced with conflict, I will seek common ground. Faced with
adversity, I will persevere. I will carry this commitment with me
this year and beyond. I am an AmeriCorps member, and I am going to
get things done.
(The pledge is repeated by participants.)
Thank you and good luck.
END1: 49 P.M. EDT
2 of 2
5/5/99 5:19 PM
parents need to take responsibility
for their children's behavior. But
Mrs. Clinton, who is considering run-
ning for the Senate from New York,
where gun control is popular, has
also been more forceful than the
President in directly taking on the
powerful gun lobby in the aftermath
of the Littleton killings.
In contrast with her remarks to-
day, for example, the President.
Hillary Clinton Appeals
speaking at a fund-raiser in Houston
Friday night, said that while he was
pressing for more gun control laws,
For Gun Control Lobbying
"I hope we can avoid yet another big
fight in Washington between the
N.R.A. and others." He has said in
By KATHARINE Q. SEELYE
tion, still oppose two that the Admin-
the past that the association's cam-
WASHINGTON, May 8 - Stepping
istration considers vital - restrict-
paign against certain lawmakers
who supported his gun control meas-
up the Clinton Administration's cam-
ing handgun sales to one a month per
ures had cost Democrats control of
paign-against gun violence, Hillary
person and reinstituting a waiting
the House in 1994.
Rodham Clinton used an emotional
period before a gun can be bought.
Still, a split between the National
White House ceremony today to call
The White House then set a sum-
Rifle Association and "others' -
on Americans to press Congress to
mit for Monday on youth and vio-
including its traditional allies - is
"buck the gun lobby" and pass sev-
lence. In preparation, Bruce Reed,
looming. Spokesmen for the Ameri-
eral gun control measures
Mr. Clinton's domestic policy advis-
can Shooting Sports Council and the
Today's event, pegged to Mother's
er, invited Mr. Ricker and Mr. Delfay
National Shooting Sports Council,
Day, which is Sunday, was held in the
to the White House, and they met for
which represent gun manufacturers,
formal East Room of the White
90 minutes last Tuesday to discuss
say they have agreed in principle to
House and featured three parents of
the legislative proposals. Also at the
back five of President Clinton's pro-
children killed or wounded by gun-
meeting was Paul Jannuzzo, general
posals to clamp down on access to
fire. They included Tom Mauser,
counsel for Glock Inc., the pistol
guns, although they are waiting to
whose son Daniel was killed last
maker.
see the exact language.
month in the shooting rampage in
"For purposes of the Monday
The five proposals would: raise
Littleton, Colo. His story of waiting
meeting, we are concentrating on
the age limit for possessing a hand-
for word about his son's fate brought
just those issues where we have been
gun to 21 from 18, while still allowing
Mrs. Clinton nearly to tears as she
able to potentially agree," Mr.
exemptions for hunting, employment
look the podium and gravely ad-
Ricker said today.
and ranching; extend background
dressed an audience of other parents
Pointedly not invited to Monday's
checks to those who buy guns at gun
who had lost their children in shoot-
seminar were the figures most iden-
shows, provided that the records are
ings.
tified with the National Rifle Associ-
eventually expunged; ban juveniles
The Senate is to begin debate this
who are convicted of violent felonies
week on a number of gun control
ation - Charlton Heston, the associ-
from ever owning a gun; prosecute
measures, some of which mirror pro-
ation's president, and Wayne La-
parents if they recklessly or negli-
posals offered recently by President
Pierre, executive vice president. In-
gently allow a gun to fall into the
Clinton. "The senators need to hear
stead, the White Hosue invited a
hands of children who use it to com-
from all of us," Mrs. Clinton said She
member of the association's board,
mit a crime, and expand the Govern-
urged voters "to give them the en-
Bill Brewster, a former Republican
ment's gun tracing program, under-
couragement to do what they know is
Congressman from Oklahoma and
way in 35 cities, to 75 cities.
right and to remind them that there
now a lobbyist in Washington. Mr.
The move signals a breach within
are many, many millions of Ameri-
Reed described Mr. Brewster, who
the powerful firearms community
can- voters and citizens who will
has gone duck hunting with Mr. Clin-
over tactics as the manufacturers
stand behind political leaders who
ton, as "an old friend of the Presi-
take steps to try to appease public
are brave enough to buck the gun
dent's."
officials and tamp down the trend
lobby wherever that may take us, so
The rifle association is planning its
among cities to sue gun makers to
that they will vote for the measures
own event on Monday to discuss its
recover the medical and social costs
that we know will save lives,
legislative agenda. This consists pri-
of gun violence.
Mrs. Clinton was as careful as her
marily of calling for better enforce-
Such a split within the pro-gun
husband has been to say that there
ment of existing laws.
community could isolate the rifle as-
are many causes of violence and that
sociation and help gun opponents
portray it as an extremist organiza-
tion, although whether it undermines
the association's political hold on
[New York Times National, May 9, 1999
lawmakers remains to be seen. The
White House seems to be trying to
take advantage of that possible open-
ing, scheduling a conference on vio-
lence for Monday and inviting the
gun makers but not the high-profile
officials of the rifle association.
The five proposals emerged from
discussions last year between the
gun industry and the U.S. Conference
of Mayors. The industry has been
working with several of the mayors,
notably Ed Rendell of Philadelphia,
PHOTOCOPY
to try to show a good-faith effort to
reduce youth access to firearms. So
PRESENTATION
far, Philadelphia has held off from
joining seven other cities in filing
potentially expensive law suits
against the gun manufacturers.
After the rampage in Littleton, the
largest mass murder in an American
school, Senator Joseph I. Lieberman,
Democrat of Connecticut, called for
a White House summit on youth vio-
lence. Robert A. Ricker, executive
director of the American Shooting
Sports Council, wrote to Mr. Lieber-
man saying his group wanted to par-
ticipate in such a summit and would
support certain restrictions.
President Clinton then announced
a package of anti-gun measures,
many of which had been advanced by
the mayors. In bits and pieces, Mr.
Ricker and Robert Delfay, president
of the National Shooting Sports Coun-
cil, backed some of those proposals,
although they, with the rifle associa-
FIRST LADY HILLARY RODHAM CLINTON
ELIZABETH GRIFFITH LEADERSHIP LECTURE SERIES
THE MADEIRA SCHOOL
MAY 10, 1999
Thank you, Betsy, for that wonderful introduction. I'm always thrilled to follow in
the footsteps of Eleanor Roosevelt - who has been such an extraordinary model for me -
and for so many of us here today. In fact, wherever I go as First Lady, I am always
aware of one thing: that Eleanor Roosevelt has surely been there before me. I've been to
farms in Iowa and factories in Michigan where Mrs. Roosevelt paid a visit a half century
ago. When my daughter and I went to Pakistan and India; we discovered that Eleanor
Roosevelt had traveled there in 1952 - and even written a book about her trip.
So I'm very pleased to be the second First Lady to come here to Madeira - and to
be part of a school which has been at the forefront of girl's education in America ever
since it's founding almost a century ago. It's a pleasure to join the Board of Directors,
and its chair Sarah Daignault (DAY-NIO), who I understand has not only been a
remarkably effective chair over the past 8 years -- but who makes sure laughter is always
a part of your board meetings. I'm so glad as well to join the dedicated faculty; staff;
parents and alumni - and most important - the students of Madeira school. And even
though this is a day late - I want to wish all the mothers here a Happy Mothers Day. I
know you all deserve it.
I've heard it said that women's colleges and girl's schools offer "not equal
opportunity, but every opportunity." And I know that the students here today are grateful
for that opportunity to grow and learn and flourish here at Madeira. I am glad to have
heard from your student leaders today - who are such a tribute to the kind of intelligence,
caring and self-confidence that is clearly nurtured in the young women at this school.
It's a particular pleasure to be standing here with your headmistress - someone
I've admired ever since we were classmates, friends, (and I admit, fellow Republicans) at
Wellesley College. So when I was first invited to inaugurate the Elizabeth Griffith
Women's Leadership Lecture Series - I knew I wanted to come. I wanted to be part of
honoring Betsy - not only for her passionate advocacy on behalf of girls' education over
the years, but for inspiring a new generation of young women to contribute fully to the
world around them.
That Madeira has grown and flourished at a time when many all-female
institutions have either closed their doors or gone co-ed is a testament to Betsy's single-
minded leadership over the past eleven years. I know that both Betsy and I look back on
our experience at an all women's college as a defining time in our lives - where we and
so many other young women were taught that we were valued; that our ideas counted;
that we should place no limits on what we wanted to make of our lives. It's that same
spirit of exploration and possibilities that Betsy has nurtured here at Madeira for all of
you.
[ limitless
Like most leaders, Betsy defies being categorized. A well known scholar and
biographer of Elizabeth Cady Stanton -- but also a passionate activist - who has worked
on everything from ratification of the Equal Rights amendment to getting more women
elected. She's highly organized (I've heard you can actually find things in her basement) -
but wonderfully creative. A whirlwind of activity - but someone who - like so many of
us - would love to be in her garden reading a book. [Apparently her husband and teenage
son approached her recently in such a pose - asking, "is anything wrong?" ] A
consummate professional -- and devoted mother who loves making cookies for her son's
classmates. In short Betsy Griffith embodies the multiple roles that so many women
play in America today. And while she doesn't pretend all that juggling is easy she
seems
to fill those roles with remarkable grace and humor.
Today-I want to honor her in particular for her commitment to being actively
engaged in the issues of her time; and for encouraging all of you not only to stretch
yourselves intellectually and emotionally - but to learn to be caring, active citizens of
your community and your country.
Promoting the role of citizenship and public service is an honored tradition here at
Madeira - as we've already heard today. I'm particularly impressed that over 30 years
ago, when few schools were thinking about such things, Madeira decided to engage its
students in public and community service - through the co-curriculum program. Having
read about the range of experiences you have been engaged in - from working with
future homeowners at Habitat for Humanity to watching government work in the halls of
Congress - you've learned that public service - and citizenship - are part of what is
expected of each one of us. And I hope these habits of the heart will stay with you long
after you leave this campus.
It is these broader responsibilities that we have - to each other and to the larger
society - that I want to talk about a little today. There are so many areas that demand
our
attention
-
and
our
involvement
today
Josen
But for me today -- it's impossible to stand here - and look out on the young
where
faces in this audience, and see the extraordinary promise in your lives, and not think of the
welcomed
aug the
tragedy that took place in Littleton only a few short weeks ago. I know that here at
Just
Madeira, you've been meeting and talking about this tragic incident, with counselors and
among yourselves, and that you've been sending both your prayers and your support to
grefupe
the Columbine students and their families who are now trying to rebuild their lives. And
I'm sure that parents here today must have hugged their daughters a little tighter; and held
Karevo -
on to them a little longer; as we all do when such tragedy strikes. Because the truth is
Fist
that even as we sit here, in this peaceful and beautiful place, we know that no community -
not even this one is immune from the violence around us.
time
The challenges here at
the was in Kozovo
heme, to lipt up
famility cheares,
and on governets effort D
me hearth
and mohe sure
step the temble ethne
that w the
cleansing chan and ensure
what the refuses can return to
then home + commitee -
But what are our responsibilities, as students, parents, teachers, and
administrators, and citizens at a difficult time like this? What lessons can we learn?
How can we move forward?
Just this morning, I met with a group of entertainment leaders; educators;
religious leaders; young people - to talk about launching a national campaign to address
youth violence. We talked about how it was time to stop pointing fingers, and assessing
blame - and instead start coming together around a set of positive actions We
acknowledged that while we will never be able to fully explain or understand what
happened at Columbine High School - or any other incident where young people turn
violence on each other or themselves that we are neither helpless or hopeless. There are
steps we can take; and responsibilities that we can all fill, as individuals, and as
communities, to cut down on the violence that is far too much a part of our culture today.
We all can - and must play a role. On Saturday, I met with a group of parents -
some of whom have lost children to violence. Many of them are now turning their private
grief into public action. They recognized - as we all do - that the primary caregivers and
influences on young people are their parents. So the first thing we must do is empower
parents to feel they have the responsibility and authority in their children's lives. But
parents can also be a powerful force for change in the larger community. We've seen how
effective they can be when they band together - as Mothers Against Drunk Driving did -
to change fundamental notions of what's acceptable - and what needs to be changed to
keep our children safe. we must new come back ageren, ne and Didens- your
past of Chet commulated the
All of us here must also stand up and say what needs to be said about young
people having far too easy access to guns. We all know that young people have
disagreements and arguments. It's part of growing up. But the difference is that today -
and
in that moment of anger or misunderstanding - they have far too easy access to guns
and far too easy access to the recipes for building bombs and other destructive devises.
