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Verveer, Melanne Correspondence: June to December 1996: Miscellaneous [1]
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Verveer, Melanne Correspondence: June to December 1996: Miscellaneous [1]
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Les Misérables
R
A musical
from the novel by Victor Hugo
March 29, 1996
Ms. Anne Stock
Suite 200
East Wing
The White House
Washington D.C. 20500
Dear Anne,
I hope this letter finds you well and in good spirits. I'm actually planning a trip to Washington,
soon, to brush up the Company before we move on to Richmond.
I promised a friend of mine that I would try to get this into Hillary's hands and I'm going to ask
you to do it for me. He is a psychologist and teacher, for children, and thought it might be helpful
to Hillary, in terms of implementing, in some way, in her position, in the future.
Thanks very much for your help.
Yours truly,
RICHARD JAY-ALEXANDER
Executive Producer
CAMERON MACKINTOSH, INC.
226 West 47th Street, New York, NY 10036
Telephone: (212) 921-9290. Facsimile: (212) 921-9271
Michael D. Colberg J.D., C.S.W.
Psychotherapist
Practice Specializing in
Adoption/Foster Care
212-777-7270
Hillary Rodham Clinton
The White House
Washington, D.C.
April 12, 1995
Dear Mrs. Clinton,
I would like to make you aware of two ideas that have emerged from my work. If
either of them interests you, please feel free to use them as you deem most appropriate. I am
an attorney and clinical social worker and work as part of a team of psychotherapists in the
areas of adoption and foster care. As "The Contract With America" threatens to cast aside the
rights of children, those of us who work on behalf of children have the opportunity to begin to
work together in a more unified way than ever before. It is in this spirit that I offer you my
ideas.
The first idea concerns a framework which could be used to help establish a cohesive
child welfare policy. The "Contract With America" threatens to cut back on many programs
which are intended to provide services to children. The "Contract With America" has
capitalized on people's desire to "streamline". Our focus has been directed towards instances
where services are ineffective and waste is present. There are many such instances. The fit
between services and need is not always as tight as it needs to be. There has been little
dialogue between, on the one hand, families and social service workers who have the best
access to information concerning what children need and, on the other hand, the legislators
who draft laws attempting to address those needs. People have grown to feel that they, as
individuals, can do nothing to impact upon the bureaucracy. They are angry at their feelings of
impotence. They are being asked to pay for programs that do not meet their needs. There is a
lot of waste. Americans are frustrated and they seek change. The Contract With America
capitalizes on these feelings of frustration. However, if it is implemented, it will take things
away and offer little in return. People sense this and are uneasy. I believe that Americans
remain well intentioned. People care about their children. Many believe that Gingrich has taken
out "A Contract on America".
Cutting back on ineffective services is not a bad idea. Destabilizing the infrastructure
creates the opportunity for people to empower themselves. The opportunity exists to address
children's needs from a new perspective. There has been no coordinated overview of what it is
that we are trying to accomplish as we implement programs which impact upon our children.
We would be well served to begin to establish one. I think that the time might be right to
generate a dialogue aimed at gaining a unified overview and a plan. We would save both
money and energy if we were to work toward a coordinated set of goals. We need first to
establish an understanding of American's attitudes about their responsibility towards
childhood. We could then begin to work to develop and implement programs which reflect an
understanding of our responsibilities towards our children. There could be a tighter fit between
the need and the service.
One vehicle for the establishment of a dialogue is by referencing the legal standard
known as "The Best Interests of The Child". All legal decisions affecting children are
supposed to be decided based upon what is in the child's "Best Interests". Although this legal
standard has been used as the basis upon which many legal decisions have been made, there is
no consensus about what needs to be looked at in order to assess for "best interests". We, as a
nation, might borrow this standard and use it to begin a national dialogue aimed at establishing
a set of baseline criteria which we feel need to be looked at when discussing all policies
affecting children. What do our children need in order to grow into viable citizens. What do
we need to give to a child in order to enable him/her to grow into a healthy adult who is able to
use his/her talents to enrich the whole?
The reason that I am writing to you about this idea is that I felt that the opportunity
exists for you to take on a leadership role in a way that does not expose you to the kind of
criticism that you have encountered in the past. The discussion, at least superficially, is about
family life and childhood - two areas that are traditional "First Lady" material. It also allows
you to align yourself with "family values". It gives you a chance to offer to bring together all
Americans, Republicans and Democrats, in order to focus on all of our children. You are not
pushing a particular program or point of view. It would be difficult for someone to criticize
your effort. Rather, you are suggesting that we come together to look at our commitment to
childhood. To begin the process, I thought that you could recommend that we hold, and
volunteer to host, a national discussion based on a town meeting type of format. This has great
appeal because of it's immediacy. It could help to refocus public perception in a positive way
as the point of the discussion is not to comment upon what is wrong, but rather to begin to
come to some consensus about what we can do to help our children.
The public awareness that could come from your hosting a one day "National Forum"
might, in itself, serve to create positive momentum as people come to realize that we, as a
people, do care about our children's well being. It is important that a lot of thought go into
creating the proper forum for any discussion. It would be detrimental to generate a set of lofty
and unrealistic proposals that stand no chance of being implemented. People would become
more aggravated than they are now. There needs to be a general understanding of what can be
accomplished. The key is in the framing of the discussion. It might be of value to publish
some guidelines for the discussion prior to it's being held. What are the goals? What are the
needs? What kinds of contributions would best serve the discussion? What are the risks
attendant to engaging in a national dialogue? How might the discussion remain focused
narrowly enough to be of value? It might be suggested that discussions be held by PTAs or
other appropriate small forums prior to having the day of national discussion.
The discussion could begin by your proffering criteria which emerged from your
family's discussion of the subject. For purposes of illustration, I have included a list of factors
that I feel are important. They are as follows:
Children need their physical safety guaranteed
Children need adequate access to food, shelter and medical care.
Children need access to educational opportunity.
Children need the ability to experiment in a safe environment.
Children need consistency of caretaking/caretakers.
Children need access to their medical and sociological histories.
Children need the opportunity to feel that they are loved.
In order to be of use, the factors that emerge from any discussion need to be concrete enough
to offer legislative guidelines and flexible enough to be applicable to a variety of circumstances.
Once agreed upon, the criteria could be used as a set of standardized principles which would
need to be considered in any "Best Interest" test and further, in any decision which impacts
upon a child's welfare. Standardization could facilitate the development of a cost effective and
interrelated set of policies and programs aimed at supporting the development of healthy
children.
It is my hope that this process would facilitate the development of a structure which
would enable people to think about solutions to problems and feel that their ideas were
welcome. Some of the policies and programs might be broad in concept and application while
others might be very modest. Their common denominator would be that all of them would
work towards achieving the goal of helping us to fulfill the tasks which we have agreed
constitute our responsibilities to our children. One example of a very inexpensive tool is
outlined below. The tool, as described, teaches risk assessment and could be modified to teach
about the assumption of responsibility as well. I will use it to illustrate how it emerges from
and fits together with the factors that I set out above. This idea is modest in scope but could
have a significant impact. It occurred to me while I was attending a "Town Meeting" at Friends
Seminary, the school that my daughter attends in New York. I was listening to a discussion
about AIDS education in the school and got concerned when the discussion veered into a
dialogue between those favoring a prevention based program and those who felt that the
school's community service programs were enough. I devised the tool described as my
response to this discussion. The tool bypasses politics as it serves, over time, to generate
discussion about what behavior is risky and does not represent an inherent moral position. It
could easily be made part of every classroom in America.
Each classroom would have, mounted above the blackboard, a long black line which
runs parallel to the board. It resembles, in form, the timelines used to teach history. This line
does not measure time. It measures risk. On one end is "No Risk". On the other is "Extreme
Risk". The tool would be used as a way of generating classroom discussions aimed at teaching
children how to look at and cope with risk taking. Teachers would learn to facilitate classroom
discussions aimed at teaching children about risk assessment. The class would look at a
situation, assess the risk and decide, as a unit, how to mark the level (and kind) of risk on the
risk line. The program begins as a child enters kindergarten and continues throughout their
entire school experience. As a child progresses through school, the Risk Assessment Line is
integrated into the curriculum in various creative ways. In addition to helping children to begin
to judge the magnitude of a risk prior to taking action, the Risk Assessment Line can also be
used to teach about cumulative and episodic risk. For instance, in Kindergarten, the Risk
Assessment Line can be introduced by discussing why it is important not to run out into the
street without taking an adult's hand. (episodic risk) It can be used to discuss the level of risk
involved in going outside without sunscreen (cumulative risk) and be linked to a discussion
about why it is important to protect the rain forest (cumulative risk). The tool offers an
additional lens through which children can look at much of the material already being discussed
in the classroom. As the child grows and issues are introduced into the classroom, they can
also be discussed with attention to the Risk Assessment Line. As the children learn about their
bodies and how to care for them, the Risk Assessment Line is used to give them the ability to
control their own discussion about how to rank the risks inherent in various activities.
(Abstinence-Condoms-The Pill-Unprotected Sex)
The goal of the Risk Assessment Tool is to create a structure which allows children to
develop the tools that they will need to make judgments about the risk attendant to any action
that they undertake. This tool will not make decisions for any child based on moral judgment.
It will help the child to make their own decision and hopefully allow them to include safety
factors which are integrated in such a way as to have been internalized by the child. In this way
a child will better understand why something is dangerous and to be avoided and what aspect
of the activity poses what type of danger. This is important because teenagers often have
feelings of omnipotence and rationalize away dangerous activity. By teaching them to
distinguish between cumulative danger (smoking, sun exposure, etc.) and episodic danger
(driving drunk, unsafe sex), we will hopefully make such rationalization more difficult.
Initial work is focused on establishing the concept so that each child engages with the
project. I believe that studies show that children are more open and available early on. The
point is to give them this tool early rather than as adolescents, when they may feel the need to
reject the project. The point is that by the time this discussion is held, it will hopefully be based
upon a discussion of safety and removed from "the baggage" of rejecting another generation's
cultural and moral imperatives. This curriculum is entirely dependent upon collateral work
being undertaken to ensure that the child develops and knows how to maintain self esteem. If a
child feels lousy about themselves they may deliberately take ill-advised risks. It also exists
alongside community service work and in no way is meant to either replace or diminish the
need for both community service work itself or our need to teach children that we often have a
responsibility to help when we are able to do SO. Teaching children about when it is appropriate
to assume responsibility might be taught via a "Responsibility Assumption Tool".
Care should be taken with the implementation of these tools to make sure that teachers
do not feel that they are being told what to teach. The tool is not designed to be a curriculum.
There will be resistance if teachers feel that they are told what to teach. It should be introduced
as an additional lens through which the class might look at what is already being taught.
If the primary goal is to help our children to become viable and enrolled citizens, then
teaching them both how to assess and interact with risk and assume responsibility furthers this
primary goal. The tool is compatible with many of the factors that I set forth as being those
needing to be considered when looking at potential children's programs. The tool helps
children to learn to be safe. It is aimed at helping a child to think about risk. It makes use of
and further engages children in their educational process as the entire class engages in the
discussion and decision making process geared toward assessing the risk inherent in the
activity being considered. The tool helps children to learn to experiment while in the safety of
the classroom format. They have a chance to talk through risky behavior, with their peers,
before they engage in it. The continuity of the program infers to the children that they are
loved.
The tool mentioned above is one small example of what might emerge from
coordinating our effort and channeling it towards a unified set of goals. I think that there is
every reason to believe that American citizens will be thrilled to have their contributions heard
and valued. There are countless ideas available which, if listened to, would help us to help our
children. I think that the key might be to organize a way for us to access the information and
then to use it. I hope that some of what I offer is of use. I would be happy to further explain
any of the concepts that I have outlined. I wish you and your family the very best.
Sincerely,
DEVELOPMENTAL RISK ASSESSMENT TOOL (DRAT)
Draft geared towards Friends Seminary AIDS Curriculum Committee
Michael Colberg-(212) 777-1415
May 1, 1995
The model for the Developmental Risk Assessment Tool represents one
method through which new material can be integrated into an existing school
curriculum. Rather than creating a new piece of curriculum, the new material is
offered as an additional "lens" through which material already being taught may
be viewed. The example described below has been developed as a way of
introducing health and safety information into schools. The tool can be easily
adapted to introduce information about other risk taking behavior. We want our
children to learn that risk taking is often connected with growth. Positive risk
taking can also be assessed using this tool as it is interested in helping children
learn how to assess and interact with all risks. By interacting with the new "lens",
it is hoped that children will, over time, internalize the "lens" and use it to assess
risk before engaging in an activity. This method has been developed with an
awareness of the limited resources (time/money/teachers) available for new
projects. It also appreciates the importance of allowing teachers to maintain the
integrity of their classroom and does not intend to tell teachers what to teach.
The model is one of many that could be developed to help teachers learn to
enrich their teaching without significantly adding to the demands being placed
on them and their available resources. The common denominator to all tools
emerging from this model is that they are offered as additional "lenses" through
which existing curriculum is viewed thereby deepening the understanding of the
material being addressed while integrating the new material into the classroom
in a way meant to facilitate it's internalization.
The example described below (DRAT) emerged from a desire to add to the
quality of AIDS education being taught in schools. Many of the attempts made to
introduce a plan for comprehensive AIDS education have become mired in
politics. This is unfortunate because I believe that everyone agrees that we
would like to keep children safe. The tool addresses our shared desire and
bypasses politics as it serves, over time, to generate discussion about what
behavior is risky and does not represent an inherent moral position.
The Goal
The goal of the Developmental Risk Assessment Tool is to create a structure
which allows children to develop the tools that they will need to make
judgments about the risk attendant to any action that they undertake. This tool
will not make decisions for any child based on moral judgment. It will help the
child to make their own decision and hopefully allow them to include safety
factors which are integrated in such a way as to have been internalized by the
child. In this way a child will better understand why something is dangerous and
to be avoided and what aspect of the activity poses what type of danger. This is
important because teenagers often have feelings of omnipotence and
rationalize away dangerous activity. By teaching them to distinguish between
cumulative danger (smoking, sun exposure, etc.) and episodic danger (driving
drunk, unsafe sex), we will hopefully make such rationalization more difficult -
DRAT!
The tool could easily be made part of every classroom in America. Each
classroom would have, mounted above the blackboard, a long black line which
runs parallel to the board. It resembles, in form, a timeline. This line does not
measure time. It measures risk. On one end is "No Risk". On the other is
"Extreme Risk". The tool would be used as a way of generating classroom
discussions aimed at teaching children how to look at and cope with risk taking.
Teachers would learn to facilitate classroom discussions aimed at teaching
children about risk assessment. The class would look at a situation, assess the
risk and decide, as a unit, how to mark the level (and kind) of risk on the risk
line. The program begins as a child enters kindergarten and continues
throughout their entire school experience. As a child progresses through
school, the Risk Assessment Line is integrated into the existing curriculum in
various creative ways. Discussions need not be limited to health and safety
issues. The tool can be integrated into a discussion about almost anything that
comes up in the classroom. How risky is it to try to make a new friend? What
kind of a risk is taken when apologizing first? What are the risk factors present in
applying to only one college? How risky is it to run for class president? Not
doing homework may bring both episodic and cumulative risks. Current events
may also be viewed through this lens. Were the Oklahoma City bombing to be
discussed, it could (additionally) be addressed from a risk assessment
perspective. In the youngest classes, discussion could involve helping the class
to discuss whether it was safe for them to be together in their classroom. This
could lead to a discussion about the risk attendant to going with a stranger and
"good touch" and "bad touch". In older classes, discussion might be based on
what to do if a child encounters an unmarked package - is it safe to pick things
up on the street in New York City? In older classes, discussion might include
looking at the ongoing FBI investigation into the level of involvement and
culpability borne by those additional persons being investigated for possible
involvement in the bombing. They have variously been described as material
witnesses and/or suspects. When do you stop being an onlooker and start
becoming culpable? This discussion might serve as the basis for assessing the
risk inherent in succumbing to peer pressure. How is this risk managed without
being shut out of the peer group? Although the bombing has nothing to do with
AIDS education, engaging the class in a discussion of peer pressure helps to
underscore that there are consequences to being pressured into going along
with other's actions. This may help to make someone think twice before
engaging in unsafe sex.
In addition to helping children to begin to judge the magnitude of a risk
prior to taking action, the Developmental Risk Assessment Tool can also be
used to teach about kinds of risk. There are cumulative and episodic risks.
Cumulative risks are those instances in which an activity repeatedly engaged in
over time poses a risk and episodic risks are those that pose an immediate and
contained risk. For instance, in Kindergarten, the Developmental Risk
Assessment Tool can be introduced by discussing why it is important not to run
out into the street without taking an adult's hand. (episodic risk) It can be used to
discuss the level of risk involved in going outside without sunscreen (cumulative
risk) and be linked to a discussion about why it is important to protect the rain
forest (cumulative risk). The tool offers an additional lens through which children
can look at much of the material already being discussed in the classroom. As
the child grows and issues are introduced into the classroom, they can also be
discussed with attention to the Developmental Risk Assessment Tool. As the
children learn about their bodies and how to care for them, the tool is used to
give them the ability to control their own discussion about how to rank the risks
inherent in various activities. (Abstinence-Condoms-The Pill-Unprotected Sex)
Initial work is focused on establishing the concept so that each child
engages with the project. Teachers are initially quite active in facilitating,
framing and guiding class discussions. As children mature, the discussions
inherent in use of the Developmental Risk Assessment Tool offer the
opportunity to allow children to begin to control the assessment process while
they are still in a safe or "holding" environment. In a sense, the tool offers
children the opportunity to "try on" various risks without really suffering any
consequences. It is like a flight simulator. I believe that studies show that
children are more open and available early on. The point is to introduce this tool
early rather than as adolescents, when they may feel the need to reject the
project. The tool is integrated into their entire school experience and is
something that is theirs. By the time that a discussion about safe sex is held, it
will hopefully be based upon a discussion of safety and removed from "the
baggage" of feeling the need to reject another generation's cultural and moral
imperatives.
This success of the Developmental Risk Assessment Tool is entirely
dependent upon collateral work being undertaken to ensure that the child
develops and knows how to maintain self esteem. If children feel lousy about
themselves they may deliberately take ill-advised risks. The tool may be used to
help children come to understand that knowingly engaging in risky activity may
be a sign that they need to ask for help. If they have an internalized mechanism
to help them assess risk and they come to a time when they find themselves
going against what they know to be safe, they may have enough of a structure
to be able to more easily see that something is wrong. They may need to have
some support around trying to maintain and rebuild self esteem. Part of the
tool's implementation could be to help children better understand that they are
encouraged to ask for help if they find themselves needing it.
Care should be taken with the implementation of these tools to make
sure that teachers do not feel that they are being told what to teach. The tool is
not designed to be a curriculum. There will be resistance if teachers feel that
they are told what to teach. It should be introduced as an additional lens
through which the class might look at what is already being taught.
If the primary goal is to help our children to become viable and enrolled
citizens, then teaching them how to assess and interact with risk furthers this
primary goal. The tool helps children to learn to be safe. It is aimed at helping a
child to think about risk. It makes use of and further engages children in their
educational process as the entire class engages in the discussion and decision
making process geared toward assessing the risk inherent in the activity being
considered. The tool helps children to learn to experiment while in the safety of
the classroom format. They have a chance to talk through risky behavior, with
their peers, before they engage in it. The continuity of the program infers an
ongoing holding environment and helps the children to feel safe and cared for.
Implementation of the program might be done in a three stage process. I
feel that the program would have a better chance of success if it was introduced
as a school and a home project. Parents could discuss issues with children
using the same risk assessment guidelines. The first stage would be to hold a
teacher workshop wherein the concept would be explained and the teachers
would be helped to experiment with using the tool in ways which are most
meaningful for them. The second stage would be to hold a parent workshop SO
that the language and methodology would remain consistent in the classroom
and at home. This would help with the internalization process. The third stage
would be to introduce the concept to the children. This could be done both in
the classroom and perhaps again, at a parents night at the school. Each
workshop would be short. The concept is not difficult. No expensive supplies
are needed. The initial time commitment might well be worth the effort.
SENT BY : AASA
; 2-21-96 ;12:27PM ;AMER ASSN SCH ADMNRS-
;# 1/2
THE AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS
1801 North Moore Street * Arlington, VA 22209
Date: 02/21/96
Number of Pages 2
(including cover sheet)
TO:
Maggie Williams
Chief of Staff, office of the
FROM: Shawn A.T
First Lady
MESSAGE:
P Lease
respond
Questions about this fax?
Call: 703-875-0720
AASA FAX NUMBER: 703/807-1849
SENT BY AASA
; 2-21-96 :12:27PM ;AMER ASSN SCH ADMNRS->
# 2/ 2
February 21, 1996
Dear Maggie,
Someone from an organization with whom we
collaborate called me today asking about a White
House Conference on Children and Families next
week. I have no ídea what they're talking about. Is
there such a meeting? Who's it for? Can you FAX me
an agenda? Can I come? When will we get together
to just relax? We miss you!
Love,
Dh
SharonA-T
phone: 703-875-0720
Fax : 703-807-1849
of BYX
support
PARENTING THE YOUNG CHILD
Eileen Bond, A.C.S.W.
Chrystal de Freitas, M.D., F.A.A.P.
911 Brown Street, Ann Arbor, MI 48104, (313) 668-1040 (313) 769-KIDS
Jan. 17, 1996
Ann Arbor, MI
Dear Hillary:
We are a team of a pediatrician and a clinical social worker and have been teaching
parenting and health education classes in Ann Arbor for the past five years. As parent
educators and villagers of our own community, we applaud your advocacy of children.
Your book should enhance public awareness of the need for parent education and support
groups. Perhaps with the advent of your book there will be waiting list for parenting
groups just as like ours, instead of dog training classes. (Yes, this is true!! More parents
sign up for dog obedience classes than for parenting classes.)
Your endorsement is invaluable and greatly appreciated.
Sincerely,
Eicen Bond
Eileen Bond, A.C.S.W.
Chrystal
Chrystal de Freitas, M.D. F.A.A.P.
PS Don't let the republicans get you down!
P.P.S. We waited for 2 hours in the rain to see you
at Borders in am arlor but never got in !
Have you as a mother ever wondered
TOPICS REVIEWED
ABOUT THE LEADERS
about when and how much to tell your
daughter about the facts of life?
FIRST CLASS
Chrystal de Freitas is a
pediatrician who has been in private
Physical Changes of Puberty:
practice in Ann Arbor for the past 8
Have you felt unsure about your own
Growth - Weight
years. She is a Board Certified and a
feelings as you see your daughter enter
Body Odor
Fellow of the American Academy of
puberty?
Breast Tissue
Pediatrics. In addition to health education
Body Hair
Menstruation
classes, Dr. de Freitas teaches parenting
OUR MISSION
Break - Refreshments
classes and writes a bi-monthly column
Questions and Answers
for The Journal on pediatric topics. She
The purpose of this class is to
is the mother of three pre-adolescent
provide both mothers and daughters with
children.
accurate information about the normal
SECOND CLASS:
physical and emotional changes that pre-
Emotional Changes of Puberty:
teen girls will experience as they enter
Eileen Bond is a Licensed Clinical
puberty. The class is presented in a
Presentation
Social Worker and parent educator in
comfortable, sensitive manner.
Video
private practice in Ann Arbor. She has
Break - Refreshments
The informal sessions emphasize
Mothers discussion group
21 years experience working with
mothers as a resource for their pre-teen
Girls discussion group
children, adolescents, adults and families.
daughters. Mothers are also able to share
Questions and Answers
She teaches parenting classes and is also
their concerns with others who have
involved in health education. She is the
daughters at the same stage of development.
mother of a pre-adolescent daughter.
There will be handouts for the Mothers
and samples for the Daughters.
Mother
Age:
DATE: Session 1: Oct. 12 & 19, 1995 - Thursdays
Session 2: Nov. 6 & 13, 1995 - Mondays
FOR INFORMATION CALL
Daughter
Phone:
(select one session)
Chrystal de Freitas, M.D.
A HEART TO HEART
Zip:
TIME: 6:30 8:30 PM
PLACE: St Joseph's Hospital Education Center
(map enclosed)
(313) 769-KIDS
CONVERSATION FOR
MOTHERS AND
or
DAUGHTERS (AGES 10-12)
ON PUBERTY AND
GROWING UP
Eileen Bond, A.C.S.W.
REGISTRATION: Mother - Daughter Class
(313) 668-1040
48104
Fee: $45.00/ per mother-daughter pair
A two part class providing
Mother's
Address:
Pre-registration required.
Fee payable to: Dr. de Freitas
Mail to: Mother Daughter
information on the physical
911 Brown St.
Ann Arbor, MI
and emotional changes of puberty.
Classes led by:
Daughter's
Dr. de Freitas Pediatrician
Name:
Name:
City:
&
Eileen Bond, A.C.S.W.
Classes aim to make girls feel comfortable about growing U
By ANNE VALENTINE MARTINO
itas, who also teaches other parenting courses.
NEWS STAFF REPORTER
"We say, "This is normal, this is to be celebrated.'
If pre-teens learn about sex from their peers -
Too often, we don't give our girls enough of a good
outlook on life."
while parents watch silently from the sidelines -
the result may be poor information for the child
She got the idea two years ago when her older
and missed opportunity for the parents.
daughter, now 12, was in fifth grade at Emerson
But if Mom and Dad play an active role, the
School. The facts of puberty were about to be pre-
doors may swing open onto years of good commu-
sented in a health class by a male science teacher
nication and comfortable feelings about sexuality.
- a prospect that made de Freitas uncomfortable.
"It just didn't feel right to me to have my
"If we don't provide this information for our
daughter taught about menstruation by a male
children, they're going to get it elsewhere," says
teacher," she says. When she took took up the
Dr. Chrystal de Freitas, a pediatrician in private
issue with school officials, she ended up teaching
practice in Ann Arbor for eight years.
the girls in the class.
For the second time this fall, de Freitas will
Putting together a course was a lot of work.
offer two series of mother-daughter classes about
"I invested an enormous amount of time - they
the physical and emotional changes of puberty.
don't teach this in medical school," says de Frei
With social worker Eileen Bond, she will attempt
tas with a laugh. Fortunately, she had some infor-
to help girls age to 12 feel good about growing
mation from a similar class she had heard about
NEWS PHOTO WILLIAM
up.
while training to be a doctor at the University of
Dr. Chrystal de Freitas, Ann Arbor pediatrician, at home W
"We try to make it comfortable," says de Fre-
See GIRLS, C2
daughters, Jocelyn, 10 and Cecily, 11.
Cometion New 9/27/95
compost operawis, says GUS Cala-
Tutnin rarms and Composing,
osting is basically a farm-
brese, legislative advisor in Smith's
10505 Tuthill Road, for $1 a bag or
ation," Ayer says. "In es-
office.
$5 a cubic yard. They are open
!'re managing the environ-
The Agriculture Department
from 7 a.m. until dark Monday
;row compost.
would provide training, respond to
through Saturday. Call ahead, if
all communities, the farm-
complaints, and ensure compost
possible. For more information,
deal person to handle yard
operations are in compliance with.
call 810-437-7354.
Continued from C1
GIRLS: Classes bring mothers and daughters together
Washington.
lead discussion, sometimes sepa-
she adds, but parents must also talk
At Emerson, the class was a big
rating the moms and daughters for
about sexuality at home. "We don't
The class "Mother-Daughter: A
success. Consequently, de Freitas
discussion.
expect children to learn math in
Heart to Heart Conversation for
decided to begin offering her class-
The classes are intended for girls
one class," she says.
Mothers and Daughters on Pu-
es to the community. The most re-
10 to 12?
cent session drew 40 people - 20
Looking years ahead, she be-
berty and Growing Up," will be of-
De Freitas believes if parents
fered in two sessions this fall. The
girls and 20 moms.
lieves her mother-daughter classes
wait longer, they may lose a valu-
first session meets Oct. 12 and 19,
can become a "door opener" for on-
"The evaluations were very posi-
able window of opportunity.
the second Nov. 6 and 13. Cost is
going conversations.
tive. In fact, some moms want to
$45 per mother-daughter pair per
come back and talk more about it,"
"By age 15, it's all over," she says.
"It can keep the avenues of com-
session. Classes meet from 6:30-
she says.
"If you haven't started early, it be-
munication and education open,"
8:30 p.m. at St. Joseph's Hospital
comes much more difficult and em-
says de Freitas, who is hoping
Education Center. Call Dr. Chrys-
During the classes, de Freitas
barrassing."
someone will offer similar local
tal de Freitas, 769-KIDS or Eileen
and Bond give explanations and
School health classes are fine,
classes for boys.
Bond, 668-1040.
About the Leaders
OUR CHILDREN,
Chrystal de Freitas is
a board certified
OURSELVES:
pediatrician and a
Fellow of the
American Academy
For More
of Pediatrics. She
received her training
Information
Parenting the
in Pediatrics from
the Children's Hospital and Medical
Contact:
Young Child
Center at the University of Washington,
in Seattle. She has been in private prac-
tice since 1985 and has a special interest
in parent education. Presently, Dr. de
Eileen Bond, A.C.S.W.