Unfortunately, what happened in Littleton is not unique. Every single day 13 young
immerier.
people die as a result of handgun violence.
to and the Senders videro
We've made significant progress. BA As a result of the Brady Bill, 250,000 felons,
fugitives and stalkers have been denied guns. But there's so much more we must all do to
keep guns away from America's young people - like passing laws that will make sure that
young people who commit serious and violent offenses can't ever purchase handguns; that
mandate child safety locks be put on all guns. And we should hold people who allow check
easy access to firearms criminally responsible.
We also have to be able to stand up and be willing to talk about the culture of
violence that infects the lives of our young people. We can no longer ignore the research
findings over the past 25 years that the constant exposure to violence-on television, in
the movies; on the Internet; in the music - has a powerful effect on the way young people
see themselves and others. And there is increasing concern about the impact on vulnerable
young people who play interactive video games - where in some cases you win based on
how many people you kill. There's too much evidence that this constant exposure to the
culture of violence desensitizes people; and they lose empathy and their sense of
connectedness with others.
And we must pay also more attention to young people like yourselves - who must be
an integral part of this conversaion about how to end this culture of violence.
Se
Change
as
sed I-think we can all be involved in thinking of ways to persuade parents to
exercise more authority; with and to support them in those decisions; to help peers two have influence you
people
each other; to end easy access loser to guns; so that we can begin to fight back against the
when
we
wass
violence and the impact it has on us all But our responsibilities to each other, and to the
broader community, don't end here. We must recognize that whatever isolates us from
pospute
one another; whatever trivializes the value of human life; whatever makes people feel
like second class citizens; whatever keeps us from reaching out to someone who is
should
troubled - will undermine our efforts to build strong, nurturing, and safe communities.
all auguine
Students here today have a vital role to play in creating those communities future
beginning here Madeira, and throughout life. To quote one of Betsy's role models,
Elizabeth Cady Stanton: "Nothing strengthens the judgment and quickens the conscience
like individual responsibility. And that sense of individual responsibility to each other
Bene
But
that you learned and are ontinding to learn here at.Mudeira is the work qa
said
are all knew cht lather
hot
creatime
&
and
Sometimes it's the small things you can do every day - often the simplest gesture
as you befriend a new student; respect each other's differences; lift up each other's
that you
5
de new
were
spirits; speak out against a slight or injustice. It's what you do as part of your
"Wednesdays" as you explore your career options; interact with people different than
state
.f
yourselves; learn to make healthy and informed choices all of the things you do - in
other words - to become responsible, confident, compassionate young women.
min
medeur newself
And it's And it's the role that you will play after you leave this school - as active women in
your communities; whether it's getting involved in issues like gun control; pushing for
better and more affordable child care; cleaning up the local river; joining community
vh
service programs like Americorps; or running for elective office. And it's the role you
2
play in your own home making sure that your own children - girls and boys - feel
valued; and loved; and grounded in family and community.
many cen requirements the
forms
sle
Every generation in our history has learned to take responsibility for our future -
and your generation is no exception. We look to you now -- to help us create this
I
community - and this world - that defies this culture of violence; that instead places the
highest value on caring for each other; that gives every citizen the tools and wisdom to
live up to their fullest, God-given potential; and that reminds us always that what we all
hold in common is far stronger than what divides us. Madeira has given you not an equal
opportunity - but every opportunity - to learn these habit of the heart, and the skills to
navigate through a new world of almost limitless possibilities and opportunities in the
years
ahead. I know you well mah year.
use of these super -
When Betsy was once asked how she measured herself - she replied: "Against the
expectations of who I think I could be." I find that a healthy measuring stick for all of us
- including the students here today. Whether it's studying all night for that AP French
exam - or sweating it out on a hot day helping building houses as part of Habitat for working
in
a
smith for
Humanity- or taking that terrifying jump on the zip wire that I understand passes for
"character building" here Madeira - you are stretching those boundaries and
Temeless
-
expectations of yourself. As one student said recently: "Madeira teaches you to step over
the line that you've drawn for yourself." I can't think of any words that could pay a
more powerful tribute to the work that Betsy Griffith - and all of you - have
accomplished here.
Thank you
Gale's Quotations
Elizabeth Cady Stanton
1815-1902
American. Feminist, Social Reformer
I asked them why
one read in the synagogue service every
week the "I thank thee, O lord, that I was not born a woman. "
"
It is not meant in an unfriendly spirit, and it is not
intended to degrade or humiliate women. "But it does,
nevertheless. Suppose the service read, 'I thank thee, O Lord,
that I was not born a jackass.' Could that be twisted in any
way into a compliment to the jackass?"
-- Diary Entry (1895), Theodore Stanton and Harriot
Stanton Blatch, eds. 1922
Born: November 12, 1815 in Johnstown, NY. Died: October 26, 1902 in New York,
NY.
Career Highlights: Co-founded women's rights movement with Lucretia Mott;
first pres., National Woman Suffrage Assn., 1869-90.
Also known as: Mrs. Henry Brewster Stanton
"1 Shall not grow Conservative with age" -1860 letter to Susan B Anthony
"In aword, lam always busy, whichis perhaps the
chief reason why I am always well. 1900 Diary Entry
"H isimpossible for one class to appreciate the wrongs of Another.
- History of Wonan's suffrage w/ SBA
"Reformers who are always compromising, have not yet
grasped The idea that truthis the only safe ground to
Stand upon.
- The Woman's Bible 1895
1
Copyright (c) 1995 Gale Research Inc.
Elizabeth Cady Stanton, quotes
**The moment we begin to fear the opinions of others and hesitate to tell the truth that is in us,
and from motives of policy are silent when we should speak, the divine floods of light and life
flow no longer into our souls.
Speech to the National American Woman Suffrage Association, 1890
**Truth is the only safe ground to stand upon.
TWB, 1895
**Nature never repeats herself, and the possibilities of one human soul will never be found in
another.
"The Solitude of Self" 1892
Nothing strengthens the judgment and quickens the conscience like individual responsibility.
/
"The Solitude of Self," in The Women's Column 1892
Where no individual in a community is denied his rights, the mass are the more perfectly
protected in theirs; for whenever any class is subject to fraud or injustice, it shows that the spirit
of tyranny is at work, and no one can tell where or how or when the infection will spread.
In The Liberator, 1860
Men their rights and nothing more; women their rights and nothing less.
Susan B. Anthony and ECS, motto of The Revolution 1868
The canon and civil law; church and state; priests and legislators; all political parties and
religious denominations have alike taught that woman was made after man, of man, and for man,
an inferior being, subject to man. Creeds, codes, Scriptures and statutes, are all based on this
idea. The fashions, forms, ceremonies and customs of society, church ordinances and discipline
all grow out of this idea.
The Woman's Bible, 1895
The world has never yet seen a truly great and virtuous nation, because in the degradation of
woman the very fountains of life are poisoned at their source.
624:2
on sex roles:
There is no such thing as a sphere for sex. Every man has a different sphere, in which he may or
may not shine, and it is the same with every woman, and the same woman may have a different
sphere at different times.
Woman has been the great unpaid laborer of the world
Elizabeth Cady Stanton, quotes continued
-
Reformers who are always compromising have not yet grasped the idea that truth is the only
safe ground to stand upon - The Woman 's Bible, 1895
-
It is impossible for one class to appreciate the wrongs of another. - History of Woman 's
Suffrage with Susan B. Anthony.
-
In a word, I am always busy, which is perhaps the chief reason why I am always well." -
Diary Entry, 1900
-
So closely interwoven have been our lives, our purposes, and experiences that, separated, we
have a feeling of incompleteness - united, such strength of self - assertion that no ordinary
obstacles, differences, or dangers ever appear to us insurmountable. - Eighty Years and
More, Rev. Ed. 1902
-
Modern inventions have banished the spinning - wheel, and the same law of progress makes
the woman of today a different woman from her grandmother. - History of Woman Suffrage,
Vol. I with Susan B. Anthony and Mathilda Gage, 1881
-
I shall not grow conservative with age. - 1860 Letter to Susan B. Anthony
-
Wherever the skilled hands and cultured brain of women have made the battle of life easier
for man, he has readily pardoned her sound judgment and proper self - assertion. - History
of Woman Suffrage, Vol. I, with Susan B. Anthony and Mathilda Gage, 1881
'ORK TIMES
It seems to be a vicious circle. When problems seem
6, 1999
overwhelming, we grasp for sound-bite solutions as a way of
convincing ourselves that the problems are not insoluble and the
foving Beyond Blame
alienation is not that deep. Of course, the hollowness of this just
increases the feelings of futility and alienation, but for a
moment we feel better. For a moment we feel assuaged by the
By GARY ROSS
passion play that modern news has become: a hero gets
elevated, a villain gets vanquished, a sinner gets stoned, a victim
Ever since the tragedy in Littleton, Colo., the American
is avenged.
preoccupation with finding a simple answer has been churning
nonstop. In a nation that reduces everything to box scores
Since only an acceptance of personal responsibility can possibly
("Conventional Wisdom" in Newsweek, etc.), the media and its
break this deadlock, let me start now. I will not defend the role
pundit class have been obsessed with finding the immediate
of movies in the culture. Despite my deep and abiding passion
cause, like a zealous cop hellbent on making an early collar.
for the First Amendment, I will not even defend our right to
make them. Let me say that movies can contribute to this
My industry (the movie business), in a pre-emptive first strike,
desensitization. And let me promise that, on each screenplay, I
said the cause was guns. Gun lovers of course said the cause
will ask myself what the ramifications are to the culture in
was movies. Politicians, depending on their place in the political
which I live and the children who may see these films.
spectrum, said the cause was one, the other, or both.
But what should we ask after that?
And no sooner were these first accusations traded than the
natural defenses began. "Guns don't kill people, people kill
Gary Ross is a writer and director whose films include "Big,"
people." "Movies don't kill people, people kill people." "Video
`Dave" and "Pleasantville."
games don't kill people, people kill people." (This N.R.A.
construct is almost as specious as "guns don't kill people, bullets
kill people," but even the N.R.A. wouldn't go that far.)
END
Let's just assume for a minute that all these things are involved.
In other words, instead of shifting blame, what if we search our
souls for culpability? Guns kill people and movies kill people
and video games kill people and it soon becomes obvious that
the list doesn't stop there.
It may not reduce to a tidy sound bite or a convenient political
enemy, but the simple truth is that whatever debases the culture
(Springer), degrades the value of human life (Doom), panders to
violent impulses (local news), trivializes human relationships
(Springer again) or isolates us from one another (paradoxically,
the Internet) can contribute to a situation like Littleton. It is
absurd to say that this problem occurred in the absence of social
forces, but it is equally absurd to blame a single one.
In the book "Finding the Heart of the Child," the psychiatrist
Edward Hallowell cogently lists many of the factors that
contribute to the kind of alienation that allows something like
Littleton to occur. These include changing family structure
(single-parent homes, two-career homes); the breakdown of
communities, villages and neighborhoods; cynicism about
government and social institutions; the decrease in a sense of
security, job permanence or close personal relationships; the
decline of genuine spirituality as an ethical force in the culture;
an explosion of information that creates anxiety over one's
worth or abilities; a lack of respect for older people and an
overreliance on "self" to find the meaning of life.
In comparison to that list, the movies/guns paradigm withers.
How many of us who have an impact on the culture have
contributed (however unwittingly) to the social forces that Dr.
Hallowell identifies?
When conservative Republicans fought to have night basketball
removed from the crime bill of several years ago, they were
forces, but it is equally absurd to blame a single one.
In the book "Finding the Heart of the Child," the psychiatrist
Edward Hallowell cogently lists many of the factors that
contribute to the kind of alienation that allows something like
Littleton to occur. These include changing family structure
(single-parent homes, two-career homes); the breakdown of
communities, villages and neighborhoods; cynicism about
government and social institutions; the decrease in a sense of
security, job permanence or close personal relationships; the
decline of genuine spirituality as an ethical force in the culture;
an explosion of information that creates anxiety over one's
worth or abilities; a lack of respect for older people and an
overreliance on "self" to find the meaning of life.
In comparison to that list, the movies/guns paradigm withers.
How many of us who have an impact on the culture have
contributed (however unwittingly) to the social forces that Dr.
Hallowell identifies?
When conservative Republicans fought to have night basketball
removed from the crime bill of several years ago, they were
eroding a sense of community that can prevent this kind of
isolation. When prime-time magazine shows peddle yet another
"hard hitting" investigation of yet another corrupt local official,
they are feeding our cynicism about social institutions by
elevating the exception to the rule. When advertisers exploit
perfect bodies on perfect men and women to sell their less-than-
perfect products, they are exacerbating the anxiety that
adolescents feel in regard to their self-worth. (Littleton has
shown us this is no benign thing.) When the local news leads its
broadcast with a homicide three nights a week, it is committing
the very desensitization that it decries when it covers a story like
Littleton.
So how do you program a V-chip for all of that?