Freitas practices in Ann Arbor, MI with
Groups for Parents
Allen D. Dumont, M.D., P.C. In addition,
318 South Thayer
she writes a bimonthly column on par-
Ann Arbor, MI 48104
of Children 1-7 Years
enting issues for the Washtenaw Child
Phone: 668-1040
Care Journal. She is the mother of three
elementary school age children.
Education
Eileen Bond is a
OR
licensed clinical
Discussion
social worker and a
parent educator with
Support
18 years experience
Chrystal de Freitas, M.D.
working with chil-
dren, adolescents,
911 Brown Street
adults and families.
Ann Arbor, MI 48104
She received her Masters degree from
Phone: 769-3702
the University of Chicago and trained at
Pritzker Children's Hospital. She was on
staff for seven years at Hawthorn Center,
Groups led by:
one of Michigan's most comprehensive
treatment facilities for children. Her
Eileen E. Bond, A.C.S.W.
broad range of experience includes work
and
in child guidance clinics, school settings,
psychiatric children's hospitals, private
Chrystal de Freitas, M.D.
practice, and being a mother herself.
Because You Care
Because You
About the Classes
Want To Know
As parents, we face the most demanding
The parent discussion groups are
The goal of the parenting groups is to
of jobs during our child's early formative
specifically designed to meet the needs of
teach effective parenting skills and pro-
years. We give a great deal of ourselves in
parents with young children ages 1-7 yrs.
vide parents with an opportunity to
physical and emotional care giving. The
Topics discussed include:
address their individual concerns. This
rewards that come from this nurturing
process will help parents meet the chal-
are priceless, but the stresses can be over-
lenges of childrearing through enhanced
whelming. Helping our children meet the
self confidence and effectiveness as a
challenges of development during the
Normal Development
parent.
early years fosters positive behavior and
coping skills that can help to prevent later
Active Listening
problems.
GROUPS MEET FOR 6 SESSIONS
Sleeping, Toileting, Eating
2 HOURS / SESSION
Most of us become parents without prior
Setting Limits
SMALL GROUP SIZE
education about this most important task
and without the traditional support net-
Temperament and its
HANDOUTS AND REFERENCES
works enjoyed by previous generations.
Significance
Parenting groups can meet these needs.
DAYTIME AND EVENING GROUPS
Sibling Rivalry
COUPLES WELCOMED
Together, Eileen Bond and Chrystal de
Freitas provide an excellent balance in
Temper Tantrums
addressing the psychological and medical
INDIVIDUAL CONSULTATION
needs of young children. As parent educa-
Parental Disagreements in
tors. they began leading parenting groups
Childrearing
MONTHLY FOLLOW UP SESSIONS
at the University of Michigan's Children's
Center in 1988.
Anticipatory Guidance
AVAILABLE FOR WORKSHOPS
& PRESENTATIONS
Health/Sex Education
REASONABLE FEES
Self Esteem
U.S. POSTAGE
EILEEN E. BOND, A.C.S.W.
I
JAMIS'35'
318 South Thayer
Ann Arbor, Michigan 48104
$.0 is 19 1995 PM, J: 1 184
RECESS
-
JAN
nove,
Hillary Rodham Clinton
1600 Pennsylvania Avenue N.W.
Washington, D.C.
20500
REQUESTS: 20 - children's
VIssue information
Photos
Recipes
Auction Item
Money
Endorsements
Autograph
Personal Letter
:
Donation
1
Other
2
HRC
Lewis Roger Rm 18 march 10, 1996
Dear Mr. President ad mrs Clinton,
d have put off writing this letter for our a year.
W When mps Clinton was on 20/20 Deneral months ago, two I
was reminded that I have not wrote the of you.
I did not know the address or I did not know what
I have made many excuses for not writing suchas:
to say to you. Well, this week the address of the White
has wen announce on TV terice this week on
Channels encl I did not expect to hear it on. I guess,
what I want to say to you "I think you are doing
a Great Joh". Sometime we need to hear Done one Day
those words every nowardthen Be encourage a d
Be Strong in the dird. God has chosen you for this
work. Jrust in Mod and he will deliver you from
all your enemies.
Mrs Clinton, Daw you on 20/20 and you mention
about a children Conference for this year. Please, have Dume-
one Dend me information about the conference. d Deartic
an roaning al wn in 92 working with Our children
the nud is DO great and DO few that Sincerely are concerned.
DE LORES BoatwRight
504 5th LANE
DedresBost any
Palm BEACh GARdeNs, Fl 33418
Acuvities and Services
Contact Information
Education:
-
Provide College Preparation
Assist in Career and Job Guidance
33401
CAN
Individualized assistance in receiving GED
Mailing
Skills in conflict resolution and culture
awareness
- 301 BRUAdwAY Sute212 -
Self esteem
RivieRA BEACH, FI 33404
Phone:
(407) 655-2520
Health/Social:
Monthly Medical Assistance
Eligibility for Free Medical Service
Share food program and Community
resources
Sponsored By
Afterschool Program:
CHILDREN'S
Inner-City Community
Kids Time
SERVICES
of African-American
Tutoring
Math lab
COUNCIL
Arts and Crafts
Field Trips
Nationality
Puppet Shows
Youth Board
Community Foundation of
Girl Scouts
Games
Palm Beach and Martin
Movies
Support Groups
Counties
Rap Sessions
West Palm Beach Housing
A Multi-Service
Recreation:
Authority
Sports
Community
Basketball
Football
Resource Center
Le: Lown Maintones
Baseball
Activities
Double Dutch
Drill Team
Music Lessons
Community Choir
Hours of Operation:
Cheerleading Squad
Culture Dancing
Mon - Fri
10am - 6pm
We are committed to restoring
the Inner-City Community
Mission Statement
Contribution
We are committed to restoring our Inner
ICAN depends on your help and support
City Community to a safe and economi-
to accomplish its mission. If you would
cally vital environment for future growth
like to give your support, here are some
and development. To establish interrela-
ways:
tionship between school and communities.
To provide support groups for families and
Volunteer
the community as a means for positive
Donation
outlets. To establish and promote unity
Financial contribution
among various ethnic groups and cultures.
ICAN was founded and established in the win-
ter of 1992. It came about when I had hope for
Our goal is to help restore delinquent ju-
Enclosed is my contribution of:
my sons and seeing the devastation of the Inner
veniles to productive youths, to help pre-
$
City of West Palm Beach. Seeing the lack of
vent delinquency before it starts. To pro-
resources that were accessible and available to
mote community involvement of the build-
Name:
the clients that really needed these resources the
ing and restoration of the Inner-City com-
most stirred in me to do something about the
Address:
munity. Instilling self-esteem, positive
problems.
social and moral values. Developing good
ICAN is proud to announce that we have estab-
work ethics within our youth and through-
City:
lished a network of resources and programs that
out the community.
are vital to our Inner City community.
State:
Zip:
We are committed to reestablishing ex-
We look forward to sharing and working with
offenders into more productive roles as
you to help make a difference in our community.
contributing citizens of the Inner-City
Nonprofit organization
..
I can do all things through Christ that strength-
communities and to our society as a
with 5013C status
ens me".
whole. We are committed to developing
high self-esteem and motivation in minor-
Truly.
ity males to become positive role models
for our youth and community.
Thank you for your support.
dous
Boalinghts
Founding Executive Director
DELORES BoatwRight
Old Glory
504 5th LANE
МОБАСК
SAVE
PAIn Beach GARdens, Fl33418
11 PM MRR &
YOUR VISIONS
For US
WEE
anly
I
mr. President ad Mrs. Clinton
1600 Pennsylvania are
Washington DC.
Chedren's 38 Carf.
Organ
48 Fitch Ave.
Darien, CT 06820
(203) 655-6045
April 10, 1996
Hillary Rodham Clinton, Esq.
1600 Pennsylvania Ave.
Washington, D.C.
Dear Hillary:
Thank you for speaking out on behalf of children. Like you,
I am a mother. I have four sons, ages 6-16, the oldest of which
was born in Little Rock. Also like you, I am a lawyer, and I hope
to use my recently acquired legal skills to be an effective
advocate for children. I, too, believe we all have a
responsibility to our nation's children.
Please push for the establishment of a Cabinet post, the sole
purpose of which is to oversee our children. This could be
established with funds being cut from welfare, Medicaid, public
housing, midnight basketball leagues, and other government programs
that benefit children, but are now being reduced.
Republicans tell us that the private sector will fill in the
gap when children are genuinely in need. Indeed, Americans can be
generous in spirit and with dollars when there is a crisis and
specific needs are known. But Republicans don't seem to be taking
any steps to remain vigilant as to our children's needs. They seem
to ignore that our children, and therefore our nation, are in the
midst of a crisis. This is neglect, a serious form of child abuse.
A Presidential Cabinet Secretary could have as her job
constant vigilance over our nation's children. She could assist
state and local governments and the private sector in identifying
the specific needs of our children and in searching for solutions.
She could set up a clearing house for information so that
organizations could exchange research and find other groups who
share common interests concerning our children. She could help
organizations connect with each other so as to streamline their
spending on children, making their dollars more effective. Most
importantly, she could be a highly visible advocate for our
children. She could be a physical focus for this nation's
conscience and its moral duty to our children.
Please advise me as to what I can do for our children. Also,
if there are conferences planned concerning children, I would be
interested in attending.
Sincerely,
By the svay - Bill Birven is my
Joanna Bowen
Joanna Bowen
husband's unde. At is a small would!
Joanna Bowen
B2
USA
48 Fitch Ave.
Wd
Darien, CT 06820
10 ATE
1996
Hillary Rodham Clinton, Esq.
The Whitehouse
1600 Pennsylvania Avenue
Washington, D.C. 20500
IIII
Clubheus
2/6
Summary
Walter Bougere
7800 South Claiborne Ave.
New Orleans, LA 70125
(504) 865-7040
1/27/96
Dear Hillary Clinton,
It was good to hear you mention on television that there would be a
conference of child advocates brought together by you this spring. I
would like to offer something for the packet for the conference or to be
put on a table at the conference: "The Best Films On Kids Ever Made". I
can get it down to two two-sided sheets, omitting the 1985 Christmas
mailing introduction on it now and adding just a sentence or two about
how people who love children can use the films. Almost all of the films
mentioned are available in video and likewise most of them are available
via mail rental for those who can not find them locally or who live in
rural areas.
What I would say in the brief new introduction would be essentially
this. Great masters of the art form of cinema who have felt deeply
about children's situations have offered us up these gifts-- it is up to
us to use these films to keep the many serious circumstances children
find themselves in ever before the concerned public's mind. We can
enrich our knowledge of children and also inspire ourselves to do better
by them by watching these films. We can also show them to others and
discuss them.
Ms. Clinton, if there was one film I would urge you to see it would
be REDBEARD by the great Japanese director Akira Kurosawa. In it is a
lot about how poor children and children in need should be treated and
also it is the greatest film about health care ever made.
I have another modest proposal to make. These films have a
powerful potential to focus public attention on children and, as you
said on TV, make the public debate be about children. In 1997, would
you consider hosting on PBS a series showing some of these films? Or
could you give me ideas of other people who would be willing to approach
cable or PBS for a series, perhaps hosted the the wonderful Marian
Wright Edelman?
Can someone on your staff help any of the ideas in this letter come
into reality? I am severely disabled and can only carry the ball SO
far. But I can write whatever is needed in the way of background about
the films, their impact SO far, why each stands as a unique achievement
in children's rights. I am willing to do all I can. I have been
collecting these films since 1962 and have about five more to add to the
list that have come out in the last decade. These films are a forceful
voice on behalf of children.
If a television series is not possible, what about a series of
weekly fundraisers for the Children's Defense Fund or some other worthy
group. I am willing to write the publicity material for such a series,
bringing the general public to an awareness of the films.
Let me know what you think. Even if you can't help, thanks for
being a strong voice for children for SO long.
Best wishes on the election,
WaltonBongese
Walter Bougere
Films on Kids, p. 1
December 3, 1985
THE BEST FILMS ON KIDS EVER MADE
I wrote this out very quickly and I think if I spent three
hours in the library, I could make it three times longer
without any problem.
I like to think I've seen about one older, non-U.S. film
each week for the past 28 years-- but perhaps that's not
quite true. At any rate, I've seen a lot of films.
I have worked with and for children continuously since 1969.
A few of these films I have seen once, most three or four
times. THE RED BALLOON and TWO DAUGHTERS I have seen over
10 times and I have seen THE 400 BLOWS and IKIRU over 20
times.
If you want to know how children feel, these are the films.
Japan
IKIRU by Akira Kurosawa
This film is about fighting the bureaucracy for a
playground and better health conditions. The best
movie about child advocacy ever made.
REDBEARD by Akira Kurosawa
Starvation. Poverty medicine. Child prostitution.
Bringing a child back from trauma-caused psychosis.
DODES 'KA-DEN by Akira Kurosawa
Incest. Starvation. A powerful despairing vision,
done with great love.
I WAS BORN, BUT
by Yasujiro Ozu
A hilarious look at Japan's family life in 1932.
Silent.
MUDDY RIVER by Kohei Oguri
Friendship between two ten-year-olds. Child neglect.
Trying to help kids in the neighborhood. Twelve-year-
old girl's embarrassment about poverty. Child of a
prostitute.
Walter Bougere
Films on Kids, p. 2
BOY by Nagisa Oshima
A film based on an actual case of a father who supported
his family by forcing his son to jump into the sides of
moving cars to extort money.
THE DIARY OF YUNBOGI by Nagisa Oshima. (A short).
This is the best film ever made about street children.
The narration is a Korean poem about a Korean boy who
survives without a family by selling matches on the
street.
India
PATHER PANCHALI by Satyajit Ray
Brother-sister relationship in poverty. Powerful
death scene.
A PARABLE OF TWO by Satyajit Ray. (A short).
This is an amusing and profound silent film which tells
the tale: "Anything you can do, I can do better,"
as seen by one rich child and one poor child.
TWO DAUGHTERS by Satyajit Ray
This is in two separate episodes. First, the story
of a tomboy. Second, a pre-teen who "comes with the
job" as an assistant to a new rural postmaster.
Czechoslovakia
VALERIE AND HER WEEK OF WONDERS by Jaromi Jires
Sexual awakening and visions of political freedom,
as seen by a very imaginative girl.
Greece
IPHIGENIA by Michael Cacoyannis
The script is based on the Euripides play written
before 406 B.C. About family dynamics and child
sacrifice.
United States
WHO ARE THE DEBOLTS? (AND WHERE DID THEY GET 19 KIDS?)
by John Korty
Cinema verite documentary about a couple who raise
a group of permanently adopted children--most of
whom are disabled.
Walter Bougere
Films on Kids, p. 3
THAT'S ME by Ethel Young et al. (A short).
This is the best documentary about pre-schoolers I have
ever seen. Full of fun.
I NEVER PROMISED YOU A ROSE GARDEN by Anthony Page
Extremely moving account of teenage madness.