The
Maderin
School
PRESTINA AD 1906
THE
THE MADEIRA SCHOOL
Christy - -
Hopefully there is enough here
and on the video for what you
need. you should be able to get
Student quotes from this material.
If you need more - or something
else, please let me know.
we are going to want to reprist
the speech to send to alumnae. would
we be able get it from you?
many thanks
again!
Kate
8328 GEORGETOWN PIKE McLEAN, VIRGINIA 22102-1200 (703) 556-8200
-
The
brhant
THE MADEIRA SCHOOL
KATE M. HILLAS
8328 GEORGETOWN PIKE
Assistant Head for Development
McLEAN, VIRGINIA 22102-1200
(703) 556-8232
[email protected]
(703)893-1532 FAX
(800) 893-2419
CLASSNOTES
Alumnae Spotlight:
Laura E. Gill '80
Wildlife Biologist, Massachusetts Audubon Society
Laura's choice of the field of wildlife biology as a career
was made after other paths had been explored After
Madeira, Laura attended Trinity College, CT, and gradu
ated with a B.A. in Spanish. After teaching for a few years
and traveling overseas, Laura decided to pursue her child
hood interest in animals and study animal behavior. To pre
pare for admission to graduate school, she took
prerequisites at a local college, volunteered at the National
Zoo and for the National Marine Fisheries Service (NMFS)
in the north western Hawaiian Islands where she studied
Hawaiian Monk seals and developed a love of seabirds.
After earning her master's degree from the University
of Maryland, Laura worked off the coast of Maine as
Eastern Egg Rock's refuge supervisor with National
Audubon's Project Puffin. She participated in general
breeding biology studies on the newly-restored Atlantic
Puffin population, and feeding studies on Common and
Roseate Terns. She recalls, "For many hours each day, we
sat in blinds and identified the species and size of fish and
other food items being brought to chicks, in order to better
understand the state of the fisheries in the Gulf of Maine
as well as the dietary habits of terns Our studies have
assisted lawmakers in making decisions about the manage
ment of fisheries, both regionally and nationally.'
'Wildlife biologists generally "combine principles of
Laura Gill 80, banding juvenile Brown Pelican, as wildlife technician with Maryland
research and management to resolve an issue relating to
Department of Natural Resources, 1994
wildlife," says aura Her current work with the
Massachusetts Audubon Society involves both principles. "Because of the rampant development of coastal Massachusetts, and many other
human related threats, populations of beach nesting birds have declined and most are listed at the state and/ or federal levels. As the Cape
Cod Coordinator of the Coastal Waterbird Program, I assist in recovery efforts by helping to manage the birds in a way that promotes
successful breeding and still allows for recreational use of the beaches by beach goers."
Laura says that volunteers are extremely important in environmental work. The Audubon Society enlists their help to erect protec
tive fencing around breeding areas, monitor the arrival of each coastal bird species and follow their reproductive cycle, act as wardens on
the beaches directly protecting the birds, their nests and chicks, and educate the public about the birds and their biology She says that
during her years at Madeira, the Curriculum taught her the value of volunteerism. The beauty of studying and working to preserve
our environment is that one does not have to be an official' wildlife biologist to make change All non profit and governmental agencies
that research and protect wildlife and their habitat always need volunteers to help with everything from posting a sanctuary, to collect-
ing water samples, to banding birds, to cleaning up beaches, to carving bird decoys, to attending town meetings about open space, to stuff
ing fundraising envelopes. The opportunities abound!'
and don't have any plans to move
2 Temperley Road
and spent previous 8 months in bed.
and Page Robinson Thomas and
back. We bought a house a year and a
London SW12 8QH
The low was being pregnant. Lilah
am hoping to get together with Isabel
half ago, and have been doing some
Home: +11 (0) 181-673-5720
(3) loves her baby brother. I am back
Turci Talenti, who lives nearby.
renovations, like a new kitchen,
Work: +44(0) 181-255-2900
at work practicing law at Todd &
In 1997 Elizabeth Winston mar-
putting in an attic, painting. I
E-mail: [email protected]
Weld in Boston, and my husband,
ried Gregory Scott Brooks, in 1998
thought the builders had moved in
Juliet Davison (jdavison@tod-
Chris, and I are starting to settle into
son Ryan Thomas Brooks was born
with us for a while there. So if anyone
dweld.com)'s highlight of year was
a routine as a 2-child family. I am in
and they moved to OH, as husband
is coming to London, please look me
the birth of Henry Waterman Lutes
touch with Laura Binder Bock and
Greg got a job offer from GE Aircraft
up!
in June. "Particularly wonderful
Ann Armbrecht Forbes, hear occa-
Engines in Cincinnati. Last June they
because I was ill my entire pregnancy
sionally from Betsy Pell Burgess
moved to a new house in Harrison, a
36
WINTER 1999
Betsy:
We talk about real life here; girls have very emphathetc; feel sorry; we've had moments of
silence and reflection; counselor in dining rom; condolense messages to sent off; divided
response; feel safe; but know world is full of terrors; can't imagine being shot at by people
they know; just week before, girls wanted us to remember the Oklahoma bombing;
tornadoes; want to make sure they are cared for; veryu much understand what it would
feel like not being able to graduate in emphatheater; kids ton't wat tv; but are in internet;
can't get on certain sites; objections to that now; died down. Independent schools feel too
complacent; advisor systems that work; kids have grown ups to connect to; every helpful;
feel isolated, lonely, trying to make those connections; paying attetnion; parental
attention ; ongoing how are you doing; hard to do; mmoments when it works; supper;
carpooling; connect;
Murder her 1973; on campus; real world not far away from campus; medavac site for this
neighborhood; drinking too much; kids killed ; drunk driving; we all deal this; adolescent
lives of 90s much more at risk; not matter how strong vamily; firm the faith; good the
kids; more dangersous; protect them and make them strong; holding up women who are
strong people as role models; part of message; expectation; how they will be grown ups;
people who care about other people; integrity; all elite kids raising; not academic
achievemetn it's what you do with it; message;
3 student leaders; sara; betsy; last first lady was eleanor roosevelt; inauguration; mccarthy
hearings; being connected to the city; kids voting for student leaders before could vote;
women who remember ; she spoke; came to a christman pageant; fdr; historic tie; could
be first lady;
FIRST LADY HILLARY RODHAM CLINTON
ELIZABETH GRIFFITH LEADERSHIP LECTURE SERIES
THE MADEIRA SCHOOL
MAY 10, 1999
Thank you, Betsy, for that wonderful introduction. I'm always thrilled to follow in
the footsteps of Eleanor Roosevelt - who has been such an extraordinary model for me -
and for so many of us here today. [put in hrc on how eleonor always there before her in
er speech]
I'm so pleased to be here at Madeira - a school which has been at the forefront of
girl's education in America ever since it's founding almost a century ago. It's a pleasure
to join the Board of Directors, and its chair Sarah Daignault (DAY-NIO), who I've
heard has not only been a remarkably effective chair over the past 8 years -- but who
makes sure laughter is always a part of your board meetings. And the faculty; staff;
parents and alumni - and most important - the students of Madeira school.
said
I've often heard the saying that women's colleges and girl's schools offer "not
equal opportunity, but every opportunity." And I know that the students here today are
grateful for that opportunity to grow and learn and flourish here at Madeira. I am glad
to have heard from your student leaders today - who are such a tribute to the kind of
intelligence, caring and self-confidence that is clearly nurtured at this school.
It's
a
particular
pleasure
to
be
here with your headmistress - someone
I've admired ever since we were classmates, friends, (and I admit, fellow Republicans) at
Wellesley College. So when I was invited to inaugurate the Elizabeth Griffith
Women's Leadership Lecture Series - I knew I wanted to come. I wanted to be part of
honoring Betsy - not only for her passionate advocacy on behalf of women's issues and
girls education over the years, but for inspiring a new generation of young women to
contribute fully to the world around them.
That Madeira has grown and flourished at a time when many female institutions
have either closed their doors or gone co-ed is a testament to her single-minded
leadership and compelling advocacy of the benefits of attending a girl's school. I know
that both Betsy and I look back on our experience at an all women's college as a defining
time in our lives - where we and so many other young women were taught that we were
valued; that our ideas counted; that we should place no limits on what we wanted to
make of our lives. It's that same spirit that Betsy has nurtured here at Madeira.
Like most of us, Betsy has her contradictions. A well known scholar and author -
- but also a passionate activist - working on everything from ratification of the Equal
Rights amendment to getting more women elected. Highly organized (I've heard you can
yet
actually find things in her basement) - but wonderfully creative. A whirlwind of activity -
but someone who - like so many of us - would love to be in her garden reading a book.
heard that her husband and teenage son approached her recently in such a pose -
apparantly
loves mature
asking, "is anything wrong?" A consummate professional -- and devoted mother who
cookies for her son's classmates. In short -- Betsy Griffith
embodies the multiple roles that so many women play in America today, and seems to fill
them all with remarkable grace and humor.
but Eva now,
But today-I want to honor her in particular for her
commitment
to
being
actively engaged in the issues of her time; and for encouraging all of you not only to
community and your country.
stretch yourselves intellectually andemotionally Ereatives - but to learn to be citizens of your
and
Promoting the role of citizenship and public service is an honored tradition here at
Madeira - as we've already heard today. I'm particularly impressed that over 30 years
ago, when few schools were thinking about such things, Madeira decided to engage its
students in public and community service - through the co-curriculum program. Having
read about what some of the students here have said over the years about these "hands
on" experiences - it's clear you've already learned that public service - and citizenship -
are part of what is expected of each one of us. And I hope these habits of the heart will
stay with you long after you leave this campus.
It is these broader responsibilities that we have - to each other and to the larger
society - that I want to talk about a little today. There is so much going right in our
not
country today. It's a time of great growth and prosperity, and for many citizens, a time of
almost limitless opportunities and possibilities. But we are also grappling, as individuals
and as a nation, with the tough reality that too many Americans are still being left behind,
and that too many young people are growing up unable to fulfill their God-given
potential, kept back by inadequate schools; low expectations, and a culture of violence.
It's impossible to stand here - and look out on the young faces in this audience,
and not think of the tragedy that took place in Littleton only a few short weeks ago. I
know that here at Madeira, you've been meeting and talking about this tragic incident,
with counselors and among yourselves, and that you've been sending both your prayers
and your support to the Columbine students and their families who are now trying to
rebuild their lives. The sad truth is that even as we sit here, on this peaceful and beautiful campus,
we know as students, teachers, and parents that no community is immune from the
violence around us.
I've just come from a meeting this morning with a group of parents, entertainment
leaders; educators; religious leaders; young people - to talk about launching a national
campaign to address youth violence. We decided it was time to stop pointing fingers, and
start coming together around a set of positive actions we can take. We acknowledged
that while we will never be able to fully explain or understand what happened at
Columbine High School - that we were neither helpless or hopeless. There are steps we
can take; and responsibilities that we can all fill, as individuals, and as communities.
What can we all do? We can help our teachers - who are on the front lines - by
giving them the tools to look for early warning signs, so that we can intervene in troubled
lives before they explode. It may be hard to imagine here - where classes are small and
the community is so closely knit together. But most high schools need and deserve far
greater counseling and mental health services than they have today.
What can we do? We can stand up and say what needs to be said about guns and
firearms and bombs. We all know that young people have disagreements and arguments;
but the difference today is that children have far too easy access to guns -- and far too
easy access to the recipes for building bombs and other destructive devises. Every single
day -- 13 young people die as a result of handgun violence. We've made significant
progress: as a result of the Brady Bill, 250,000 felons, fugitives and stalkers have been
denied guns. But there's so much more we must all do keep guns away from America's
young people.
What can we do? We have to be able to stand up and be willing to talk about the
culture of violence that infects the lives of our young people. We can no longer ignore the
research findings that started with the Surgeon General's report in 1972 - and have
continued unabated ever since - that the constant exposure to violence-on television, in
the movies; in video games; in the music - doesn't effect the way young people see
themselves and others. There's too much evidence that this constant exposure desensitizes
people; and they lose empathy and their connections to others. So we must all think of
ways to begin sending more constructive, positive messages to our young people.
What can we do? We pay much more attention to what young people like
yourselves believe can be done to end the violence in our schools and communities. My
husband went and spoke with students at a local Virginia high school a few days after the
shootings - and they talked about how important peer mediation programs are; about the
need for confidential hot lines where kids can call in anonymously and talk about their
problems - or concerns about fellow students. About their need to spend more time with
their parents and other adults who they could trust and talk to.
So I think there is much we can learn from Littleton. First, that there are things
we can all do - students, parents, teachers; community and religious leaders - even when
faced with to
But we've learned other lessons as well. That even in this tragedy -
we also saw the best of what people and communities can offer. We saw a community
coming together, united both in prayers and love -- teachers courageously protecting the
lives of their students; lines of neighbors and friends lining up to give blood;
What we saw in little was the worst of america - but also the best; people giving
blood; teachers saving lives; communities coming together; helping to create a a c ulture
not of violence and hoplessness 00 but in a culture of support; oportunity; responsbility; a
culture of hope and community;
If there's one lesson that I hope the students of Madeira - and all of America's
bright youong generation -- are
That there is no issues that we can't find a solution to,
that we can't tackle No tragedy too terrible that we can't make a difference. No force
that we can't turn around; everyone can make a difference - in a child's life; in the life of
a community. There's nothing wrong with american that can't be fiexed by with what's
right with amaerica; contrary to what you read in the papers; young people are what's
right; changing things with teir hommuniies around the country; hope one day you'll
consider making a commitment to americrops.
Importance of girls education; I've had the privilege of traveling around the
world; and every country I visit - I make it a point to meet with women, and talk to them
about the challenges they face. One of the lessons I've learned is that no matter what our
differences - what we wear; the color of our skins; the beliefs we hold - what we share is
far more powerful than what divides us.
In countries around the world - I've seen women, in particular, take on the
greatest challenges. Guatemala; el Salvador; Africa; Ireland; in large ways and small,
we can all do our part. That's what I know you have learned at Madeira. I urge you -
live those lessons. The world will be the richer for you being in it.
[ms. Madeira quote? Betsy quote?]
quote from girls from video/experiences; what greater tribute to Betsy, and to Madeira's
legacy , that to heear those words; to see that confidence; and leadership; that
commitment to: the notion that one person can make a differenc;e make that
involvement; to make a difference; to serve; to be part of it;
she Education 1
valueing stils - tradele an S
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shere you
NEW LEADERSHIP FOR A NEW CENTURY:
KEY FINDINGS FROM A STUDY ON YOUTH,
LEADERSHIP, AND COMMUNITY SERVICE
AUGUST 28, 1998
BY
PETER D. HART RESEARCH ASSOCIATES
CONDUCTED FOR PUBLIC ALLIES &
FUNDED BY THE SURDNA FOUNDATION
Peter D. Hart Research Associates, Inc.
Between July 14 and July 19, 1998, Peter D. Hart Research Associates conducted a
national survey for Public Allies among 728 young Americans, age 18 to 30,
including 108 blacks and 148 Hispanics. The margin of error for the poll is ±3.7%
for the overall sample of young adults and is higher for specific subgroups.
SUMMARY OF FINDINGS
Contrary to the popular portrayal of today's young Americans as self-absorbed and socially
inert, the findings from this survey reveal a portrait of a generation not searching to distance
itself from the community, but instead actively looking for new and distinctive ways to
connect to the people and issues surrounding them. These young people have grown up in a
unique environment-they have no living memory of either the activism of the 1960s or the
leadership icons that in many ways defined their parents' generation. Instead, they have
grown up in an era of heightened cynicism toward both government and political leaders,
fervent discussion about the proper role of government and other social institutions, and an
increasingly diverse American population. Their attitudes and beliefs about American values,
leadership, and community involvement reflect their distinct experiences.
Young Americans today differentiate themselves from past
generations in rejecting many of the traditional measures of civic
responsibility, and instead, embrace new ways to effect change and
"WE CAN'T
JUST GO
approach the important notion of leadership. The characteristics of
HOME AND
CLOSE OUR
this new approach to leadership and social action are notable in at least
DOORS."
three respects.
Individuals, not institutions: In contrast to their 1960s
predecessors' focus on changing broad social institutions, young Americans' outlook is
distinctly personal, with a heavy emphasis on direct, one-on-one, individual service.
"Bottom up" not "top down": Young people embrace a model of leadership that
is best characterized as "bottom up" rather than "top down"-young adults place a premium
on the efficacy of small groups of people working together to effect change in tangible ways.
Diversity and reaching out: Young Americans distinguish themselves as a
generation extremely concerned not only with respecting individual differences, but also with
Peter D. Hart Research Associates, Inc.
2
reaching out to connect to and work with people from different backgrounds to address
problems and formulate solutions.
The findings from this survey, however, demonstrate that young people not only have
a new vision of leadership for the future, but they also are taking direct, concrete action to
practice and apply their ideals in their everyday lives. The sentiments of this generation
resonate a strong sense of the importance of community service and direct assistance to others.
This commitment is not expressed in a vague or amorphous way, but rather it is demonstrated
through tangible goals, such as consciously mentoring a young person in the community or
actively working with others on a local issue or concern. In fact, nearly seven in ten (68%)
young adults report that in the past three years they have been involved in activities to help
their community. Indeed, these findings provide encouraging evidence that the next
generation of Americans cares about its contributions to the community and increasingly
believes that solutions to the problems we face lie within communities and within the realm
of everyday Americans.
DEFINING A GENERATION:
THE GOALS, VALUES, AND VISION OF TODAY'S YOUNG AMERICANS
The attitudes of today's young adults are rooted strongly in the unique circumstances of their
era. The survey findings yield an extremely informative insight into the collective experiences
that have defined this generation of Americans and serve as the basis for their vision of the
future. When we ask them to identify
Events' Impact on Young Americans
the experience that has shaped their
(% selecting each as having had the biggest impact on their generation)
Increase in divorce and
36%
generation the most, nearly one in
single-parent families
11%
28%
three (32%) young adults cite the
Spread of drugs, including
12%
nse in "crack" cocaine
45%
"increase in divorce and single-parent
17%
19%
Revolution in technology
families."
This phenomenon is
a
and the global economy
6%
11%
10%
Whites
particularly poignant experience among
Spread of AIDS
19%
Blacks
17%
Hispanics
young whites-36% identify it as the
Three other events were selected by 5% or fewer young people: increased
diversity. emphasis on reducing government. collapse of communism/end of
defining experience of their generation.
Cold War.
Peter D. Hart Research Associates, Inc.
While black and Hispanic young adults see this phenomenon as important, they also
point to the powerful effects of other experiences. Overwhelmingly, blacks age 18 to 30
identify the spread of drugs and the rise in the use of "crack" cocaine as the most important
influence on people their age; they also are more likely than are whites to cite the spread of
AIDS as an important trend. Hispanics age 18 to 30 are divided, identifying either divorce or
drugs as defining generational influences. While the revolution in technology and the global
economy receives a great deal of news attention, the impact of this trend is more modest in
the eyes of young Americans: 18% identify it as the most important influence on their
generation.
The values and beliefs, as well as the vision for the future, that young people
demonstrate are a direct outgrowth of these defining, generational experiences. Contrary to
the stereotype of young adults being aloof and devoid of deep convictions, today's young
Americans have a strong sense of values and principles, and a well-defined direction for
contributing to their community and country. While such traditional American values as
liberty and self-reliance still are held strongly among these young people, they distinguish
themselves by placing the utmost importance on the power and value of human relationships.
Diversity, reaching out and connecting to other people, and making a difference in the lives of
others all are extremely important values to this generation. A near majority (50%) of young
people say that the value of "community and looking out for each other" is more important to
them than is the value of "individual responsibility and self-reliance": 38% of young adults
place a priority on this principle.
Young Americans say that "making a difference in the life of someone close to you" is
important to them personally, with 87% rating this value as an eight or higher on a ten-point
scale of importance. Young people respond much more enthusiastically to this more personal
and direct concept of assisting others than to the more traditional notion of "service to your
community and being involved in community affairs." While the hallmark American values
of "self-reliance and taking responsibility for yourself" and "personal liberty and the freedom
to do as you please" resonate with young Americans, another set of values focusing on
diversity and respect for people's differences emerges as equally important to this generation
of young adults.
Peter D. Hart Research Associates, Inc.
In many ways, the importance that young people attribute to values such as
"appreciating and respecting the racial and ethnic diversity of our country" and "developing
meaningful relationships with people different from yourself" is the defining characteristic of
this generation of Americans. Young adults of all races and socioeconomic backgrounds rate
these values as highly important to them personally; eight in ten (80%) rate "appreciating and
respecting the racial and ethnic differences in our country" as an eight or higher on a ten-point
scale, and nearly three in four (74%) give the same rating to "developing meaningful
relationships with people different from yourself." In fact, the diversity of American society
is so accepted by and normal to many young adults that it increasingly is looked upon as a fact
of life, rather than a cause for concern. When we ask them about our country's growing racial
and ethnic diversity, only 13% of young adults say that it is more of a bad thing, 40% say that
it is more of a good thing, and 42% say that it does not really make a difference one way or
the other.
LEADERSHIP IN THE 2 1st CENTURY: A NEW VISION FOR THE FUTURE
From this distinct set of values and experiences, young people have built a vision of leadership
that is both a natural reflection of their principles and a new and unique model for defining
this important concept in the future. In thinking about leadership in our country and about
their own current and future leadership roles, young Americans place a premium on a set of
traits that represents an extraordinary break from traditional models of American leadership.
Young people embrace a style of leadership that emphasizes the power of collective
responsibility, cooperation among diverse individuals, sensitivity toward others, and equal
participation by all citizens regardless of their authority or position in the community.
Peter D. Hart Research Associates, Inc.
5+
Sensitivity and cooperation, not charisma: When we ask them about a series of
different leadership qualities, young people identify "being able to see a situation from
someone else's point of view" as the most important quality-94% of young Americans see
this trait as either essential or
very important in a good leader.
This focus on understanding and
Important Leadership Qualities
Essential quality
Very important quality
valuing the beliefs of others is
Able to see situations
94%
reinforced by other qualities that
from other's point of view
90%
Get along well w/ others
young people select as either
High personal integrity
85%
Empower/encourage
79%
essential or very important in a
others to act
Bring people of different
77%
backgrounds together
good leader, such as "getting
Set high standards/
75%
hold people to them
along well with other people"
Set a direction/persuade
61%
others to follow it
Popular and charismatic
27%
(90%) and "bringing people from
different backgrounds together"
(77%). In fact, such traditional "top-down" notions of leadership as "being popular and
charismatic" and "setting a direction and persuading others to follow it" are least appealing to
this group of Americans. Notably, young Americans of all races, blacks in particular, far
prefer leaders who "empower and encourage other people to act" to leaders who "set a
direction and persuade people to follow it."
Individual empowerment,
Organizations Most Important/
not institutions: In thinking
Effective in Solving Future Problems
about the types of organizations
that will be important in solving
46%
Schools,
our communities' problems in the
univer-
sities,
future, young people embrace the
colleges
27%
notion that individuals must take
Groups
20%
15%
Gone
13%
12%
an active role in addressing social
11%
Religious
Gov
groups
Media
Nonprofits
conditions. In fact, nearly half
political
leaders
charities
(46%) of young adults point to
schools, universities and colleges-
Peter D. Hart Research Associates, Inc.
entities that empower, teach, and provide skills to young people so that they can contribute to
and become involved in their community-as important in solving future problems. Further,
about one in four (27%) young people anticipate that "groups of people working together
locally" will be the most important organization in addressing the problems that we will face
in the future, and one in five (20%) cite partnerships among government, private businesses,
and nonprofit organizations as important. Organizations that represent more traditional
approaches to improving social conditions, such as government and political leaders, and
nonprofit and charity groups are met with far less enthusiasm and confidence from today's
young people.
Inclusive and "bottom up," not select individuals and "top down": Young people's
strong preference for leadership that emphasizes the collective participation of many
individuals over the strong leadership of just a few is evident in an array of different measures.
When presented with a series of statements to assess their own views of leadership, young
people overwhelmingly describe a model of leadership that is built from the bottom up,
emphasizes collective responsibility, and values the participation of average citizens working
together to solve problems. Young adults of all races are clear in articulating a vision of
leadership for our country that is different from the traditional concept of American
leadership as a strong, select group of individuals with a fixed agenda. Young Americans see
leadership as a quality inherent in average people, and they measure the strength of leaders by
their ability to be inclusive and to work collectively.
Peter D. Hart Research Associates, Inc.
Young Americans' Model for Leadership:
Which Would You Prefer?
71%
The best model for leadership is to build from the bottom up, that is, for
many people to share responsibility for making decisions and moving
forward.
25%
The best model for leadership is to build from the top down, that is, for
strong leaders to assume responsibility for making decisions and moving
forward.
78%
No one group is mostly responsible for solving social problems, and
communities and individuals are responsible for solving their problems
collectively.
17%
Big institutions, such as government and business, are best suited to take
responsibility for the well-being of citizens and for solving social problems.
65%
We should look for leadership from ordinary people in the community,
regardless of their position or level of authority.
31%
We should look for leadership from people who have achieved an important
position and earned the authority and respect that comes with that
position.
79%
Average people have the resources and practical know-how to solve most of
their problems in their community.
18%
Our problems are very complex, and we need experts to solve them.