THE KID by Charlie Chaplin
This is a silent film made in 1921. It is the first
naturalistic and true-to-life film about a child in
the history of film. And perfect in every way. Also
the first feature film to star a child. Covers aban-
doned children and the relationship between natural
parents and foster parents. Covers love extensively.
GLORIA by John Cassavetes
The Mafia as it affects a threatened 7-year-old child.
Great on a kid's crisis relationship to a stranger.
DAVID AND LISA by Frank Perry
Friendship between two institutionalized teens. Mental
health, self-help, and families.
MIRACLE ON 34th STREET by George Seaton
Broadcast on television each Christmas all over the
U.S. and England, this film tells what Santa Claus
is all about. Intergenerational love. A house with
a swing. A brilliant exposition of an issue that no
one has ever been able to prove-- does Santa Claus
exist or not?
WEST SIDE STORY by Robert Wise and Jerome Robbins
Set in New York City, this film is based on William
Shakespeare's "Romeo and Juliet."
Italy
ROMEO AND JULIET by Franco Zeffirelli
Completely true to Shakespeare's original play, this
film contains a stunning performance by a 14-year-old
girl.
THE BICYCLE THIEF by Vittorio De Sica
A tremendous father-child relationship. Poverty and
a meal they could not afford.
TERESA VENERDI by Vittorio De Sica
De Sica acts the role of a new doctor in an orphanage.
A young girl gets a crush on him. Tremendous view
of children in institutions.
Walter Bougere
Films on Kids, p. 4
Brazil
PIXOTE by Hector Babenco
Extremely brutal street life. Acted by street children
themselves. Pixote is the sweetest little 10-year-old
who ever killed three people.
France
THE 400 BLOWS by Francois Truffaut
Autobiographical story of a boy forced to run away.
Family dynamics. Truffaut at his very best.
SMALL CHANGE by Francois Truffaut
One episode deals with child abuse. Apart from that,
this is a very light-hearted and delightful look at
children ages 2 to 14.
THE RED BALLOON by Albert Lamorisse
I have sat through a lot of films with groups of kids
and no film has ever gotten the response this one has.
The most sophisticated drama, but perfectly and totally
comprehensible to three-year-olds. Ages nine and above
get an equal amount out of it. About an elementary
school child and his attempt to keep a red balloon.
MADAME ROSA by Moshe Mizrahi
About an ex-prostitute, Jewish concentration camp
survivor and her group home for prostitutes' kids.
Features the real solution to the Arab-Israeli crisis,
as the main kid is an Arab boy.
SUNDAYS AND CYBELE by Serge Bourguignon
A very sad story of an abandoned child and her need
to hide her friendship with a mentally disturbed and
very lonely man. About what people's viewpoints do
to a child who wants to be fully herself.
FORBIDDEN GAMES by Rene Clement
This is the best fiction film about pre-schoolers ever
made. The four-year-old little girl who stars in this
earned the film the Academy Award-- her breathing while
crying, every moment of what she does is absolutely
flawless- and she is the main subject of the film.
She and a boy who adopts her and talks his parents
into taking her in after her parents are killed "on
the unarmed road of flight" in World War II.
Walter Bougere
Films on Kids, p. 5
United Kingdom
BILLY BUDD by Peter Ustinov
A powerful retelling of Herman Melville's short story.
Terence Stamp puts in the best performance of his life.
A teenaged boy on a ship as it used to be and laws
inflexible as they are.
GREGORY'S GIRL by Bill Forsyth
Just as TERESA VENERDI is the best story of a crush
from a girl's point of view, so this is the best film
about a crush from a boy's point of view. An absolutely
hilarious film set in Scotland. About true love.
Walter Bougere's Background: Children
2/18/95
Helped start eight new child care centers from scratch. Wrote $522,000
of successful child care proposals. Included were: an infant center,
two part-time centers, three after-school centers, and two preschool
programs. Helped open a network of new day care homes.
Served as a consultant to five city governments. Citation from city of
Palo Alto for outstanding public service in the area of day care.
Graduated with distinction from Stanford University in psychology.
Trained at Stanford's Bing Nursery School. Was subsequently employed
there. Worked as a teacher with ages 1 to 11 in California and London
England.
Wrote radio programs on children and families which appeared on WWNO,
WRBH, KLSU, KBBF, and WRKF. For KBBF, produced and hosted a series of
programs on children. Topics included: deaf kids, men and children, gay
fathers, adoption and temporary foster care, child abuse, parental
support hot lines, breast feeding, and others.
Wrote four articles on children for "New Orleans" magazine on: Santa,
Mardi Gras, day care, and an annotated list of good summer activities
for kids and families. Co-authored the first resource directory for
families in California's Napa County which listed every service for
children in the county.
Worked closely with groups of mothers trying to improve day care in New
Orleans, San Francisco, Daly City, Palo Alto, Menlo Park, Redwood City,
Santa Rosa, and Pacifica.
Founding member: Louisiana's Agenda for Children, Extended Child Care
Coalition of Santa Rosa, and Palo Alto Community Child Care. Original
convener: Sonoma County Information and Referral Network.
Worked with children of the following nationalities and regions:
Scandinavian, Arab, Czechoslovakian, English, American, Guatemalan,
Pakistani and Indian, Mexican, Chinese, Irish, African, and Portuguese.
Louisiana repealed all of its child care licensing laws. Worked at his
own expense seven and a half months to try and get a law back.
Initiated and lobbied for four passages in the 1985 Louisiana licensing
law, including the "parent's right to know" clause.
In California, worked on legislation concerning child farm labor,
migrant day care, campus day care, corporal punishment of retarded
children, flammability in children's night clothing, mental health
services for children, child abuse, at-risk pregnancies, child care
expansion, compensatory education programs, bi-lingual education, infant
care, subsidized food and nutrition programs for schools and day care
centers, AFDC children, and juvenile justice. Working alone, lobbied
successfully to get funds for an additional child care center put into
city of Palo Alto budget on three days notice.
Worked as a paid advisor to "All Things Considered" and National Public
Radio for their series on child care. Prepared requested background
material on foster care for "The New York Times." Collected and
published toll-free 800 numbers helpful to parents and families. Gave
long background reports to MacNeil/Lehrer Productions, answering
questions about early childhood education and child care. Wrote "27
Ways To Find Child Care," which Parents Without Partners distributed
through its journal to all of its membership: 180,000 single parents.
B-6
WEDNESDAY, AUGUST 11. 1993
3
The Times-Dicauune
ASHTON PHELPS
Chairman of the Board 1967-1983
Issued daily by The Times-Picayune Publishing Corp. at
3800 Howard Ave., New Orleans, La. 70140
YOUR OPINIONS
Letters
Help Brazil street children
New Orleans
Congratulations to The Times-
Picayune for giving front-page
coverage to the massacre of street
children in Brazil as they slept in
front of a church and then fol-
lowing up with a second story.
This is news. Children such as
these need us.
I do not want people to feel
there is no hope and that there is
nothing they can do. There is
plenty positive to be done, at any
level of involvement you wish to
choose.
There are three key steps in
helping the street children of the
world: Get informed, get in touch
and act.
The easiest way to get in-
formed is to let yourself experi-
Street children
ence the passionate statements of
Mourn eight companions
film masters on the subject. Any
one of these six films will get you
ren to write, edit, print and sell
there: "Renoir Shorts: The Little
their own newspaper to those op-
Matchbox Girl" (J. Renoir from
erating the "Courtyard of 100
France): "Shoeshine" (de Sica
Trades," where street children
from Italy); "Los Olvidados
can learn to make a living in
(Bunuel from Mexico): "The 400
Southeast Asia.
Blows (Trauffaut from France);
I will mention two ways of
"Salaam Bombay" (Nair from
"connecting." First, the United
India); "Pixote" (Babenco from
Nations publishes a free newspa-
Brazil).
per called "First Call for Child-
ren" that sometimes covers street
This last film deserves a spe-
children.
cial word; street children played
themselves and the lead later
Second, the respected Interna-
died in real life in a hail of police
tional Child Resource Institute
bullets. His wife said at the time
has a Brazil Project headed by
that they could show him how to
Caius Brindao that is trying to
be Pixote, but they couldn't show
improve life for Brazil's dispos-
him how to get out of the street
sessed street children. Feel free to
and survive economically with a
call or write him and ask what
safe, decent life.
you can do: I.C.R.I., The Brazil
Project, 1810 Hopkins St., Berke-
By "get in touch,' I mean find
ley, CA 94707. Phone
out who's doing what and con-
1-510-644-1000.
nect with people doing the essen-
Very few people agree with the
tial work. There are thousands of
shopkeepers who pay people to
adults doing outstanding work
assassinate street children be-
with street children right now,
cause those bullets hit home.
from those helping African child-
Walter Bougere
The Center for the Family
THERAPEUTIC. EDUCATIONAL & DIAGNOSTIC SERVICES
March 19, 1996
Mrs. Hillary Rodham Clinton;
I am writing to let you know how much I enjoyed your book,
It Takes a Village.
As service coordinator for Developmental Disabilities, I
was releived and thrilled, that someone felt the same way as I do.
You expressed compassion and personal feelings for our
children and their families. I felt a sense of peace, that
maybe their is hope for our children.
You mentioned in your interview with Baebra Walters that
there will be a conference in Spring with all agencies who
work with families. I was wondering if you could foward any
information regarding the conference.
Thank you again for your time and especilly for your love
and understanding for our children.
Sincerely,
Linda Bedrank
Linda Bednarek
22
The Center for the Family
662 N. Craycroft Rd.
Tucson, Arizona 85711
662 North Craycroft Road
Tucson, Arizona 85711
(602) 790-7156
TICSON. PM AZ 357
18 MAR
1396
The Center for the Family
THERAPEUTIC EDUCATIONAL & DIAGNOSTIC SERVICES
Mrs. Hillary Rodham Clinton
662 North Craycroft Road
The White House
Tucson, Arizona 85711
Washington, D.C. 20500
2
Mary Brigid Barrett
12 Pine Street
Franklin, MA 0203
(508) 533-5851
March 4, 1996
Melanne Verveer
Deputy Chief of Staff
Mrs. Hillary Clinton's Office
The White House
Washington DC 20502
Dear Ms. Verveer:
On a recent book publicity trip through New England, Mrs. Clinton mentioned an
upcoming conference and/or summit on children to be conducted at the White House
this Spring. I contacted Mrs. Clinton's press secretary's office to obtain further details,
and was very disappointed to learn that although a conference is under consideration,
there is not one specifically planned. After further conversation, the staff member I
spoke with recommended I write to you concerning my thoughts about this proposed
event.
I am an author and illustrator of children's books. My first book, Sing to the Stars, was
published by Little, Brown in 1994, and was named a Notable Book of the Year by the
American Book Sellers' Association, the Children's Book Council, and National
Council of Social Studies Teachers. I am currently working with Harcourt Brace
Publishing on a number of different projects ranging from baby books, to illustrated
picture books, to novels and non-fiction, all for children. I am a part-time faculty
member in the Department of Illustration at the Rhode Island School of Design. I have
also written a number of human interest articles concerning the work I do in elementary
and secondary schools using literature, creative writing and the arts to help children
find their voices in what, for many of them, are escalating challenging circumstances.
(sample articles enclosed).
I write, first, to urge Mrs. Clinton to act on her idea and host a White House summit or
conference on children, their circumstances, and needs. I strongly believe that the
majority of problems we face as adults in our culture are seeded in our societal
and familial neglect of children. The people who work with children, publicly fighting
for their rights, and the people who work daily with children on the front lines as
teachers, day care workers, social workers, nurses, etc., are in the majority, women.
Women may have achieved legal equality, but have yet to gain a full measure of equality
in all aspects of society. Children have very few legal rights and have always occupied
the bottom rung on our societal ladder. The White House is seen by many to be the
pinnacle of male power in our culture. If President and Mrs. Clinton are serious in their
intentions of making children a priority for the Clinton Administration, there could be
no better way to send a message to the country and the world, than to host a children's
conference at the White House.
When this conference takes place, I would also urge you not only to include topics of
health, education, and general welfare, but also to consider issues of the heart and spirit.
I spend a great deal of my time, as an artist and writer, working with children in many
different schools, from many backgrounds, most in emotional need, many in dire
circumstances. They do indeed need breakfast, and math, and a bed to sleep in, and two
parents to love them unconditionally. The unfortunate reality is that most children do
not have many of these things, especially unconditional love. Music, art, literature,
creative writing, and stories in books and drama can never replace what these children
lack in their personal lives, but the arts can pull a child out of his or her isolation, afford
them choices, fill their spirits, allow them to dream, and offer hope and a sense of
identity.
The world of children's books is full of individuals who have committed their lives to
working for children. Most of these individuals work without celebrity trappings and
media attention while their adult publishing counterparts garner much worldly attention.
Katherine Paterson, who recently reviewed Mrs. Clinton's book in the New
York Times Book Review, is a multi-award winning author, held in high esteem not
only for her writing, but for her advocacy of children. Virginia Hamilton, the first
children's book author to receive a MacArthur Foundation Grant, won the Hans
Christian Anderson Award, the equivalent of a Nobel Prize for literature in the
worldwide children's book community, the same year that Toni Morrison won the
Nobel Prize. Both were the first Afro-American women writers given their awards. The
whole world knew of Ms. Morrison's achievement. Ms. Hamilton's award went virtually
unnoticed. She writes for children.
Katherine Paterson and Virginia Hamilton are just two of the many people in the
children's book community who could offer valuable insights if included in a children's
issues conference. My commitment to the idea of the conference and to the inclusion of
representatives from the artistic and literary community in such a conference, leads me
to volunteer my services. I have many personal and business connections to that world,
and have run several conferences in the New England area for the arts community. If I
may be of any service to your staff, do not hesitate to call me anytime.
I believe strongly in the power the arts have to help children transcend difficult
situations, for I have experienced that power personally. My father was a surgeon, who
from the time I was ten years old, spent the better part of every year in a mental
institution. My mother was incapable of handling the situation and their eight children,
of which I was, and am, the eldest. At the age of ten, I began cooking, cleaning, and
caring for my seven younger siblings and on many occasions, my parents. I had little
interaction, beyond school, with the outside world. I have become the person I am
through the caring intervention of individuals who in their choice to help me, led me to
believe I was valuable. I have also become the person I am because of the role drawing,
painting, and music, have played in my life, because of the stories I read in novels and
biographies which let me understand that I was not alone, that I had a whole universe of
choices, that I could act on those choices and create my own reality. Without my books,
and music and art I quite literally would have died. I do what I do now, not only because
I happen love it, but also because I want to make sure other children know the riches
that await them in literature, music, and art. I want them to realize they are not alone. I
want them to have choices, for once they do, they are no longer victims. They, too, can
dream, and find the courage to act on their dreams.