ACTIVE AND INVOLVED: YOUNG AMERICANS PUTTING THEIR
IDEALS AND THEIR VISION OF LEADERSHIP INTO PRACTICE
Consistent with their distinct values and experiences, as well as with their unique vision of
leadership, young Americans also demonstrate a distinctive approach to effecting change in
their community. Young adults embrace methods of social and political change that
emphasize high standards, direct contact with others, and inclusiveness.
Peter D. Hart Research Associates, Inc.
8
A strong majority of
Participation In The Community
young Americans of all races say
that in the past three years they
Not
have been involved in activities to
sure
1%
Have been involved
Have not been
in community in
help their community, such as
involved in
past three years
community
68%
volunteering time, belonging to an
31%
organization, or helping to solve a
community problem. Given the
mobility associated with this age
group, a remarkable 54% say that
they participate in these activities at least once a month or more-nearly one in four (22%) say
once a week or more. In fact, equal proportions (64%) say that "feeling as though you give
back to the community" and "being financially successful" are extremely or very important to
them.
For young people, involvement with the community takes many forms and has many
motives. Nearly three in four (72%) young people who participate in community activities
say that they do so through an organized group or association,
for example, a school, hospital, or neighborhood center. Young
"(COMMUNITY
adults also indicate that they serve as tutors or mentors to a
SERVICE IS A)
COLLECTIVE
younger person in the community (38%) and work with others
RESPONSIBILITY
informally on a local issue or concern (30%). In volunteering
AND A GENUINE
DESIRE TO BRING
reasons for their participation in community activities, young
UP THE
STANDARDS IN
people respond with a variety of incentives, from finding it
YOUR
COMMUNITY."
personally rewarding and satisfying (9%) to having a strong
desire to help children (13%) to wanting to help those who are
disadvantaged (12%). Young blacks in particular cite helping children in their community as a
compelling reason to participate in service activities.
Peter D. Hart Research Associates, Inc.
9
In addition to this tangible commitment to and involvement with their community,
Americans in this age group also have a distinct notion of what types of activities matter most
in effecting change. When presented with seven different approaches to bringing about needed
changes in our country, young
people cite "practicing your ideals
Ways To Effect Change
in your everyday life" as the most
(% saying each is a very effective way to bring about change)
effective way. for someone like
them to contribute. Young people
Practicing your ideals
68%
in everyday life
Friendship with people of
58%
also point to "building friendships
different race/ethnicity
Volunteering to help people
54%
and relationships with people of
in a direct way
Acting in a concrete way on
52%
an idea or belief you have
different racial and ethnic
Voting in elections
52%
Participating in religious
40%
backgrounds" and "volunteering to
activities
Volunteering for a political
18%
help individuals in a direct way" as
or social cause
effective ways to get involved.
Interestingly, more traditional
approaches to community service such as "volunteering for a political or social cause" resonate
less strongly with this generation.
CONCLUSIONS: THE CHALLENGE AHEAD
The findings from this survey provide encouraging news about young Americans'
commitment to redefining the concept of leadership in our country, working together to
provide direct assistance to others, and reaching out to people from different backgrounds to
collectively forge new solutions to social problems. Young people see leadership as an exercise
available to and, in fact, a responsibility of all Americans, not just to a select group of
charismatic individuals. What sets young people apart from their parents' and grandparents'
generation is an overarching emphasis on a new set of leadership traits: the ability to see a
situation from someone else's point of view, a willingness to work collectively and
cooperatively, and a desire to initiate solutions on a smaller scale, rather than to react to broad
institutional remedies.
Peter D. Hart Research Associates, Inc.
10
Importantly, young people also demonstrate a strong will to take action on their
beliefs by volunteering in their community and by reaching out to understand and unite with
people different from themselves. As these young people come of age and prepare for their
roles as adults in our country, several challenges remain in tapping into the energy and
commitment of this generation.
1
While young Americans display a good deal of initiative in finding ways to serve their
community and to assist other individuals, they do not have a strong vehicle to channel
or guide this motivation. From government and political leaders to nonprofit and charity
organizations, young people do not respond to many of the traditional organizations and
institutions that our country has looked to in taking the lead in solving social problems.
Instead, young people are looking for a different type of guidance and support for their
initiatives-one that values all individuals and emphasizes the importance of people actively
working together to solve problems.
2
While young people clearly have found ways to act on the beliefs and values that are
important to them, the survey findings suggest that they feel as though most of our
country's leaders-both individual and institutional-are not speaking a language to which
they can relate or understand. The language that young people speak is inclusive, with a heavy
emphasis on seeing situations from multiple perspectives, as well as focused, with a
concentration on helping others directly and actively. In order to harness fully the talent,
commitment, and energy of young people, this language needs to become more central to the
way we address and enlist this critical group of young adults.
3
Traditional methods of leadership development are not well suited to elicit the learning
outcomes needed to practice this new leadership effectively. Content and methods of
training and development need to be examined for building competency in this new approach.
What can be learned from successful community development efforts and other areas in which
this new practice has been applied practically must be integrated into leadership development
strategies.
4
Many organizations and institutions operate out of more traditional leadership
paradigms. To ensure their relevance and effective roles in the future, they must adapt
to this new type of leadership both in organizational development and in fulfilling their
missions in the community. This reform means developing responsibility beyond the
institutional boundaries, into the community, and transferring leadership to their
constituents. Internally, this means making the way, not only for new practices, but also for
the next generation to assume positions of authority.
Peter D. Hart Research Associates, Inc.
Jason H. Schechter
05/05/99 03:01:35 PM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Subject: 1999-5-5 Vice-President Remarks on the Internet
THE WHITE HOUSE
Office of the Press Secretary
(Ramstein Air Base, Germany)
For
Immediate Release
May 5, 1999
REMARKS BY THE VICE PRESIDENT
ON THE INTERNET
The Roosevelt Room, The White House
12:40 P.M. EDT
THE VICE PRESIDENT: Thank you so much, Betty. And thank
you for giving such a vivid illustration of what parents are
going through in discovering the vulnerability that children have
in using the Internet. And you, as someone well versed in this,
know what to do. Many parents have felt even more overwhelmed
than you have, and as a result of what the Internet service
providers and the related companies in the industry are doing
today, 95-plus percent of all Internet users will automatically
get a pop-up page every time they go to the Internet that will
show them in very easy steps how they can provide their children
with the maximum protection. And I'm going to talk about some of
the details in just a moment.
But first of all, I want to thank my colleagues here from
the Senate. I say colleagues, because I am still a Member of the
Senate after a fashion as President of the Senate. But I do want
to thank both of them. Pat Leahy talked about the early days of
the Information Superhighway. I want you to know that tonight,
Senator Leahy will be awarded the prestigious John Peter Zinger
Award by the University of Arizona for his leadership as the
cyber Senator on Internet freedom issues. So, congratulations.
(Applause.)
And I want to especially thank and praise my colleague Ben
Nighthorse Campbell. Ben and Linda have been friends to Tipper
and me for many, many years. I know him as a man of integrity,
who cares about his constituents, and cares about this country.
He is a former school teacher and a former deputy sheriff, and a
present Harley-Davidson rider (laughter) -- and he cares a lot
about these issues. And we talked in the aftermath of the
tragedy at Columbine about some of the steps that can be taken to
solve this problem. And, of course, everybody understands that
an industry that steps forward and takes responsibility for its
part of the problem shouldn't be seen as the one most
responsible. Far from it. There are others who have not come
forward. I want to praise the Internet service providers for
what you all are doing here today. I'm very, very grateful to
you.
And I want to - - and just before this event, I had a
conference call with the CEOs of most of the companies that are
participating here today, and other representatives, and
virtually the entire industry was represented, and virtually the
entire industry is represented here today. And I'm grateful for
your presence and your attendance here today.
I want to thank, especially, these companies who are part of
today's commitment: America Online, AT&T, At-Home Network, Bell
Atlantic, Commercial Internet Exchange, Disney Online, Excite
Incorporated, Lycos Incorporated, MCI World Com, Microsoft
Corporation, Network Solutions, Netscape Communications,
MindSpring Enterprises Incorporated, Prodigy Communications
Corporation, Yahoo Incorporated. And there are trade groups that
have played a key role in this as well, and I want to thank them
as a group.
I want to thank Katherine Montgomery who is present, and is
co-Founder and President of the Center for Media Education.
Katherine, thank you very much. And Assistant Secretary of
Commerce Larry Irving - - thank you for your leadership. All of
the Members of Congress in both parties, who have worked with the
Internet industry and who could not be present here at this
event, but who deserve credit for being involved in helping to
address this issue.
Laurie Lipper, Director of the Children's Partnership, is
here, and thank you, Laurie. And to Betty again, thank you. And
I want to acknowledge Betty's husband, David, is here, and her
children Brian and Megan are here. Thank you. I'm not sure
they'd want to be recognized and singled out (Laughter).
I also want to acknowledge Bob Chase who is President of the
NEA. Thank you, Bob. And Bob traveled with me out to the
memorial service at Columbine, and we remember Dave Sanders, the
teacher there, along with the students who were killed and lost
their lives.
Well, ladies and gentlemen, when I was out there at that
memorial service with my wife, Tipper, and others who were
present, we physically embraced each of the parents and family
members of those who lost their lives. I told a group the other
day, without using the name of the parent involved, that one of
the fathers whispered in my ear during our embrace and said,
these children cannot have died in vain. We have to act.
Promise me that there will be changes. And he repeated with a
tone of urgency that would not be denied. Promise me. And like
any of you, my response was, I promise.
And all of us have an obligation as Americans to cross party
lines, to pull together public, private partnerships, to pass
laws where necessary, and to change our lives in order to honor
those who died at Columbine High School. And one of the very
first industries to come forward in its effort to keep that
promise, is the Internet industry. And there will be time to
evaluate how well this works But I want to say at the outset,
I'm very impressed with what this industr is committing to do
here today
Let me emphasize again - - we may never fully understand
exactly what happened there, or why. And we all do understand
that there are many factors involved. And we don't all agree on
what to do about all the factors. I, for example, believe that
guns are way too available, and I think that there should be more
restrictions. I believe that there's way too much screen
violence and media violence on television and in the movies and
in video games. I believe that parents need to do a better job,
and schools need to do a better job. The national debate that
has begun will continue and, I predict, will intensify. Because
we know this is real and serious. And we have to respond to it.
But among all of these many factors, one element that has
been brought up and discussed is the role that the Internet has
played. And thank goodness, the companies involved with the
Internet, for their part, have felt the urgency and have come
forward with a response that I think is going to make a big
difference. And we understand that the Internet's stunning
technology gives children and families access to an incredible
world of information. And life, itself - - most of it's great,
but there are some dark corners. There are some free-fire zones
and red light districts in cyberspace, from which children must
be protected.
How do we protect them? That's what today's announcement is
all about. It's true that at Columbine, the killers used the
Internet to contact messages of cruelty and hate, and to spread
them. But it is also true that in the aftermath of the tragedy,
the people of Jefferson County, Colorado, turned to the Internet
to connect with those who had previously experienced the same
kind of tragedy in Paducah, Jonesboro, Springfield, and
elsewhere, and they were embraced by the empathy of the whole
nation in part through e-mail. So, when it comes to the
Internet, too many parents feel now they're faced with a false
choice between unplugging that computer in the family room, or
spending every single moment looking over their child's shoulder
to make sure they're not wandering into some dangerous, online
alleyway.
We're here today because there is a third choice a better
way. As a result of intensive, ongoing talks with the Internet
industry, Congressional leaders, and public citizens' groups, and
others who are concerned about this, the industry is, today,
creating a new Parents' Protection Page, which will appear on
virtually every Internet starting point automatically by this
July two months from now. Now that's action, and that's
speed
From a single place that will pop up automatically on almost
every computer screen, parents will be provided the tools to
guide their children safely down the Information Superhighway.
On the Parents' Protection Page, parents will find easy steps to
block out inappropriate content. Parents will be told in simple
language how they can filter out the good content from content
which they, as parents, decide their children are not ready to
handle. They, themselves, would describe it as bad content.
Parents can see which websites and chat rooms their children have
visited. And children will know that their parents will have
access to that information.
Parents will be able to set strict time limits on their
children's Internet use. I predict that will be a popular
feature, among these others. And parents can restrict their
children's e-mail contact to keep the potential predators at bay;
purveyors of pornography, and hatred, and violence, and evil.
And they can make sure that personal information about their
children or about their families will not fall into the wrong
hands.
This new Parents' Protection Page will help ensure that
children are not surfing into dangerous waters when they surf the
Web. By establishing one simple place to block and monitor what
children will see, the Parents' Protection Page puts control of
the computer keyboard back into the hands of America's parents,
where it really belongs.
In addition, this page will help parents steer their
children to the very best of the Internet. It will provide links
to educational sites, while offering tips for parents on how to
best protect their children.