I hope Mrs. Clinton acts on her idea of a White House Children's Summit, and thank
her for the extensive work she has done thus far on children's behalf.
Sincerely,
Mary Brigid Barrett
to BE
PUBLISHED
Mary Brigid Barrett
Summer 1996
12 Pine Street
Franklin, MA 02038
(508) 533-5851
HORN BOOK ARTICLE
"My Trip to Summer Camp"
I expected to see sick, dying children. I know what sick kids look like. One of my own
children has had to meet the challenge of a chronic illness, and when her disease was active, we
spent long hours at Children's Hospital in Boston, waiting and waiting for tests to be taken,
blood to be drawn. Only, at Children's Hospital, no one minds waiting, once you see the
children ahead of your own child.
So, I knew. Especially after receiving the advance material telling me about the camp before
I came to visit as guest writer/illustrator. One of the brochures detailed all the activities available
for the kids at the Hole in the Wall Gang Camp, with an added note for parents informing them
that the medical staff is fully prepared to "administer medication, including chemotherapy".
I thought there would be many moments when I would have to fight back tears, but the first
sound that greeted me at camp was laughter.
And what I saw were kids. Gum chewing, water balloon fighting, food grubbing, wise
cracking, giggling, singing, dancing, tee-shirted, and baseball capped kids. Some came from
inner cities, some from rural towns. Some grew up in traditional families, others had step-
siblings and multitudes of parents. Disease does not discriminate.
I was the afternoon option, the creative writing choice. In a school situation, my
presentation obtains some level of instant popularity due to the fact that everyone gets out of
math class to hear it. At camp, my presentation was up against formidable odds. What kid is
going to forego fishing, swimming, canoeing, horseback riding, or arts and crafts for a lively
discussion on creative writing? I certainly would not. Even with the assistance of a surprise
thunderstorm, a formal session on writing didn't work. I wasn't making those special
connections that are needed for kids to share their thoughts and ideas in words and pictures.
That morning, I had followed the youngest campers down to the lake where I sketched them
as they fished and canoed. Most of us are photographed throughout our lifetimes, but few of us
are ever drawn. I thought my drawings could build connections, so I asked the staff if I could
return a second day, as an experiment, to go about and do my "thing" with the kids on an
informal basis.
On day two, I decided to hang with the two cabin groups I had been introduced to
previously. They were the oldest and youngest groups at the camp. Each group had kids in
remission, kids newly diagnosed, and kids whose disease was actively attacking their systems.
Drawing, specifically sketching them as individuals, had let me make inroads on my first visit,
so I continued. In the morning, I drew the older kids on horseback at their rodeo. I drew through
lunch. I drew the younger kids during rest period, after reading stories out loud. I looked and
looked, and drew and drew, and then, finally, I began to see.
I began to see, by the slouch of their shoulders, or the way they wore their riding caps, who
was ready to strut their stuff, or dissolve into the fenceposts to hide. I began to understand that
personality is not only revealed by the choice and color of clothing, but also how a child chooses
to wear that clothing, and how they carry their bodies beneath. I began to understand that the
essence of character may sometimes be revealed in simple gestures. Small Caroline boldly
baiting the fishhooks of other older children. Teen-aged Steven swirling his friend Mugsy's
wheelchair around and around as they danced through the mess hall. The small, moist, hands of
puckish Alan, cupping my face, gently turning it toward another camper. "Brian can't hear you,"
said Alan, "He has to see you to listen."
Drawing the kids helped me to know them, it helped me to feel them. I will have a new
attitude the next time I create a character with lines and words. As an illustrator, I can choose a
medium, a quality of line, a design, and any form of stylistic expression to convey an image,
build characters, and tell a story. When I write, I compose stories choosing words from a full
orchestra of sounds and meanings. Art is choice, and for the first time I began to realize how
telling those choices are, for once I truly saw a child, I could alter my drawing, choosing details
from reality to express each child's individual personality. I could choose to see the child and
not the disease.
Having the courage to go through life being wholly and unabashedly oneself is a rarity, but
the kids at the Hole in the Wall Gang Camp seem to have that courage in abundance. Spending
time with them helped me to understand that it is not only the initial choice to see which is
important, but, as an artist, it is of the utmost importance to have the courage to express what I
feel about what I see. In One Writer's Beginnings, Eudora Welty states what the kids at the Hole
in the Wall Gang Camp know so well, "all serious daring starts from within."
By afternoon on the second day, I was one of them. The younger children climbed onto my
lap or leaned against my shoulders as I drew. Sarah showed me her book of poems. Poetry begun
when she was diagnosed with cancer, continued through therapy, and laced with love through to
recovery. Laura shared both her sketchbook and dreams of becoming a graphic designer. John
was the sports reporter for his high school newspaper and wanted to work on a real newspaper,
maybe, someday.
And we talked and told stories; stories of our families and siblings, stories of boy-girl
romance and rejection, stories of hospitals and needles. And books. Had I read this? What did I
think of that? Lois Lowry's Number the Stars was mentioned warmly and often. They shared
their fears, their hopes, their dreams, and I kept on drawing.
Jenny, a girl of seven or eight, her face and body hugely swollen from medication, skirted
every group, peeking in from behind a tree or peering over another child's shoulder. Her fine
thin hair was pulled up into a ponytail that barely existed and her skin was covered with
blotches. She had a sprinkling of freckles across her nose, breathtaking blue eyes fringed with
curly black lashes, and when I got her to smile, deep dimples punctuated her chipmunk cheeks.
She watched and watched as I drew the other campers. Finally she whispered," Would you,
could you, draw me?" When I finished her portrait, coloring in her nane in pink, her favorite
color, I signed it and gave it to her. For a moment, she stood stock still. Then she traced the
drawn outline of her face and eyes with her forefinger. When she looked up, she was smiling, a
wide full smile. "I didn't know I was so beautiful!" she said. And I knew why I went to summer
camp.
"Life has been good to
me. I didn't die young. I
wasn't killed in the war. I
did most everything I
wanted to do, and some
things I didn't want to do.
I had a job I liked and a
woman I loved. Couldn't
ask for more than that."
Arleigh A. Burke
WH Conf. on Kids
BALTIMORE COUNTY PUBLIC SCHOOLS
Office for Children and Families-Suite 308
Educational Support Services Bldg.- Greenwood
Department for Curriculum and Instruction
6901 Charles Street
(410) 887-4314
Towson, Maryland 21204
January 16,1996
P
Dear Hillary,
I really feel comfortable calling you by your first name even though you hold many
important titles the most important being the one of "Mother".
I have been in awe of your philosophy on life, child rearing and "Wifehood" since
President Clinton took office. In one of the Sunpaper's articles a while back there
was a news clip about how your family brought "Hugs" back in the White House.
Dr. Sydney Simon relates how our world suffers from "Skin Hunger Disease".
He was referring to the lack of proper touching and hugging. When I give my
motivational talks I often refer to how you and President Clinton express love
appreciation, and concern 80 openly and beautifully. You are really performing
an act of kindness when you role model those positive, nurturing behaviors.
I also am a wife and a mom, but I have been a teacher (I had the privilege of
serving as Baltimore County Teacher of the Year and a finalist for the Maryland
Teacher of the Year), and an administrator of an elementary school. At present,
I have the privilege of serving as the Child Care Specialist for Baltimore County
Schools. It is in that capacity that I serve as a liaison for the school system and
the child care centers. I provide technical assistance, staff development, and
support to the school age child care community. Also, I support the school family
in regards to child care. Presently, I serve on the Child Care Advisory
Interagency Early Childhood Council. It is in this position that I continue to try to
provide funds for teen parents, as well as working poor parents, so that their
children may have the right to affordable, accessible and quality childcare. Then,
they may be safe, nurtured, educated and ready for success for today and
tomorrow.
After hearing your message on Barbara Walters and reading your book (I am
constantly talking to you as I read these pages I love it and want the world to
read it and begin to think of positive ways to assist our children) I decided to write
you a letter including hugs, bundles of support and a question.
When you commented about having a children's conference to address children's
needs I almost flew, with my arms flapping, to the White House. I would love to
have you come to Baltimore County, Maryland to hold your wonderful conference.
We could hold that program at Martin's West, a successful caterer who has
adopted not only a school but an entire community. Martin Resnick, our Uncle
Marty", has brought hope, dreams, and success to 80 many individuals, who
would otherwise be without an affirmative future.
20 PAGE
CHILDRENANDFAMILIES
4108872060
95:09 01/17/1994
101 ommen amu amiles, We are dedicated to helping all
children meet success. Through various grants in our office we are able to fund
the HIPPY program, Parents As Teachers, and Title One programs, just to name
a few.
Baltimore County School System, The Office for Children and Families have been
dedicated to educating and nurturing children and their families. If you would
work with us in helping to establish scholarship funding for child care I know we
can touch so many families who are filled with despair and without sense of hope.
We could work around your spring schedule.
I have been called a "What If Kind Of Person, A Dreamer, and A Hope Builder. I
think you are, too. Please join hands with me, and my colleagues as we reach out
to help our children. I would love to meet with you anytime, anywhere. My
husband wants me to make sure that I share with you that he would be honored to
cook dinner for you, too. Perhaps we could schedule a book review when you are
in Baltimore County maybe for our school system or my Oheb Shalom
sisterhood. I hope that you do not find this letter to informal. However, when I
talk about children, I get 80 excited and I feel as though I am talking to you one on
one. Thank you for that "Voice in the White House, That Voice That Is Speaking
Out To The World For Our Children". It's comforting to know that we have
someone out there that hears the cries of our children, listens, and really cares
about making a difference for the future of our children.
It is with great anticipation and enthusiasm that I await your response. Janet
Reno, stated, "Each One Of Us Can Make A Difference If We Reach Out And
Touch Just One Child!
event! Hillary, just think about how many we could possibly touch by having such an
Most Sincerely,
Bonnie Block
Bonnie Block
Child Care Specialist
Baltimore County Public Schools
80 PAGE
CHILDRENANDFAMILIES
4108872060
01/17/1994 15:05
Sched
OFFICE FOR CHILDREN AND FAMILIES
Baltimore County Public Schools
Department for Curriculum and Instruction
ESS Building . Greenwood
FAX TRANSMITTAL COVERSHEET
(410) 887-2060
Date:
1/16/96
FAX Number: ( (202) 456-6244
ATTENTION:
EUAN RYAN -- to Hillary Clinton
Company:
White House
Location:
FROM: Office for Children and Families - Dept. for Curriculum and
Instruction - ESS Building, Rm. 308, 6901 Charles St., Towson, MD 21204
Sender's Name:
Bonnie Block
office For children and
Office:
Familier
Telephone#: (410) 887-4314
Number of pages including coversheet: 3
Additional message or instructions:
Thank ad Never Par
taking the to help me help octer.
A am looking freverl to maeting Bennel per
Call to confirm receipt of FAX: YES NO Telephone: (410)
10 PAGE
CHILDRENANDFAMILIES
4108872060
50:05 01/17/1994
38
5150 SW Landing Dr, #B2-303
Portland, Oregon, 97201-5934
March 7, 1996
Mrs. Hillary Clinton
The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dear Mrs Clinton:
This letter is in response to your new book "It Takes a Village
"
and several interviews on CNN regarding the book plus the January 15th
issue of Newsweek which I was able to borrow from the library. I just
wanted to tell you how pleased I have been that you have spoken out on
these issues regarding children. I am a retired Clinical Social Worker
with professional experience in a child guidance clinic and 5 years with
the Federal/State funded Maternal and Infant Care Project here in
Portland, before I became involved in the field of Gerontology. I also
had 11 years experience from '59 to '70 in both a state (Oregon) and a
non-profit school for the severely mentally deficient in Washington D.C.
The genesis for following through on my impulse to thank you, was
the comment you made on CNN regarding a program in Britain, I
believe you said, which provided every new mother at least one home
visit by the public health nurse to aid the new Mom in adjusting to the
new little life. These visits also enabled the nurse to diagnose early
physical early physical problems or early stages of post-partum
depression and obtain necessary referrals to forestall more serious
problems. In the Newsweek article you so well described how you felt
when you held that newborn Chelsea and experienced your first breast-
feeding problem, even though you had intellectually prepared yourself
through classes and reading.
In 1964, I first learned about this use of Public Health Nurses
when I attended the First International Conference on Mental Deficiency
in Copenhagen. I spent some time speaking with a Dutch woman, a
physician. She had a large number of nurses assigned to visit each new
mother after bringing the baby home. All post-partum mothers, regardless
of economic circumstances, received home visits by the nurses. Since
this was an accepted procedure, there was no stigma. Here, for example I
had heard young mothers in our infant care project express concern about
what neighbors would think if they saw the County Nurse arrive in the
County car. I surely would like to have such a program in our State or
County Heallth Departments, but I fear that with the current budget
cutting atmosphere, it would be almost impossible to implement, with the
conservatives calling it "socialized medicine".
Because Mrs. Sharon Kitzhaber, the wife of our excellent Democratic
Governor also has concerns regarding our youth, I am sending her a copy
of this letter. She will be making a presentation March 15th at the City
Club of Portland on the program "STARS-Students Today Are Not Ready for
Sex". This is an example of a community/state taking responsibility for
their youth.
Much has been written and said to the media here in Oregon and in
other parts of the United States that sex education should be provided
only by the parents. I have never forgotten the time when one mother
brought her youngest daughter in for pre-natal care, a 14 year-old with
probably moderate mental deficiency. Mother said that she "wondered"
once about a neighbor boy who had been hanging around one day but then
watched her daughter more closely after that. Mother then added "after
all, you can't get pregnant the first time". Unfortunately, I fear that
many more parents have inadequate sexual information themselves. Thus I
believe that sex education should be included in all public school's
curriculums.
In conclusion, I am hoping you will be making a presentation at the
CDF Rally For Children June 1st. I am looking forward to being there if
at all possible.
Yours sincerely,
Ruth
Ruth O Curne
Ruth O. Currie, MSW
CC: Ms Sharon Kitzhaber
28 comb
3900 Coltswood Drive
Greensboro, North Carolina 27406
February 7, 1996
Dear Mrs. Clinton:
I was very interested and impressed with your interview with Barbara Walters. I
admire your stance on protecting, educating, and inspiring children. They are our future
and our hope. Also, I believe your conviction that it takes an entire village to raise a
child. It is everyone's responsibility. Thank you for using your influence to better
provide for children.
During the interview, you mentioned a conference that you are conducting in the
spring to bring together ideas and possible solutions for some of the daily problems that
we see. I would very much like to be included in that group, if at all possible. As a
parent of a thirteen year old and a fourteen year old, I daily see the problems facing our
children that we never had to encounter. Our generation led a much more sheltered,
protected environment. As an elementary school teacher for the past eighteen years, I see
the differences and similarities of all children. I have a master's degree in education from
the University of North Carolina at Chapel Hill. Teaching is a profession for me, not a
job! I feel that the most important element that we are missing in our society today is
parental education and involvement in children's lives. Schools cannot solve all of our
children's problems. Our country has got to make a major commitment to nurturing,
educating, and protecting children and their rights. Many of these children are helpless
and desperately need advocates. This has to come from the "villages."
Thank you for supporting children. I respect and admire all that you have done to
promote this aspect of our society. It is with a grateful heart that I applaud you for
putting your own daughter's needs ahead of your other agendas. If it is not possible for
me to attend your conference, I will be anticipating any news from this event. Together,
we can save our children! Thank you, Mrs. Clinton.
Sincerely,
Barbara Yates Clapp
Barlara yates Clapp
3900 Cottroood Drive
USA
32
Greendoro, n. C. 2 274060M
NO
B 27 FEB
1986
199
Mrs Hillary Rodham Clinton
1600 Pennsylvania avenue
Washington, D.C.
200202
Ruth 0 Currie
KP UA TAX
Portland. OR 97201
5150 SW Landing Dr # B2
PAR
1396
3-2-2
Blank
19TH AMENDMENT 1920.1995
\
Cliston
The While House
1600 DennayGianca leve
leas
Book
Laidwan
support
Eleanor Mc Callie Cooper
January 16, 1996
Mrs. Hillary Rodham Clinton
The White House
Washington D.C.
Dear Hillary,
I have written you so many letters over the past three years but have sent so few. I decided that I
must send this one. I feel such strong support for you. Let me tell you an event from the field.
I was attending the annual board meeting of the Children's Home in Chattanooga yesterday. It
was the installation of new officers. The woman in charge of the installation held up a book and
said that it was of interest not just because the author was the first lady but because its message
was at the heart of what we did at the Children's Home. (It was originally an orphanage but has
become a full time day care center for low and moderate income families.) She went on to read
several passages, and as she did I looked around the room to see the reaction. As you know
Chattanooga is a conservative town and generally Republican. You ordinarily would not mention
anything "Democrat" in such a setting as a board meeting. No one was smiling. But they were
listening.
She then invited the new officers up to the front of the room and gave each one of them a section of
a large poster on which was depicted the scenes of a typical small town. She said it was our
"village" and she had them stand next to each other so that the scenes created a mural. Then she
installed each member as an officer and gave the book to the incoming president who thanked her
profusely.
It may be a small and insignificant event in the big world of politics, but I thought it was a
statement that your book is being received by the very people who need it, the practitioners of
children's programs across the country. We are the beginning of the movement that you need for
children. While you are at the White House, what you can do for children can be great. I wish that
your promoters could rally the children's organizations in each of the cities where you speak.
The book was the right thing to do and I am so glad that you can be on the road trumpeting this
message of the work that needs to go on around the country while the detractors make much ado
over nothing.
More and more people are disturbed over the attacks on you. But I want to tell you to hold forth
with all your grace and style. You will persevere.
Sincerely,
Elemor Elian Cooper
110 Windmere Dr.
The Cooper Company
112J Hilltop Drive
sent fox 1/17/96
Chattanooga, Tennessee 37411
615 624 1215
32
Hydrangea
USA
Eleanor Mc Callie Cooper
ELEANOR M. COOPER
110 WINDMERE DRIVE
1596
CHATTANOOGA, TN 37411
Chattanooga, Tennessee 37411
MRS. Hillary Rodham Clinton
The White House
Washington D.C. 20500
38
5150 SW Landing Dr, #B2-303
Portland, Oregon, 97201-5934
March 7, 1996
Mrs. Hillary Clinton
The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dear Mrs Clinton:
This letter is in response to your new book "It Takes a Village
"
and several interviews on CNN regarding the book plus the January 15th
issue of Newsweek which I was able to borrow from the library. I just
wanted to tell you how pleased I have been that you have spoken out on
these issues regarding children. I am a retired Clinical Social Worker
with professional experience in a child guidance clinic and 5 years with
the Federal/State funded Maternal and Infant Care Project here in
Portland, before I became involved in the field of Gerontology. I also
had 11 years experience from '59 to '70 in both a state (Oregon) and a
non-profit school for the severely mentally deficient in Washington D.C.
The genesis for following through on my impulse to thank you, was
the comment you made on CNN regarding a program in Britain, I
believe you said, which provided every new mother at least one home
visit by the public health nurse to aid the new Mom in adjusting to the
new little life. These visits also enabled the nurse to diagnose early
physical early physical problems or early stages of post-partum
depression and obtain necessary referrals to forestall more serious
problems. In the Newsweek article you so well described how you felt
when you held that newborn Chelsea and experienced your first breast-
feeding problem, even though you had intellectually prepared yourself
through classes and reading.
In 1964, I first learned about this use of Public Health Nurses
when I attended the First International Conference on Mental Deficiency
in Copenhagen. I spent some time speaking with a Dutch woman, a
physician. She had a large number of nurses assigned to visit each new
mother after bringing the baby home. All post-partum mothers, regardless
of economic circumstances, received home visits by the nurses. Since
this was an accepted procedure, there was no stigma. Here, for example I
had heard young mothers in our infant care project express concern about
what neighbors would think if they saw the County Nurse arrive in the
County car. I surely would like to have such a program in our State or
County Heallth Departments, but I fear that with the current budget
cutting atmosphere, it would be almost impossible to implement, with the
conservatives calling it "socialized medicine".
Because Mrs. Sharon Kitzhaber, the wife of our excellent Democratic
Governor also has concerns regarding our youth, I am sending her a copy
of this letter. She will be making a presentation March 15th at the City
Club of Portland on the program "STARS-Students Today Are Not Ready for
Sex". This is an example of a community/state taking responsibility for
their youth.
Much has been written and said to the media here in Oregon and in
other parts of the United States that sex education should be provided
only by the parents. I have never forgotten the time when one mother
brought her youngest daughter in for pre-natal care, a 14 year-old with
probably moderate mental deficiency. Mother said that she "wondered"
once about a neighbor boy who had been hanging around one day but then
watched her daughter more closely after that. Mother then added "after
all, you can't get pregnant the first time". Unfortunately, I fear that
many more parents have inadequate sexual information themselves. Thus I
believe that sex education should be included in all public school's
curriculums.
In conclusion, I am hoping you will be making a presentation at the
CDF Rally For Children June 1st. I am looking forward to being there if
at all possible.
Yours sincerely,
Roth Curre
Ruth O. Currie, MSW
cc: Ms Sharon Kitzhaber
38
The Center for the Family
THERAPEUTIC. EDUCATIONAL & DIAGNOSTIC SERVICES
March 19, 1996
Mrs. Hillary Rodham Clinton;
I am writing to let you know how much I enjoyed your book,
It Takes a Village.
As service coordinator for Developmental Disabilities, I
was releived and thrilled, that someone felt the same way as I do.
You expressed compassion and personal feelings for our
children and their families I felt a sense of peace, that
maybe their is hope for our children.
You mentioned in your interview with Baebra Walters that
there will be a conference in Spring with all agencies who
work with families. I was wondering if you could foward any
informationregarding the conference.
Thank you again for your time and especilly for your love
and understanding for our children.
Sincerely,
Linda Bedrank
Linda Bednarek
yes,
The Center for the Family
662 N. Craycroft Rd.
Tucson, Arizona 85711
662 North Craycroft Road
Tucson, Arizona 85711
(602) 790-7156
Y AASA
2-21-96
WJ/Z:ZI
AMER
ASSN
ADMINKS-
February 21, 1996
Dear Maggie,
Someone from an organization with whom we
collaborate called me today asking about a White
House Conference on Children and Families next
week. I have no ídea what they' re talking about. Is
there such a meeting? Who's it for? Can you FAX me
an agenda? Can I come? When will we get together
to just relax? We miss you!
Love,
Dh
SharonA-T
phone: 703-875-0720
Fax : 703-807-1849
childrent. 38
movery
6340 S. Main Street
Houston, TX 77005
(713) 630 - 8887
January 23, 1996
Dear Mrs. Hillary Clinton,
My name is Claire Carman, and I am a sophomore at Rice University. Like the rest of the
general public, I have been inundated with information from the media about your personal life.
To be perfectly honest, I am not sure what to think about the situation, but your interest in the
plight of children in the United States is what really interests me. When I saw you talking about
your book on 20/ 20, I immediately realized that someone who could catch national attention
shared my same desire to improve the lives of children. I do not consider myself a throw back
from the 60's who spends her time writing letters to the editor and organizing protests. I have
been moved only once in my nineteen years to write a letter expressing my opinions. I wrote
Newsweek a letter after they ran an article describing Newt Gingrich's plan to cut funding for
school lunches. I saw that as a decision that discounted the part of the population who could not
express their disapproval through voting. My letter was not published, but it was important for me
to communicate my frustration to someone.
In your interview on 20/20, you briefly mentioned a plan to hold a conference this spring
on the topic of what can be done to help children. If possible, I would love the opportunity_to_
attend this conference. I realize that this must seem like a very unusual request, but I decided that I
did not have anything to lose in asking. I could not think of anyone better to ask for this chance
than the woman who was planning the conference. I would like to be able to convince you to
seriously consider my request by informing you of my dedication to pursue a career in child
advocacy law or that I am studying to be a social worker. The truth is that I am a history / English
major who is considering a career in law as well as a career in teaching. I can tell you with a clean
conscience that I feel very strongly that children desperately need our help and that I am tired of
feeling helpless in my desire to provide this help. I want to be able to look back at my life and say
that I took advantage of every opportunity to make a difference in the lives of those around me. I
cannot say that I support all of your opinions, but I certainly support your current focus on
children. I appreciate your time and effort.
Sincerely,
Claim Carman
Claire Carman
Claire Carman
32 USA
6340 S. Main St.
Hauston, TX 77005
/356
The white House
Mrs Hillary Clinton
1600 Pennsylvania Are
Washington , D.C. 20200
for Children '2
ice
corference carth N
THE WHITE HOUSE
April 11, 1996
Lila A. Coleburn, Ph.D.
98 Riverside Drive
Suite 14C
New York, New York 10024
Dear Lila:
Last year you wrote to me about a conversation you
had with Adele Simmons on the subject of a "children's
agenda." I wanted you to know that we are in the early
stages of planning for a children's conference that will
address many of the issues you raised in your letter, and
while the format and scope are not yet determined, I hope
you will be able to participate in this effort. We will be
back in touch with more information as our plans develop.
With warm regards, I remain
Sincerely yours,
Hillary Hillary Rodham Clinton
cc:
Melanne Verveer
- -Apple a Day - into
enclosed
- Tipper has also
bean asked
- we said no last
year
ALBANY CITIZENS COUNCIL ON ALCOHOLISM
to Madge
AND OTHER CHEMICAL DEPENDENCIES, INC.
from Karen
COMMUNITY EDUCATION
750 Broadway
Albany, New York 12207-2331
Catherine A. Doherty, B.A., M.Ed.
Phone (518) 465-5829
Sarah R. Hall, R.N., M.Ed., C.A.D.A.C.
Program Director
Fax (518) 427-0854
Executive Director
December 1, 1995
First Lady Hillary Rodham Clinton
Office of the First Lady
Room 100, Old Executive Office Building
Washington, DC 20500
Dear Ms. Clinton:
We are writing you with gratitude, faith and a special hope. First, let us
extend our gratitude for your visible energy in supporting programs for the
children of our country; faith that your active commitment will ensure
continuing efforts on behalf of our children. We believe that you have
positively influenced many decisions throughout the country, not only at the
national level, but also within city and town governments, schools, homes and
office buildings. We can attest to the fact that the evidence of your concern has
encouraged many who work for the welfare of children. This is true for those
of my organization, Albany Citizen's Council on Alcoholism and Other Chemical
Dependencies. In you, we see a friend. That has led to our hope that you will
personally support a specific program within Albany County in New York State.
We work for an organization that helps keep today's children from the
destructive use of alcohol and drugs -- key to everyone's future. How can one
prevent children from such activities? Our organization's answer is the An Apple
A Day© program. Addressing the needs behind substance abuse, the program
uses guidelines that have emerged from research. A child's self-esteem, sense
of safety, social needs, and emotional needs are key considerations of the
program, as is a frank discussion of the dangers of drugs. Our organization
Mrs. Hillary Rodham Clinton
November 30, 1995
Page 2
hires trained teachers to present the program in many of the kindergarten
through fourth grades in public and private schools within Albany County.
Some older children are being reached through an after-school program. Each
person involved fervently wishes that the program could be shared with many
more. That each child in the County (and the country) could benefit from
similar programs.
To reach more children and to broaden the community's support for the
program, the program sponsors an annual contest among children. This year's
program is Building A Better Me.
Children throughout Albany will be challenged to illustrate, in a variety
of ways, how they can become resilient within the environment around them,
through healthy associations and endeavors.
It is our sincere hope that you will be able to help further the purposes
of this contest as an honorary chairman. The contest will conclude with an
awards ceremony on May 15, 1995 in Albany, New York.
We will be waiting on your reply.
Sincerely,
Sarah R. Hall
Cutherine Sarah Catherine R. Hall A. Doherty Dollery
USA
ALBANY CITIZENS COUNCIL ON ALCOHOLISM
32
AND OTHER CHEMICAL DEPENDENCIES, INC.
750 Broadway, Albany, New York 12207-2331
EXPERITY PM NY 1212
01 DEC
1395
First Lady Hillary Rodham Clinton
Office of the First Lady
Room 100, Old Executive Office Building
Washington, DC 20500
097899 097
THE WHITE HOUSE
PP025-01
WASHINGTON
February 9, 1995
Ms. Catherine A. Doherty
Program Director
Community Education
Post Office Box 14075
Albany, New York 12212
Dear Ms. Doherty:
Thank you for your kind letter asking the First Lady
to serve as the honorary chair for the "An Apple A Day"
program of the Albany Citizens Council on Alcoholism and
Other Chemical Dependencies. Mrs. Clinton very much
appreciates your invitation.
Although the First Lady is grateful for the important
work that organizations like yours are doing, I regret that
her official commitments prevent her from serving as your
honorary chair at this time.
I know that Mrs. Clinton would want me to convey her
appreciation for your thoughtfulness, along with her best
wishes. Please do not hesitate to contact our office if we
can be of assistance to you.
Sincerely yours,
Margard Margaret A. Williams are
Chief of Staff
for the First Lady
THE WHITE HOUSE
WASHINGTON
February 9, 1995
Ms. Catherine A. Doherty
Program Director
Community Education
Post Office Box 14075
Albany, New York 12212
Dear Ms. Doherty:
Thank you for your kind letter asking the First Lady
to serve as the honorary chair for the "An Apple A Day"
program of the Albany Citizens Council on Alcoholism and
Other Chemical Dependencies. Mrs. Clinton very much
appreciates your invitation.