Now, I want to be very clear about the fact that most sites
on the Internet are engaging and educational. But parents need
strong, new tools to block out the pornography, violence, and
hate. A responsible parent would never let a new student driver
drive down the Interstate highway without any supervision. And
neither should we allow young children to roam unsupervised on
the Information Superhighway. And that realization has been slow
to dawn on many families. But I hope that one of the aftermaths
of the tragedy at Columbine that woke up this country is to make
more parents aware that they have to play an aggressive,
proactive role in protecting their children on the Internet.
That's one of the reasons why our Administration has worked
very hard over the past several years to give parents more of the
help they need. Back in 1997, we created this Parents Guide to
the Internet, in the Department of Education. And we had a
series of meetings back at that time with the industry. And some
of the ideas announced today, like the one-click, automatic
access, actually came up, first of all, in this room, around a
table here in the Roosevelt Room two years ago. This guide
requires no technical knowledge. In fact, it walks parents
through the basics about the Internet itself, and how to use some
of the tools that, up until today, have been admittedly a little
hard for some parents to gain access to. You talked about how it
was kind of overwhelming, Betty. I think most parents feel that.
But having it right there, staring you in the face every time you
turn the computer on that's going to make it a lot easier.
I urge all parents who would want this written guide to call
1-800-USA-LEARN, and it will be made available to you. I'm also
pleased to report that our Federal Communications Commission has
a Web site, FCC. GOV, that has a page called Parents, Kids, and
Communications that explains the options parents have to control
their children's exposure to inappropriate content, which
includes not only Internet blocking and filtering tools, but also
the V-chip and cable box locks for television, and a 900-number
block for the telephone.
Before I close, I just want to summarize by saying that I do
believe that all of these efforts will make a big difference.
But let us understand that the industry having acted here, this
,
is where a parent's responsibility begins not where it ends.
These are tools being made available. These are warning signs
that have to be heeded. These are guides that have to be
followed. And the primary responsibility, after we take all of
the other steps that need to be taken - - and I mentioned most of
them here the primary responsibility still lies with parents.
So I hope the message goes out loudly and clearly. The best
protection is an involved parent, taking time to pass on the
right values to children. But government and industry do have a
responsibility to make it easier and simpler for parents to do
so. So, I want to again thank the Internet industry -- 95
percent of which is involved in this, and represented here for
taking the important steps forward that are being announced here
today. Thank you all very much. And thank you Ben, and Pat.
(Applause.)
END
Sara: 410-296-0311:
Women and leadership; public service; lots of different things; earlly years - did a lot of things
they called social welfare; christmas present for poor kids; in d.c.; girls involved helping people
less fortunate than them; ms madeira; upper classman helping younger classman; theme; ms.
Kaider took that and made it from not just an ideal but practical thing; co-currulicum in 1967;
practicl application; sophonmore year, social service placement; elderly; headstart; spening every
wed doing social service; junior year on capital hill; you are in middle of watching what
leaderhsip is all about; serving country in different way; in senior year; can choose; some back
to social service; stay on capital hill; others go off to personal interests; so for 3 years; every wed
out doing volunteer work; hleps instill in kids today; what this is all about; hands on generaiton;
can't just tell them; must lead them through it; 2 kids who spoke; (petit to get me copies of what
they said;
Brought kids out to school for tutoring; less of that;
Get your hands dirty and get in the middle of it; democratic person of the 30s; fdr; where
politics were; one of first people to institute working hours for some of lower paid staff at
school; she would be there now; important to her;
Eliz caty stanton:
Mother: megan in college; graduaint; john david; 7th grade; 6 feet tall; far taller than mother;
Fascinating; basement; everything has place; all labelled; everything in the right place; needed
to find lightbulb; easy to find; [taking something out of library] incredibly organized and
meticulous about stuff; personal demeanor; groups; speech; veruy engaging; talking to you;
conversaion; compelling; welsely; panel for women in philantrhopy; surprises people; relaxed
and layed back; undernearth veneer, worried abou everything; confident; clearly loes welsley;
everywehere you go, you know it; they tell you; major welsely connection; (sara: daughter at
standford; where working author? Better; ] betsy: if I had time, I would go out sit in the sun
and read a book; other day doing it and john and johon david came over and said, are you
alright? So not used to seeing her sit still; on sabatical; in europe; tireless; listen to her; realize
depth of her scholarship; public persona; private person wants to bake cookies for class; total
mom thing; she's a gardenr; but deer eat her flowers; constant battle how to deal with dear in
reasonably economiallcy matter; ecological friendly way; if take fishing line, stringin it around
flowers; deers don't see it and thye freak out and go away;
True historian; everywhere she goes; if there's some history; how do you think that happened? I
need data on this; not enough to say this is what I think ; this study; that study; loves stats; loves
timelines; in midele of planning for 8 years out; betsy and finance committee chair; want to put
timeline on wall; mark off all things she needs to do; from the beginning; others want to start at
end; teaches in women's history; pink timeline - wars, kings, male stuff; she likes to
superimpose what women were doing at the same time; significant events; birth control; put that
over it; see the whole of the picture; more of the picture; professor; teaches at madeira; and
last winter; wed nights she course of womens history for parents and alums; people moved
heaven and earth to be there;
What did you see that made you sure this the right person:
410 - 346 - 7221
[Pnill Heard]
nired her
The
Madeira
School
sm
STINA AD 1906
THE MADEIRA SCHOOL
January 14, 1999
Ms. Patti Solis Doyle, Director of Scheduling
Room 185½ - Old Executive Office Building
5/10
1600 Pennsylvania Ave, NW
Washington, DC 20502
Dear Ms. Doyle:
I am writing to resubmit a request for Mrs. Clinton to speak at the Madeira School.
Because we wanted to accommodate Mrs. Clinton's schedule, our earlier request did not
identify a date. At the suggestion of your office, we are asking for consideration for Mrs.
Clinton to speak to our entire community--students, teachers, staff, parents and alumnae--
on May 20 or 21, 1999. It would be our preference to have Mrs. Clinton speak during the
normal school hours (8am - 2:30 pm), but we can easily accommodate her outside that
time if needed. We are also willing to consider other dates if Mrs. Clinton's schedule is
already booked for those dates.
As indicated in our November letter, we wish to honor our headmistress, and Mrs.
Clinton's Wellesley classmate, Dr. Elisabeth Griffith, who has just celebrated her tenth
year as head of our school. During her tenure, Betsy has established herself as an
outstanding educator and a passionate spokesperson on single sex education. Madeira's
Alumnae Association and our Board of Directors wanted to think of a way of honoring
Betsy that would be most meaningful to her. Knowing Betsy as we do, we thought
perhaps she would want any 'gift' to be one enjoyed by the entire school community. And
what could better celebrate a woman who has herself given such an eloquent voice to the
importance of a single sex education for young women than a lecture series by
outstanding American women. We are hoping Mrs. Clinton would consider being our
keynote speaker in this annual series.
I understand that Mrs. Clinton's scheduling is normally handled 2-3 months in advance,
and have asked Madeira's Assistant Head for Development, Kate Hillas, to follow up this
request in a suitable time frame. She can be reached at 703-556-8232 if you need further
information, or have questions.
With thanks for your consideration, I remain
Sincerely yours,
Sarah Das gnault
Sarah Pettit Daignault '66
Chair, Board of Directors
8328 GEORGETOWN PIKE
McLEAN, VIRGINIA 22102-1200
(703) 556-8200
ADMISSIONS FAX (703) 821-2845
DEVELOPMENT/ALUMNAE FAX (703) 893-1532
DEAN OF STUDENTS FAX (703) 821-2948
/10
THE WHITE HOUSE
December 16, 1998
Ms. Sarah Pettit Daignault
President
Board of Trustees
The Madeira School
8328 Georgetown Pike
McLean, Virginia 22102-1200
Dear Ms. Daignault:
Thank you for your letter and invitation to give the
keynote lecture honoring Betsy Griffith at Madeira School. I
appreciate your thinking of me and would like to participate if it
is possible. A copy of your letter has been sent to my
scheduling office for consideration and follow-up. The lecture
series sounds like a wonderful tribute to Betsy.
With regards and best wishes for a blessed holiday
season, I remain
Sincerely yours,
Hillary Rodha Center
Hillary Rodham Clinton
cc: Patti Solis Doyle, Director of Scheduling
R+ Ccto
Patti -
D'd Who to
do this
Mabrira
School
THE MADEIRA SCHOOL
OFFICE OF THE HEADMISTRESS
(703) 556-8242
November 10, 1998
Mrs. Hilary Rodham Clinton
The White House
1600 Pennsylvania Ave, NW
Washington, DC 20502
Dear Mrs. Clinton:
I am writing on the behalf of the Alumnae Association and the Board of Trustees of the
Madeira School to ask if you would consider coming to our campus and speaking to our
entire community--students, teachers and staff. We wish to honor our headmistress, Dr.
Elisabeth Griffith, who has just celebrated her tenth year as head of our school.
We wanted to think of a way of honoring Betsy that would be most meaningful to her.
Knowing Betsy as we do, we thought perhaps she would want any 'gift' to be one enjoyed
by the entire school community. And what could better celebrate a woman who has
herself given such an eloquent voice to the importance of a single sex education for
young women than a lecture series by outstanding American women. We are hoping you
would consider being our keynote speaker.
We know it would mean so much to Betsy if you would accept this invitation. Your
presence here, your insights and views, would be a lasting gift to the Madeira students.
But we also know that you are besieged by such requests and your schedule is very
crowded. If you think you would like to do it, we would work with your staff in every
way to make it possible.
Betsy does not know we're writing to you. It is of course our hope to announce this series
of lectures by being able to say that you have accepted as our keynote speaker. We do so
hope you'll be able to help us honor Betsy in this special way. You can reach me at 410-
296-0311 or mail to 606 Chestnut Avenue, Baltimore, MD 21204.
Sincerely,
Sarah Pettit Daignault '66
President
Board of Trustees
cc: C. Macy
8328 GEORGETOWN PIKE
McLEAN, VIRGINIA 22102-1200
(703) 556-8200
ACADEMIC DEAN/ADMISSIONS/HEADMISTRESS FAX (703) 821-2845
DEVELOPMENT/ALUMNAE FAX (703) 893-1532
STUDENT AFFAIRS FAX (703) 821-2948
Larry Butler:
So moved by yesterdays indian event; very positive feedbck about your remarks;
Madeira:
You are inaugurating an annual lecture series in Betsy Griffith's honor; theme: women and
leadership; you will be talking to students; faculty; alumni; parents;
tribute to Betsy Griffith: (just finished her 10th year); importance of girl's education; traditioin
of public service; and leadership; madeira founded in 1906; elizabeth katy stanton;
1) Littleton: what each of us can do; seems so far from this peaceful idylic setting; but the
issues of violence in Littleton involves all of us; our responsbilities to each other and the
broader community;
Speeches; colulmbns; potus; lines or stories; not full fledged speech; some sort of order; will
have just come from that meeting to talk about
2) Role that women have played here and around the world; to bring communities together; as
peacemakers; vital voices; ireland; guatemala el salvador; creating the conditions;
3) public service; building civil society; carrying on what you've learned here to the work that
you will always do;
What would be the most useful?
FIRST LADY HILLARY RODHAM CLINTON
LECTURE IN HONOR OF DR. ELIZABETH GRIFFITH
THE MADEIRA SCHOOL
MAY 10, 1999
Thank you, Betsy, for that wonderful introduction. I'm so pleased to be here at
Madeira - a school which has been at the forefront of girl's education in America ever
since it's founding at the beginning of this century. It's a great pleasure to join the
Board of Directors, and its chair Sarah Daignault (DAY-NIO), who I've heard is not
only a tireless -- but who makes sure laughter is always a part of board meetings (She
was also the freshman room mate at Madeira of one of my staff). I'm so pleased to be
with all of you: faculty; staff; parents and alumni - and most important - the students of
Madeira school.
I've often heard the saying that women's colleges and and girl's schools offer
"not equal opportunity, but every opportunity." And I know that the students - and their
parents - who are here today are deeply grateful for the opportunity to grow and learn and
flourish here at Madeira.
ex's a pailicula please fe me te We up here
I'm also a pleasure to be standing here with your headmistress -
I ademet
someone I've admired ever since we were classmates, friends, (and fellow Republicans)
at Wellesley College. So when I was first invited to inaugurate the Elizabeth Griffith
Women's Leadership Lecture Series - I knew I wanted to come. I knew I wanted to be
part of honoring Betsy - not only for her passionate advocacy on behalf of women's
issues over the years, but through her leadership here at Madeira for inspiring a
generation of young women to be fully engaged in the issues and the world around them.
she has inspired countless young women to aspire as well to beome leadersiand
contributors in our sociey, and our world.