Although the First Lady is grateful for the important
work that organizations like yours are doing, I regret that
her official commitments prevent her from serving as your
honorary chair at this time.
I know that Mrs. Clinton would want me to convey her
appreciation for your thoughtfulness, along with her best
wishes. Please do not hesitate to contact our office if we
can be of assistance to you.
Sincerely yours,
Margaret A. Williams a wee
Chief of Staff
for the First Lady
ALBANY CITIZENS COUNCIL ON ALCOHOLISM
AND OTHER CHEMICAL DEPENDENCIES, INC.
Sarah R. Hall, R.N., M.Ed., C.A.C.
Executive Director
COMMUNITY EDUCATION
P.O. Box 14075
NO
Albany, New York 12212-4075
Catherine A. Doherty, B.A., M.Ed.
Phone 465-5829
Program Coordinator
Fax 427-0854
to Madge
November 25, 1994
fr werdy
Mrs. Hillary Clinton
The White House
Washington, D.C. 20501
Dear Mrs. Clinton:
We are writing to you in hopes for your support in our program "AN APPLE A DAY AN
APPLE A DAY® is the only whole language substance abuse curriculum, in existence. It not
only educates children about alcoholism and substance abuse, but it also reinforces and
encourages children to use reading and literacy as the tools of developing the key elements of AN
APPLE A DAY® It is possible to develop resilient children and families through the training
and instilling of certain social skills and traits.
We are in a number of schools within the area with approximately 1,000 children in total that we
are reaching out to. We have other schools on line to start, unfortunately, with funding the way it
is and limited staff we are unable to reach out to these schools when they need us. We also offer
Parenting classes that coincide with our AN APPLE A DAY program.
Every Spring we have what we call a poster contest. Our children participate in this contest every
year. I have enclosed a copy of our newsletter. We would like for you to be our honorary
chairperson for this contest in 1995.
I have also enclosed other information that you will certainly find interesting. Please consider our
invitation positively. We look forward to hearing from you soon.
Sincerely,
Catherine Catherine A. Doherty adderty
Program Director
CAD:mcm
Enclosures
An Apple A Day
N APPLE A DAY is the only Whole
ALBANY CITIZENS COUNCIL ON
ALCOHOLISM AND OTHER
A
Language alcohol and drug abuse
CHEMICAL DEPENDENCIES, INC.
curriculum available in the United
750 Broadway
States. The program uses popular trade books,
Albany, NY 12207-2331
Phone (518) 465-5829
role modeling, and writing skills to
Fax
(518) 427-0854
teach children the need for
Sarah R. Hall, R.N., M.Ed., CADAC
good self esteem, pride,
Executive Director
and confidence in
Catherine A. Doherty, M.Ed.
Program Coordinator
themselves, enabling
Community Education
them to make wise
Providing:
and healthy choices.
Educational/Prevention Programs
Its basic premise is that
Parenting for Prevention
children who are introduced
AN APPLE A DAY
Referral Services to Albany County
to the pleasures of reading at an early age, and
Out-Patient Clinic
children who learn life skills and positive role
(518) 434-2367
modeling messages from books, are not as likely
Community Residences
to use and abuse alcohol and other drugs. It is a
(518) 434-8083
holistic, literacy based program.
Alcohol Crisis Center
(518) 465-7388
AN APPLE A DAY provides a strong literacy
message to children, a modeling program for
Awareness
Through
parents and staff and booksharing through the
Education
distribution of the books used in AN APPLE A
DAY. The families reached by this program
receive the benefits of a strong alcohol and drug
abuse prevention message.
J. Gangwei
130 7. Cedar-Rd.
RE
Ambler PA 19002
ADELPHIKA 19050 PM 05 PAID
clas.
1385
Hillary Roddam Clinton & family
The White House
1600 Pennsylvania Are
Washington, D.C.
20500
(Personal) ,11, ml
195X 04 03
25161-001 E-62
65762
A Loving Wish
For a-Very Special Family
Celebrations
Love is 21 fire,
That's welcome and warm,
02189
Love is the roof
That shuts out the sterm,
0 74720 00069 5
Love is n Camp
When the night starts to fall,
Love is n deer
PRINTED ON RECYCLED PAPER
Contains minimum of 10% post-consumer and 40% pre-consumer material by total weight.
That is open to all.
© GIBSON GREETINGS, INC.
CINCINNATI, OHIO 45237
MADE IN U S.A.
195 X02189
Dear Hillary family,
Wishing you
a home filled
with love and happiness
at Christmas
and all through the year.
Merry Christmas
Love your
Jany you
PHOTOCOPY
PRESERVATION
December 17, 1995
Dear Hillary,
As the Christmas seasor is upon us, our family fondly
recalls the orderful time we had lact year visiting the
White House and our special visit with you.
Hillary, I have admired your willingress and over this
past you have been a strong advocate for children and this have
year to be a servant of the poor reedy
shown real Compassion for the less fortunate of
world.
If there is ever a way that d can evellness support or assist
you in your efforts concerning the as a of children, Dictition
please feel free to contact me. Registered WIC
in private practice, P helped pilot the Program
in California while working as a sutritionist in Maternal
and In fant Care in Los Angeled. I, too, have a great
Concern for the health and well. being of our nations Children
as we approach a New year my proyer for 1996, is
found in Titus 3:1*2
Remind the people to be subject to rulers and authorities,
to be obedient, to be ready to do whatever is good,
to slander no one to be peaceable and Considerate, and
to show true hundity toward all men."
my prayers will contenire to be with you and your family
that you will Ranow Dod's presence, direction, inner peace,
and good health in this coming year.
Love
Joan Garger
02-21-96 11:22AM FROM MBE #1715
P01
MAIL BOXES tlc
MAIL BOXES ETC.
MINUTE MAIL
EMBEE
Public FAXITELEX Service
PHONE: (612)920-1024
FAX: (612)920-2377
Fax Transmission (NO CHARGE FOR THIS SHEET)
TO: Hillary Clinton
TOTAL
6
(INCLUDE
FAX: 1-202-456-5199 DATE: 2-21-96 PAGES:
THIS SHEET)
Donise, GoldeN
5712 Camelback Drive
Edina, MN 55436
Phone: 612-933-2310
February 19, 1996
Hillary Clinton
The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dear Mrs. Clinton:
I am a Licensed Psychologist who works with children and adolescents in a non-profit
counseling clinic in the Minneapolis area. In the course of my work I have become very
concerned at my inability to help in a very real way the children and adolescents that come
to see me. Although some of them were able to be helped by working with them and their
parents, it soon became apparent to me that many of them were not getting the advocacy
that they needed to effectively help improve their life and circumstance. These children
and their parents, although supported by numerous social service programs and in the
system were not improving and the prognosis for the children's future was not favorable.
One example is a family that I am currently working with. This family has had at any one
time 8 social service and support professionals dealing with their needs. The parents are
suffering from various mental and physical disorders. The two teenagers in the family,
ages 13 and 15, have endured chronic and frequent family dysfunction resulting in acting
out and high risk behaviors. This has resulted in them developing violent aggressive
behaviors, depression, school failure and physical problems due to stress. Although at
times the children have been removed from the home on a temporary basis I have been
unable to have the girl, who I work with, placed in long-term foster care even though she
has asked me to do SO. The social policy of family re-unification and the refusal of the
parents to voluntarily place her have kept her in these very difficult circumstances against
even the advice of some professionals working with the family.
These adolescents and other children like them are known to all those who worked with
them to be at exceptionally high risk for all the myriad problems that we see in our juvenile
population today, such as runaways, teen pregnancy, psychological and mental health
impairments, school failure and truancy etc. The bottom line that I kept hitting was that
barring cases of extreme abuse or neglect these children had no protection or recourse to
legal remedies for their extremely dysfunctional life and home. Even if there were to be
found criminal cases of abuse, neglect etc. the goal of the social policy driving all efforts
with this child and parent was family re-unification. Even if it was the consensus of the
professionals that this in fact was a dysfunctional family unable to change we needed to
wait until there was an overwhelming amount of evidence of failure on the parent's part
before the children were removed and placed in permanent protective care. During the
time that it takes to come to this decision the children for the most part have been
02-21-96 11:22AM FROM MBE #1715
P02
irreparably harmed. In spite of all the legislation, all the programs that exist, these children
continue to go through the revolving door of ineffective and inadequate systems.
I need to make clear at this time that I am not targeting a population of parents who are
suffering from poverty or a specific racial or ethnic group. What I am targeting is a group
of parents who either because of an inability or a lack of desire to change are unable to
raise their children in an adequate way. This produces a child that not only personally
suffers but also goes on to cause others in society to suffer by means of violent crime,
drug abuse, lack of ability to work or will continue on to raise another generation of
emotionally disturbed children.
Even though there are many programs available and a lot of money is being spent in the
social service field, we are still losing children and teenagers to the streets, to crime, to
drugs and, in the cases of the smallest and most vulnerable, to death due to serious and
persistent abuse and neglect. On a small scale we are winning some battles we are in
reality losing the war to protect our nation's children. This is reflected in the rising number
of statistics of child abuse reports and juvenile crime rates.
In doing my research I realized that one fundamental fact underlies many of the failures
that we experience in trying to protect children. Children are not perceived of as persons
or citizens with inalienable, constitutional rights that give them equal status in our country.
Parents, through the 14th Amendment, have their rights protected to marry, establish a
home and bring up children(Meyer V. Nebraska, 1923). This and other Supreme Court
decisions protect the parent's rights in the care, custody and management of their children.
In most families this works very well to protect the child but what happens when the
parent is unable or unwilling to protect the best interests of the child?
Unless there is extreme or significant damage done to the child, at which time the state
through its power of "parents patriae" steps in, many of these children languish in homes
where significant emotional, physical and psychological damage is done.
From my research I believe that in order to truly protect children it is necessary to have a
Constitutional Amendment which will grant to them the same status as we do to adults
and other groups that are protected by the 14th Amendment. This may seem radical but
it is the way that African-Americans, women and other minority groups have obtained or
tried to obtain equal protection under the law. It is from this Amendment that all the laws
protecting their civil rights and ensuring their legal recourse have evolved. Children, by
virtue of their non-adult status, have been precluded from exercising many of the rights of
life, liberty and the pursuit of happiness that is guaranteed to adults.
In order to establish the rights of children currently we must first overcome the rights of
the parents. Frequently it is stated as the best interests of the child" vs. the rights of the
parents. This in my opinion is not a level playing field. With this concept of parental rights
firmly protected by the Constitution we are always in the one-down position of trying to
protect the child. The parents has the inherent advantage.
2
P03
Children have no recourse under the law to claim a failure of constitutional rights. In fact
they have no inherent constitutional rights of their own. Children, as I read some of the
literature, do not have individual Constitutional rights independent of the control of the
parent.
The obvious retort to this is that children are unable to reasonably exercise their
Constitutional rights because of their obvious immaturity. I am not saying that a one-year
old should determine who they should live with This would not be realistic or sensible.
However, if there were an Amendment that gave children equal protection under the law,
and did not automatically subsume that child under the umbrella of parental rights, then we
would have a chance to seek justice for children. The playing field would be significantly
more level.
Every day we see the failure of the systems, designed to protect children. Some people say
it is because there is not enough money for programs or not enough programs. I believe
that in some instances this is true. But the most significant and horrendous cases of child
abuse and neglect are frequently known to social services but their hands are tied because
of the sanctity of parental rights and the family unit. This right has caused a social policy
to evolve that holds family re-unification as in the best interests of the child. I believe that
we have to re-think this social policy which I believe is the primary reason that we lose SO
many children. We need to take a firm stand on the issue that many parents do not have
the child's best interests at heart. We can offer as many social service programs to them as
we want provide numerous social, educational and fmancial supports and still not be able
to ensure that these children are receiving their constitutional rights of equal protection
under the law.
We must be willing to make tough decisions that do set standards of child care and
welfare. Re-uniting families who have demonstrated no vested interest in providing for
their children in a reasonable way in order to keep the family unit intact is in my opinion a
violation of children's rights.
Many people become concerned with the idea of laws and government going into the
private lives of families and making judgments regarding behaviors in a family. I would
like to remind them that it was only recently that we decided that it was not a private
matter if you beat your spouse. People felt that if a spouse hit their partner that it was not
anyone's business especially the state. We still employ some euphemisms for this behavior
(e.g. domestic violence) although it clearly is viewed as a criminal act and is prosecuted by
the state.
We still seem to have this same mentality in regards to children. If a parent decides to
"discipline" his child it is their prerogative and right. Although we, in the most extreme
cases, will press charges of child abuse, we still defend this basic philosophy by stating that
it is a private family matter how parents discipline or care for their child. Also even when
abuse is found to occur and is prosecuted we still maintain that the primary goal is to keep
3
P04
the family together. It is this type of reasoning that allows children to placed back in
unsafe homes over and over again. This type of futile long-term treatment with no
guarantees of success causes many children to be irreparably harmed both physically.
psychologically and emotionally It also results in the child being unable to proceed in their
development in a healthy manner.
I have seen this repeatedly in my practice. I deal with parents who are receiving numerous
social service supports but either are unwilling to change or are unable to change. We
keep working on the family to no avail, endorsing a policy which says that the family is the
best place for the child to be. Meanwhile the child lives and grows up in an environment
that promotes abuse, neglect, and low self-esteem. We see the results of these decisions in
the news broadcasts of the children who are killed each year by their parents. If these
numbers were applied to any other group of individuals we would have a public outcry to
do something about the problem. Since they are children and because some of the remedial
steps needed affects a legal, social and moral concept ( parental rights) we back away
from it.
1 believe the first step is to validate through constitutional means the rights of children to
due process and not leave them at times to the mercy of dangerous parents, or to the
effectiveness or ineffectiveness of benevolent strangers who move in and out of their lives.
Children are truly the most oppressed minority in this country.
We have seen an evolution of civil rights in this country to the betterment of all its
citizens. We have seen black people being given status as citizens. women and other
groups demanding and gaining their civil rights. It is time for children, through the voices
of adults that will demand for them, their inalienable human rights to live a safe and
protected life. As long as children are not seen as individuals with their own rights they
will continue to be dealt with as the property of their parents with many weak, ineffective
laws and a social policy that upholds the family when in fact there may be in reality no
family to uphold.
I realize that you must have many other issues demanding your attention but I hope that
perhaps you might find a moment to comment upon this concept that I am endeavoring to
initiate. I hope to attend the fundraiser that you are scheduled to appear at on March 1st in
the Twin Cities. 1 was impressed by your commitment to children in the publishing of your
book. I will look forward to perhaps meeting you on your trip here and further discuss
how we as members of this National Village can make things better for children.