Betsy is one of then endividual you
met you
now lu a
Everyone here knows here in different ways. As headmistreess - here single
minded commitmen has
over the past ten years; this school has grown and
who
flourished; at a time when fewer institutions are remaining unisex - it is a remakable
achievement.
But of course, Betsy is also the consumate historian: highly acclaimed author:
elizabeth cady Standon: In Her Own Right. (1984); but it's in her bones. She needs
data. She needs background. How do we know that? Let's do a study. I've heard that
when she's teaching women's history - she likes to superimpose the "pink timeline"
women's accomplishments and historical landmakrs - over the usual stories of kings,
wars, and treaties - to show the fuller picture of our
who
we
are
Like all of us, Betsy has her contradictions. A well known scholar and author
but also an activist - working on everyting from ratification of the Equal Rights
amendment to getting more women elected. She's clearly organized (I've heard you can
minly
Sene
yet
actually find things in her basement) and wonderfully creative. A whirlwind of activity -
but who - like so many of us - would love to be in her garden reading a book. [I heard
that her husband and teenage son approached her recently in such a pose - asking, "is
anything wrong?" love of reading. A consumate professional/ and mother who I've
embodies the multiple roles that so many women play in America today, and them seen to eften all fid u/
heard makes wonderful cookies for her son's classmates. In short Betsy Griffith
fulfellin
But today-I want to honor her in particular for her commitment to being
grace
human
engaged; in the issues of her time; for being the most valuable role of all - an active and
engaged citizen. And I hope it is that commitment that you take away with you when
you leave this beatufiul school. The many roles that women play today in our socieyt.
Develoine a Spirt
Her engagement in the world and her ability to pass that down to the girls of
Madeira -- reflects a Long tradition of public service and parficipation; I'm particularly
impressed with Madeira's co-curriculm; reaching into the community; stretching
yourselves; as community volunteers (habitate for humanity; to Smithsonian; and in
leade ship -
the halls of Congress. Stories about two students who spoke about their experiences
working with Mother Theresa (Devika Sen G upa and ali Fiedler --) who worked with her
in a Calcutta orphanage. These experiences are invaluable; Parents among us know so
well - this generation - probably like ours - can't just be told about why it's good to get
involved; you are more "hands on." These experiences
And it is those broader responsbilities that we have - to ourselves, to each other
and to the larger society - that I want to talk about a little today. There is so much going
agree
right: our country is in a time of great growth and prosperity; limitless possibilities; but
we are also struggling with issues of inequality, and
And that's the violence in our
society; even in this idylic and beautful campus; no one is immune;
feelaw It's impossible studinal be
- Cadar
to here - and look out on the young faces here - and not think of the
you
tragedy of Littleton - a tragedy that has shaken us all. I know that it's difficult - in a
beatuful and peaceful place like this - to imagine that kind of violence and trgedy; but
these are issues that every one of us has to face sometimes in our lives.
at madeira; with girls and as faculty as selves; counselor in dining h all; talking
informally; something to sign; send the students in support; as an institution want to
address that situation; violence impact our girls lives in terrible ways; no place is imun;e
one alulmn sister of gibson; shot a year and a half ago; killed; we have it; it hits us;
I've just come from a meeting today; Monday: national campaign to address youth
violence; focus of talk is getting entertainment; guns people; parents; educators; religious
leaders; youth; not finger pointing; we want to do a campaign;
Some of what I learned from those - and so many others I've spoken to and heard
from over the past few weeks - is that while we will never be able to fully explain or
understand ; but we also - as individuals and as communities - have to recognize that we
are not helpless or hopeless. There are steps we can take; ways we can try to prevent
such tragedies; responsibilities that we can all fill.
What can we do? We can help teachers; they are Teachers; on the front lines;
but even schools like this one aren't immune; no one can life in a vacuum; children not
raised in test t ubes; influenced by all that goes around them; so m any factors when you
see this kind of event; culture of violence; Early warning signs; we need to look at that;
what we shousld be looking; for ; how we can intervene earlier; shcools and teachers
need more support; in counseling; etc; mental health;
What can we do? We can stand up and say what neds to be said about guns and
firearms and bombs; young people hae disagreements and arguments; but the difference
today is that children can get a hold of the weapons of war; every day - 13 young people
die as a result of handgun violence; that's a classroom full of young people who should
be learning; who are now lost to us forever; we've made significant progress - as a
result of the Brady Bill, 250,000 felons, fugitives and stalkers have been denied guns.
But there's so much more we must do;
What can we do? We have to be able to stand up and be willing to talk about the
culture of violence that infects the lives of our young people. Can't ignore the research
findings that started with Surven general's report in 1972 - and have continued unabated
ever since - that the constant exposure to violenc e-on televion, in the movies; in video
games; in the music - video games when you win based on how many people you kill;
doesn not have an effect on the way children see themselve sand others; too much
evidence that children are desensitized; lose empathy; so we must work with tv and
movie and video and media - to begin senidng more constructive, postiive messages;
What can we do? We can help parents - struggling to balance work and family -
have more time - and more support, for the most difficult jobs they must do every single
day.
What can we do? We can listen to you the young people. My husband went and
spoke with students at a local virginia high a few days after the shootings; and they
talked about how important medication programs were; and the need for confidential hot
lines; but they also talked about how parents need to spend more time with their
children; and how difficult that was these days; [quote f rom some of the kids]
What we saw in little was the worst of america - but also the best; people giving
blood; teachers saving lives; communities coming together; helping to create a a c
ulture not of violence and hoplessness 00 but in a culture of support; oportunity;
responsbility; a culture of hope and community;
If there's one lesson that I hope the students of Madeira - and all of America's
bright youong generation -- are That there is no issues that we can't find a solution
to, that we can't tackle No tragedy too terrible that we can't make a difference. No force
that we can't turn around; everyone can make a difference - in a child's life; in the life of
a community. There's nothing wrong with american that can't be fiexed by with what's
right with amaerica; contrary to what you read in the papers; young people are what's
right; changing things with teir hommuniies around the country; hope one day you'll
consider making a commitment to americrops.
In countries around the world - I've seen women, in particular, take on the
greatest challenges. Guatemala; el Salvador; Africa; Ireland; in large ways and small,
we can all do our part. That's what I know you have learned at Madeira. I urge you -
live those lessons. The world will be the richer for you being in it.
[ms. Madeira quote? Betsy quote?]
quote from girls from video/experiences; what greater tribute to Betsy, and to Madeira's
legacy , that to heear those words; to see that confidence; and leadership; that
commitment to: the notion that one person can make a differenc;e make that
involvement; to make a difference; to serve; to be part of it;
emer when you
notanly give girls
the lad
but the fa more
upated sup - -
the todsof
extegenship
FIRST LADY HILLARY RODHAM CLINTON
LECTURE IN HONOR OF DR. ELIZABETH GRIFFITH
THE MADEIRA SCHOOL
MAY 10, 1999
[1P frem En speed]
Thank you, Betsy, for that wonderful introduction. I'm always thrilled to follow in
the footsteps of Eleanor Roosevelt - who has been such an extraordinary model for me -
and for all of us here today. [I tried to speak with her just this morning but her chat
r60m was already full.] I'm so pleased to be here at Madeira - a school which has been
at the forefront of girl's education in America ever since it's founding at the beginning of
this century. It's a great pleasure to join the Board of Directors, and its chair Sarah
Daignault (DAY-NIO), who I've heard has not only been a remarkably effective chair
over the past 8 years -- but who makes sure laughter is always a part of your board
meetings. I'm so pleased to be with all of you: faculty; staff; parents and alumni - and
most important - the students of Madeira school.
I've often heard the saying that women's colleges and girl's schools offer "not
equal opportunity, but every opportunity." And I know that the students here today are
deeply grateful for that opportunity to grow and learn and flourish here at Madeira. I am
grateful to have heard from your student leaders today - who are such a tribute to the kind
of intelligence, caring and self-confidence that is clearly nurtured at this school.
It's a particular pleasure to be standing here with your headmistress - someone
I've admired ever since we were classmates, friends, (and I admit, fellow Republicans) at
Wellesley College. So when I was first invited to inaugurate the Elizabeth Griffith
Women's Leadership Lecture Series - I knew I wanted to come. I knew I wanted to be
part of honoring Betsy - not only for her passionate advocacy on behalf of women's
issues and girls education over the years, but for inspiring a new generation of young
women to contribute fully to the world around them -- through her leadership here at
the at +
Madeira.
Bat
bel
before
Most of you here today know Betsy as the inspirational headmistress, colleague,
an
and driving force at this exceptional school. That Madeira has grown and flourished at a
3
walles
time of declining same sex schools is a tribute to her determined leadership and compelling
advocacy of the multiple benefits of attending a girl's school. [we with Red at willsles
But of course, we also know Betsy as a highly acclaimed historian and biographer
Bitsy has take certifience that + drive mens achement
to he valued tale
of Elizabeth Cady Standon. I've heard that even now when she's teaching women's
history -- Betsy likes to superimpose a "pink timeline" - women's accomplishments and
historical landmarks - over the usual stories of kings, wars, and treaties - to ensure her
students grasp the fuller historical picture.
defining
Like most of us, Betsy has her contradictions. A well known scholar but also
an activist - working on everything from ratification of the Equal Rights amendment to
ther al
here
to
on
get
&
of
and
CT
meder
notime
and
the
but
und
reventive
Julind,
getting more women elected. She's highly organized (I've heard you can actually find
things in her basement) and wonderfully creative. A whirlwind of activity - but someone
who - like so many of us - would love to be in her garden reading a book. [I heard that
her husband and teenage son approached her recently in such a pose - asking, "is anything
wrong?" ] A consumate professional/ and mother who I've heard makes wonderful
cookies for her son's classmates. In short -- Betsy Griffith embodies the multiple roles
that so many women play in America today, and seems to fill them all with remarkable
grace and humor.
But today-I want to honor her in particular for her own commitment to being
actively engaged in the issues of her time; and for encouraging all of you not only to
stretch yourselves intellectually and emotionally - but to be citizens of your community
and your country.
Promoting the role of citizenship and public service is an honored tradition here at
Madeira - as we've already heard today. I'm particularly impressed with your co-
curriculum program - where you both serve your community - and watch democracy at
work -- in the Halls of Congress. These "hands on" experiernces of being connected to
your community - and caring about other people -- will stay with you long after you leave
this beautiful campus. Because already, you have learned that citizenship is part of what
is expected of each one of us, throughout our lives.
It is these broader responsibilities that we have - to each other and to the larger
society - that I want to talk about a little today. There is so much going right in our
country today. It's a time of great growth and prosperity, and for many citizens, a time of
almost limitless opportunities and possibilities. But you are all aware that we are also
grappling, as individuals and as a nation, with the tough reality that too many Americans
are still being left behind, and that too many young people are growing up unable to
fulfill their God-given potential, kept back by inadequate schools; low expectations, and a
culture of violence.
It's impossible to stand here - and look out on the young faces in this audience,
and not think of the tragedy that took place in Littleton only a few short weeks ago. I
know that here at Madeira, you've been meeting and talking about this terrible incident,
and sending both your prayers and your support to the students who have suffered so
much from this explosion of violence. I also know that even though you are surrounded
by grappling with this terrible incident, and it's difficult - in a beatuful and peaceful place
like this - to imagine that kind of violence and trgedy; but these are issues that every one
of us has to face sometimes in our lives.
at madeira; with girls and as faculty as selves; counselor in dining h all; talking informally;
something to sign; send the students in support; as an institution want to address that
situation; violence impact our girls lives in terrible ways; no place is imun;e one alulmn
sister of gibson; shot a year and a half ago; killed; we have it; it hits us;
I've just come from a meeting today; Monday: national campaign to address youth
violence; focus of talk is getting entertainment; guns people; parents; educators; religious
leaders; youth; not finger pointing; we want to do a campaign;
Some of what I learned from those - and so many others I've spoken to and heard
from over the past few weeks - is that while we will never be able to fully explain or
understand ; but we also - as individuals and as communities - have to recognize that we
are not helpless or hopeless. There are steps we can take; ways we can try to prevent
such tragedies; responsibilities that we can all fill.
What can we do? We can help teachers; they are Teachers; on the front lines;
but even schools like this one aren't immune; no one can life in a vacuum; children not
raised in test t ubes; influenced by all that goes around them; so m any factors when you
see this kind of event; culture of violence; Early warning signs; we need to look at that;
what we shousld be looking; for ; how we can intervene earlier; shcools and teachers need
more support; in counseling; etc; mental health;
What can we do? We can stand up and say what neds to be said about guns and
firearms and bombs; young people hae disagreements and arguments; but the difference
today is that children can get a hold of the weapons of war; every day - 13 young people
die as a result of handgun violence; that's a classroom full of young people who should be
learning; who are now lost to us forever; we've made significant progress - as a result
of the Brady Bill, 250,000 felons, fugitives and stalkers have been denied guns. But
there's so much more we must do;
What can we do? We have to be able to stand up and be willing to talk about the
culture of violence that infects the lives of our young people. Can't ignore the research
findings that started with Surven general's report in 1972 - and have continued unabated
ever since - that the constant exposure to violenc e-on televion, in the movies; in video
games; in the music - video games when you win based on how many people you kill;
doesn not have an effect on the way children see themselve sand others; too much
evidence that children are desensitized; lose empathy; so we must work with tv and movie
and video and media - to begin senidng more constructive, postiive messages;
What can we do? We can help parents - struggling to balance work and family -
have more time - and more support, for the most difficult jobs they must do every single
day.