I realize that since I am not a lawyer or a person with a great deal of political expertise my
idea may be very naive. However, there does seem to me to be a case for some common
sense in trying to improve the conditions for children. I am one of the many people who
on a daily basis deals with the consequences and results of failed social policy and inept
systems. I have to sit across from a child and tell them that there is nothing more that I can
do and that they just have to make the best of a terrible situation. I have dealt with the
frustration and despair of trying to empower a child in a dis-empowering system. 1 need to
4
02-21-96 11:22AM FROM MBE #1715
P05
at least try to do something and hope that I can get others to see the reality of the situation
for children.
Thank you for your time and consideration of this issue.
Sincerely,
Denise Golden
Denise Golden
5
COLUMBIA HOSPITAL FOR WOMEN
MEDICAL CENTER
February 9, 1996
Hillary Rodham Clinton
The White House
Washington, DC 20500
Dear Mrs. Clinton:
I was extremely pleased to have attended the breakfast meeting at the National Press
Club organized by the National Commission on Working Women on Monday, February
5. As I mentioned during our brief chat as you were leaving, you are an inspiration to
every women who has ever experienced adversity in her career. I love the way you
continue to smile and continue with business as usual.
As President and Chief Executive Officer of Columbia Hospital for Women, I am very
pleased that the issue of teen pregnancy is a major focus for the Administration. We are
Columbia are very concerned about the future of our children, our adolescents, and the
children of our adolescents. At the hospital's Teen Health Center, operated as a
satellite facility in southeast Washington, D.C., we see many sad cases stemming from
poor education, abuse, lack of support. However, we also see many wonderful cases
of community help for the toddlers of teens, and, more importantly, and more recently,
the beginning of a growing spirit of self esteem among our young women and perhaps
the beginning of a trend of prevention. The medical and health issues are intertwined
with social issues, as you know.
I would love to host a book signing for you at the Teen Health Center. I can promise you
a warm, loving, and approving audience, and one which would be absolutely thrilled to
have the First Lady at the site which functions as part of their village.
I will personally follow up with your office in a week or so. Thank you for considering
making a statement on behalf of our teens, and, for making their day.
Sincerely,
Susan Jusa M. Hansen MHam
President and CEO
CARING FOR WOMEN 3 INFANTS
2425 L STREET, NORTHWEST
TELEPHONE [202] 293-6500
SINCE 1866
WASHINGTON, D.C. 20037
Children 38
Henl
Ms. Barbara Hill
865 Walnut Ave
Walnut Creek CA
94598-3736
Jan 24, 1995
The White House
Hillary Rodan Clinton
Washington D. C.
Dear Mrs. Clinton,
say this often J heard your interview with Jerry
"At tabes a village I've beard you
Yross on NPR and I heard a tape of your
speech at the Results conference last year
Besutts and the poor children of the would
new and protects UNICEF.
need your help. The 1996 foreign and bill contains
bill. We sign this foreign and
and USAID have yet means or the
In addition, we find that The State Department
will to implement fally survival programs.
It is hand understand why not. Perhaps
youthers can in find Besults the know right answers how we and can let help me and
implement these programs.
I an looking forward to hearing from you
Thank you
Barbara f'Zil
Ms. Barbara Hill
ORAL PM) 945
865 Walnut Ave
Walnut Creek CA
25 JAN
94598-3736
1396
Hilay Boolam Clinton
The Whate House
Washington DC20515
This is my fallow up to
our dis cussen at the
COLUMBIA HOSPITAL
SUSAN M. HANSEN, FACHE
FOR WOMEN
PRESIDENT AND
CHIEF EXECUTIVE OFFICER
State of the union. anything
HiSara MEDICAL CENTER CENTER
2425 L STREET, NORTHWEST
WASHINGTON, D.C. 20037
he appreciated !
you can do to help would
TELEPHONE (202) 293-6513
FACSIMILE (202) 293-7256
PHOTOCOPY
PRESERVATION
COLUMBIA HOSPITAL FOR WOMEN
MEDICAL CENTER
February 9, 1996
Hillary Rodham Clinton
The White House
Washington, DC 20500
Dear Mrs. Clinton:
I was extremely pleased to have attended the breakfast meeting at the National Press
Club organized by the National Commission on Working Women on Monday, February
5. As 1 mentioned during our brief chat as you were leaving, you are an inspiration to
every women who has ever experienced adversity in her career. I love the way you
continue to smile and continue with business as usual.
As President and Chief Executive Officer of Columbia Hospital for Women, I am very
pleased that the issue of teen pregnancy is a major focus for the Administration. We are
Columbia are very concerned about the future of our children, our adolescents, and the
children of our adolescents. At the hospital's Teen Health Center, operated as a
satellite facility in southeast Washington, D.C., we see many sad cases stemming from
poor education, abuse, lack of support. However, we also see many wonderful cases
of community help for the toddlers of teens, and, more importantly, and more recently,
the beginning of a growing spirit of self esteem among our young women and perhaps
the beginning of a trend of prevention. The medical and health issues are intertwined
with social issues, as you know.
I would love to host a book signing for you at the Teen Health Center. I can promise you
a warm, loving, and approving audience, and one which would be absolutely thrilled to
have the First Lady at the site which functions as part of their village.
i will personally follow up with your-office in a week or so. Thank you for considering
making a statement on behalf of our teens, and, for making their day.
Sincerely,
Susan M. Hansen MHam
President and CEO
CARING FOR WOMEN & INFANTS
2425 1. STREET, NORTHWEST
TELEPHONE [202] 293-6500
SINCE 1866
WASHINGTON, D.C. 20037
COLUMBIA HOSPITAL FOR WOMEN
MEDICAL CENTER
Sarah Brau
Office of the First Lady
The White House
Washington, DC 20500
02-13-96 01:58PM FROM WB/U. S. DIRECTOR
TO 94566244
P002/004
AMERICAN CENTER FOR CHILDREN'S TELEVISION
THE OLLIE AWARDS
January 16, 1996
Ms. Jan Piercy
3634 Albemarle Street, NW
Washington, DC 20008
Dear Jan:
In a recent interview about her new book, Hillary Clinton mentioned that she hoped to
hold a conference this spring on children's issues. Can you help get my name and bona
fides to the appropriate person, to be considered as a participant in that meeting?
I've enclosed a one-page sheet on the American Center for Children's Television, plus
my own brief biographical sketch. Let me know if you need any other information.
Best regards,
Naird
David W. Kleeman
Executive Director
This Children
R- 2/15/96
"TO PROMOTE EXCELLENCE IN TELEVISION PROGRAMMING FOR AMERICA'S CHILDREN"
MEMBER OFTHE INTERNATIONAL COUNCH., WORLD ALLIANCE OF TELEVISION FOR CHILDREN
1400 EAST TOUITY. DES PLAINES. ILLINOIS 60018 (847) 390-6199 FAX (817) 390 9135
02-13-96 01:58PM
FROM WB/U.S. DIRECTOR
TO 94566244
P003/004
AMERICAN CENTER FOR CHILDREN'S TELEVISION
THE OLLIE AWARDS
Board of Governors
The American Center for Children's Television fosters programming
for young people that is both beneficial and popular.
I
Britt
Children's Television Workshop
The Center's goals are to strengthen the capabilities, insights and
]
Dowdle
T
Broadcasting Company
motivation of children's programming professionals; to facilitate
collaboration among TV, new media, education, research and child
Ervin Duggan
Public Broadcasting Service
development experts; to evolve guidelines and standards for
recognizing outstanding work; and to increase public awareness and
J:
A. Fellows
Central Educational Network
understanding of "quality" television.
John Ford
Discovery Networks
Activities in service of these goals fall into four areas:
Henson
The Jim Henson Legacy
Recognizing Outstanding Achievements -- The Ollie Awards honor
America's best children's shows. Equally important, the process
Eugene Katt
Corporation for Public Broadcasting
provides a unique forum for sharpening critical and creative skills.
Geraldine Laybourne
Nickelodeon/Nick at Nite
Bringing Professionals Together -- Seminars and workshops help
TV professionals learn from others' expertise, and build a resource
Margaret Locach
Fax Children's Network
network. They are also a place for those from outside television to
impart special knowledge that might result in more effective shows.
William J. McCarter
WTTW/Chicago
Sharing and Providing Information -- The Center offers consulting
Judy Price
CBS Enterlainment
assistance and referral to experts on specific topics, for program
makers, researchers, educators, journalists, children's advocates and
Sterling C. Quinlan
Mediatoch
parents. The Center is the U.S. International Council member of
the World Alliance of Television for Children (WATCH), a global
Ame Simon
Microsoft Corporation
network of organizations supporting excellence in children's media.
Enhancing Public Awareness -- Ollie Award-winning programs are
held at Chicago's Museum of Broadcast Communications and New
York's Museum of Television and Radio.
The Center is supported and guided by a Board of Governors
drawn from the top ranks of children's programming executives,
representing commercial, cable and public television.
Center services are available to everyone - independent producer or
national network, local organization or international association -
seeking a positive, practical approach to improving children's TV.
If the American Center for Children's Television can help you
develop a project, plan a meeting, or locate resources, contact
David Kleeman at 708-390-6499* (phone), 708-390-9435* (fax), or
[email protected] (e-mail).
Note: Area Code changes to 847 in January 1996.
"TO PROMOTE EXCEI I ENCE IN TELEVISION PROGRAMMING FOR AMERICA'S CHILDREN"
MEMBER OF THE INTERNATIONAL COUNCH. WORLD ALLIANCE OF TELEVISION FOR CHILDREN
1400 EAST TODHY. DES PLAINES, ILLINOIS 60018 (847) 300-6400 FAX (847) 390 9435
02-13-96 01:58PM FROM WB/U.S. DIRECTOR
TO 94566244
P004/004
David W. Kleeman
Executive Director
American Center for Children's Television
Biographical Statement
Since 1988, David Kleeman has directed the American Center for Children's
Television. The Center works for excellence in children's media by organizing
opportunities for skill development and experience exchange among TV, new
media, education, research and child development experts.
In 1995, Kleeman was appointed by the U.S. Secretary of Commerce to the
National Advisory Council on Children's Educational Television. He is a founder
of the World Alliance of Television for Children and a member of the European
Children's Television Centre Advisory Board.
Kleeman is a creative/educational advisor or consultant to several media companies,
including Bank Street College/Hark Dove Productions; The Judge Baker Media
Center for Children: JP Kids, Inc: and Better Viewing Magazine. He is a frequent
speaker on the nature of "quality" in children's media.
From 1983 to 1988, Kleeman worked with the Public Broadcasting Service,
developing and acquiring programs in the areas of Children's and Cultural
Programming, and later serving as second-in-charge of national scheduling.
A graduate of Harvard College and the Stanford Mass Media Institute, Kleeman
is married and has two children.
1400 East Touhy, Suite 260
Des Plaines, Illinois 60018
847-390-6499 (office) / 847-390-9435 (fax)
THE WHITE HOUSE
WASHINGTON
February 1, 1996
Michele Kohn
3413 Monarch Ct.
Rapid city, South Dakota 57702-4821
Dear Ms. Kohn,
The First Lady asked that I thank you
for writing in reference to a proposed
conference on children this spring. Mrs.
Clinton is in the early stages of planning
for a children's conference. The format and
scope are not yet determined.
We will keep your interest in mind as
plans develop. Thank you for writing and
best wishes.
Sincerely yours,
Minder
Melanne Verveer
Deputy Chief of Staff
to the First Lady
conference 38
January 15, 1996
Dear Mrs. Clinton,
A dear friend of mine from Tacoma, WA and I were talking the other evening
about the interview you did with Barbara Walters. We especially focused
in on the segment regarding children
because both of us are teachers.
We taught together for many years and now we are only separated by miles; not
about what we believe is best for children.
I am into my 24th year of teaching Kindergarten children in the Carrousel
Building of the Douglas School System located next door to Ellsworth Air Force
Base. I began teaching Kindergarten right out of college. This is the only
age I have ever wanted to work with because this is where a child's first
impression of school begins. I have helped hundreds of children learn what
it is to be responsible and to make wise choices along with the academic 'stuff
administration and school boards require.
Over the years I have personally seen so many changes in families and the affec
that has on children; I have seen how the media industry has made an impact
on children's lives - sometimes pleasing and sometimes not so pleasing; I have
seen the number of children increase in the free milk program; I have dealt
with behaviors I would not have believed possible in this age child. I know
many more children now come to school unprepared for learning. School for
most children now is the safest place to be; the only place where they can
have someone listen to them and where expectations do not change.
You are planning a conference on children in the near future. There are two
people (one from South Dakota and one from Washington State) who have worked
in the real world of childhood for more than 20 years. We would be
delighted to share our expertise on young children. Until the 'real' people
begin to speak out, those who sit in judgment of what is best for children
will not have a clue about how decisions they make affect children's lives.
Thank you for your attention.
Sincerely,
Michell Kohn
Michele M. Kohn
3413 Monarch Ct.
Children -
Hi 1 Kert
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Date: Thu, 14 Mar 1996 16:29:45 -0500
From: [email protected]
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PERSONAL-NAME:
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EMAIL-ADDRESS:
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ODU
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TOPIC:
Children's Issues
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SUBJECT:
Children and Violence
[Message content follows]
Dear Mrs. Clinton:
It is a pleaure to be able to read your speeches about children
on the Internet. This certainly give more people access to your
remarks and thinking about this important issue. Next Fall I will
be team-teaching a course on "Children and Violence" and I
Book 34
support
Leslie Montano-Leigh
545 East Street
New Haven, CT 06511
January 25, 1996
Dear Mrs. Clinton,
I am writing you today to congratulate you on your
wonderful book and to inform you of a school where indeed
the philosophy is "It takes an entire village to raise a
child".
I am speaking of The Hyde Leadership School of Greater
New Haven, Connecticut. It is a public school magnet, only
three years old. The school has roots in The Hyde School of
Bath, Maine. They believed that they could take their char-
acter-first school to the inner-city and it would work there
too. It is working! The kids, while getting a preparatory
education, are also required to participate in sports and
community service. But valued above performance is attitude.
The students live by five principles, five lessons, and
these five words: Concern, Integrity, Leadership, Curiosity,
Concern.
We parents are involved also. We attend monthly meetings,
family weekends, and, most importantly, we challenge ourselves
to live by the same words. We have another saying that explains
why we do this: "The apple doesn't fall far from the tree". In
union with the teachers, coaches and illemembers of the Hyde
community we are a strong village.
This June we will have our first graduating class. I
am extremely proud of what our "village" has done!
Sincerely,
Leslie
Leslie Montano-Leigh
Leslie Montano-Leigh
545 East Street
32
USA/LE
New Haven, CT 06511
Ms Hillary Rodham Clinton
The White House
1600 Pennsylvania Avenue
Washington D.C.