What can we do? We can listen to you the young people. My husband went and
spoke with students at a local virginia high a few days after the shootings; and they talked
about how important medication programs were; and the need for confidential hot lines;
but they also talked about how parents need to spend more time with their children; and
how difficult that was these days; [quote rom some of the kids]
What we saw in little was the worst of america - but also the best; people giving
blood; teachers saving lives; communities coming together; helping to create a a c ulture
not of violence and hoplessness 00 but in a culture of support; oportunity; responsbility; a
culture of hope and community;
If there's one lesson that I hope the students of Madeira - and all of America's
bright youong generation -- are
That there is no issues that we can't find a solution to,
that we can't tackle No tragedy too terrible that we can't make a difference. No force
that we can't turn around; everyone can make a difference - in a child's life; in the life of
a community. There's nothing wrong with american that can't be fiexed by with what's
right with amaerica; contrary to what you read in the papers; young people are what's
right; changing things with teir hommuniies around the country; hope one day you'll
consider making a commitment to americrops.
In countries around the world - I've seen women, in particular, take on the
greatest challenges. Guatemala; el Salvador; Africa; Ireland; in large ways and small,
we can all do our part. That's what I know you have learned at Madeira. I urge you -
live those lessons. The world will be the richer for you being in it.
[ms. Madeira quote? Betsy quote?]
quote from girls from video/experiences; what greater tribute to Betsy, and to Madeira's
legacy -- , that to heear those words; to see that confidence; and leadership; that
commitment to: the notion that one person can make a differenc;e make that
involvement; to make a difference; to serve; to be part of it;
Betsy:
We talk about real life here; girls have very emphathetc; feel sorry; we've had moments of
silence and reflection; counselor in dining rom; condolense messages to sent off; divided
response; feel safe; but know world is full of terrors; can't imagine being shot at by people
they know; just week before, girls wanted us to remember the Oklahoma bombing;
tornadoes; want to make sure they are cared for; veryu much understand what it would
feel like not being able to graduate in emphatheater; kids ton't wat tv; but are in internet;
can't get on certain sites; objections to that now; died down. Independent schools feel too
complacent; advisor systems that work; kids have grown ups to connect to; every helpful;
feel isolated, lonely, trying to make those connections; paying attetnion; parental
attention ; ongoing how are you doing; hard to do; mmoments when it works; supper;
carpooling; connect;
Murder her 1973; on campus; real world not far away from campus; medavac site for this
neighborhood; drinking too much; kids killed ; drunk driving; we all deal this; adolescent
lives of 90s much more at risk; not matter how strong vamily; firm the faith; good the
kids; more dangersous; protect them and make them strong; holding up women who are
strong people as role models; part of message; expectation; how they will be grown ups;
people who care about other people; integrity; all elite kids raising; not academic
achievemetn it's what you do with it; message;
3 student leaders; sara; betsy; last first lady was eleanor roosevelt; inauguration; mccarthy
hearings; being connected to the city; kids voting for student leaders before could vote;
women who remember ; she spoke; came to a christman pageant; fdr; historic tie; could
be first lady;
Betsy:
We talk about real life here; girls have very emphathetc; feel sorry; we've had moments of
silence and reflection; counselor in dining rom; condolense messages to sent off; divided
response; feel safe; but know world is full of terrors; can't imagine being shot at by people
they know; just week before, girls wanted us to remember the Oklahoma bombing;
tornadoes; want to make sure they are cared for; veryu much understand what it would
feel like not being able to graduate in emphatheater; kids ton't wat tv; but are in internet;
can't get on certain sites; objections to that now; died down. Independent schools feel too
complacent; advisor systems that work; kids have grown ups to connect to; every helpful;
feel isolated, lonely, trying to make those connections; paying attetnion; parental
attention ; ongoing how are you doing; hard to do; mmoments when it works; supper;
carpooling; connect;
Murder her 1973; on campus; real world not far away from campus; medavac site for this
neighborhood; drinking too much; kids killed ; drunk driving; we all deal this; adolescent
lives of 90s much more at risk; not matter how strong vamily; firm the faith; good the
kids; more dangersous; protect them and make them strong; holding up women who are
strong people as role models; part of message; expectation; how they will be grown ups;
people who care about other people; integrity; all elite kids raising; not academic
achievemetn it's what you do with it; message;
3 student leaders; sara; betsy; last first lady was eleanor roosevelt; inauguration; mccarthy
hearings; being connected to the city; kids voting for student leaders before could vote;
women who remember ; she spoke; came to-a christman pageant; fdr; historic tie; could
be first lady;
FIRST LADY HILLARY RODHAM CLINTON
LECTURE IN HONOR OF DR. ELIZABETH GRIFFITH
THE MADEIRA SCHOOL
MAY 10, 1999
Thank you, Betsy, for that wonderful introduction. I'm so pleased to be here at
Madeira - a school which has been at the forefront of girl's education in America ever
since it's founding at the beginning of this century. It's a great pleasure to join the Board
of Directors, and its chair Sarah Daignault (DAY-NIO), who I've heard has not only
been a remarkably effective chair over the past 8 years -- but who makes sure laughter is
always a part of your board meetings. I'm so pleased to be with all of you: faculty; staff;
parents and alumni - and most important - students of Madeira school.
I've often heard the saying that women's colleges and girl's schools offer "not
equal opportunity, but every opportunity." And I know that the students - and their
parents - who are here today are deeply grateful for that opportunity to grow and learn
and flourish here at Madeira.
It's a particular pleasure to be standing here with your headmistress - someone
I've admired ever since we were classmates, friends, (and I admit, fellow Republicans) at
Wellesley College. So when I was first invited to inaugurate the Elizabeth Griffith
Women's Leadership Lecture Series - I knew I wanted to come. I knew I wanted to be
part of honoring Betsy - not only for her passionate advocacy on behalf of women's
issues over the years, but for inspiring a generation of young women to contribute fully to
the world around them, through her leadership here at Madeira.
Most of you here today know Betsy as the inspirational headmistress, colleague,
and driving force at this exceptional school. That Madeira has grown and flourished at a
time of declining same sex schools is a tribute to her determined leadership and compelling
advocacy of the multiple benefits of attending a girl's school.
But of course, Betsy is also a highly acclaimed historian and biographer of
Elizabeth Cady Standon. I've heard that even now -- when she's teaching women's
history -- she likes to superimpose a "pink timeline" - women's accomplishments and
historical landmarks - over the usual stories of kings, wars, and treaties - to ensure her
students grasp the fuller historical picture.
Like most of us, Betsy has her contradictions. A well known scholar -- but also
an activist - working on everything from ratification of the Equal Rights amendment to
getting more women elected. She's highly organized (I've heard you can actually find
things in her basement) and wonderfully creative. A whirlwind of activity - but someone
who - like so many of us - would love to be in her garden reading a book. [I heard that
her husband and teenage son approached her recently in such a pose - asking, "is anything
wrong?" ] A consumate professional/ and mother who I've heard makes wonderful
cookies for her son's classmates. In short -- Betsy Griffith embodies the multiple roles
that so many women play in America today, and seems to fill them all with remarkable
grace and humor.
But today-I want to honor her in particular for her commitment to being actively
engaged in the issues of her time; and for encouraging all of you not only to stretch
yourselves intellectually and emotionally - but as citizens of your community and your
country.
Promoting the role of citizenship and public service is an honored tradition here at
Madeira, and I'm particularly impressed with your co-curriculm program. I've read how
every Wednesday, you serve your community - whether it's helping to build houses with
Habitat for Humanity, learning the ropes at the National Georgraphic or National Public
Radio -- or watching our democracy at work - in the Halls of Congress. These "hands
on" experiernces - perhaps even more than your courses in French poetry of
Will
stay with you long after you leave this beautiful campus.
And it is these broader responsibilities that we have - to each other and to the
larger society - that I want to talk about a little today. There is so much going right
going on in our country today. It's a time of great growth and prosperity, and for many
citizens, a time of almost limitless possibilities. But you are all aware that we are also
grappling, as individuals and as a nation, with the tough reality that too many Americans
are being left behind; that too many young people are growing up in in neighborhoods
children with ; but we are also struggling with issues of inequality, and And that's
the violence in our society; even in this idylic and beautful campus; no one is immune;
It's impossible to be here - and look out on the young faces here - and not think of the
tragedy of Littleton - a tragedy that has shaken us all. I know that it's difficult - in a
beatuful and peaceful place like this - to imagine that kind of violence and trgedy; but
these are issues that every one of us has to face sometimes in our lives.
at madeira; with girls and as faculty as selves; counselor in dining h all; talking informally;
something to sign; send the students in support; as an institution want to address that
situation; violence impact our girls lives in terrible ways; no place is imun;e one alulmn
sister of gibson; shot a year and a half ago; killed; we have it; it hits us;
I've just come from a meeting today; Monday: national campaign to address youth
violence; focus of talk is getting entertainment; guns people; parents; educators; religious
leaders; youth; not finger pointing; we want to do a campaign;
Some of what I learned from those - and so many others I've spoken to and heard
from over the past few weeks - is that while we will never be able to fully explain or
understand ; but we also - as individuals and as communities - have to recognize that we
are not helpless or hopeless. There are steps we can take; ways we can try to prevent
such tragedies; responsibilities that we can all fill.
What can we do? We can help teachers; they are Teachers; on the front lines;
but even schools like this one aren't immune; no one can life in a vacuum; children not
raised in test t ubes; influenced by all that goes around them; so m any factors when you
see this kind of event; culture of violence; Early warning signs; we need to look at that;
what we shousld be looking; for ; how we can intervene earlier; shcools and teachers need
more support; in counseling; etc; mental health;
What can we do? We can stand up and say what neds to be said about guns and
firearms and bombs; young people hae disagreements and arguments; but the difference
today is that children can get a hold of the weapons of war; every day - 13 young people
die as a result of handgun violence; that's a classroom full of young people who should be
learning; who are now lost to us forever; we've made significant progress - as a result
of the Brady Bill, 250,000 felons, fugitives and stalkers have been denied guns. But
there's so much more we must do;
What can we do? We have to be able to stand up and be willing to talk about the
culture of violence that infects the lives of our young people. Can't ignore the research
findings that started with Surven general's report in 1972 - and have continued unabated
ever since - that the constant exposure to violenc e-on televion, in the movies; in video
games; in the music - video games when you win based on how many people you kill;
doesn not have an effect on the way children see themselve sand others; too much
evidence that children are desensitized; lose empathy; so we must work with tv and movie
and video and media - to begin senidng more constructive, postiive messages;
What can we do? We can help parents - struggling to balance work and family -
have more time - and more support, for the most difficult jobs they must do every single
day.
What can we do? We can listen to you the young people. My husband went and
spoke with students at a local virginia high a few days after the shootings; and they talked
about how important medication programs were; and the need for confidential hot lines;
but they also talked about how parents need to spend more time with their children; and
how difficult that was these days; [quote f rom some of the kids]
What we saw in little was the worst of america - but also the best; people giving
blood; teachers saving lives; communities coming together; helping to create a a c ulture
not of violence and hoplessness 00 but in a culture of support; oportunity; responsbility; a
culture of hope and community;
If there's one lesson that I hope the students of Madeira - and all of America's
bright youong generation are That there is no issues that we can't find a solution to,
that we can't tackle No tragedy too terrible that we can't make a difference. No force
that we can't turn around; everyone can make a difference - in a child's life; in the life of
a community. There's nothing wrong with american that can't be fiexed by with what's
right with amaerica; contrary to what you read in the papers; young people are what's
right; changing things with teir hommuniies around the country; hope one day you'll
consider making a commitment to americrops.
In countries around the world - I've seen women, in particular, take on the
greatest challenges. Guatemala; el Salvador; Africa; Ireland; in large ways and small,
we can all do our part. That's what I know you have learned at Madeira. I urge you -
live those lessons. The world will be the richer for you being in it.
[ms. Madeira quote? Betsy quote?]
quote from girls from video/experiences; what greater tribute to Betsy, and to Madeira's
legacy -- , that to heear those words; to see that confidence; and leadership; that
commitment to: the notion that one person can make a differenc;e make that
involvement; to make a difference; to serve; to be part of it;