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Education No.8 [Binder] [1]
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Education No.8 [Binder] [1]
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Melanne Verveer's Issues and Events files
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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. schedule
Schedule for Hillary Rodham Clinton [partial] (1 page)
04/22/1999
b(7)(E), b(6)
002. bio
re: Dr. Yolanda Moses [Personally Identifiable Information] [partial]
00/00/0000
b(6)
(1 page)
003. bio
re: Robert Geddes [Personally Identifiable Information] [partial] (1
00/00/0000
b(6)
page)
004. schedule
Schedule for Hillary Rodham Clinton [partial] (1 page)
06/03/1999
b(6)
005. resume
re: Susan K. Murray [Personally Identifiable Information] [partial] (1
06/01/1999
b(6)
page)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19009
FOLDER TITLE:
Education #8 [Binder] [1]
2013-0534-S
rc 1874
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
HRC
EDUCATION
BOOK #8
HRC # 8 00
PHOTOCOPY
Education
PRESERVATION
Education: Public School Reform & Higher Education
Objective:
To strengthen quality public education for our nation's children and ensure affordable higher
education for all Americans.
Accomplishments:
Promotion of general school reform
Recipient of NEA Friend of Education Award (7/5/99)
Recipient of Albert Shanker Award for Distinguished Service (4/22/99)
Delivered inaugural address at Jill and Ken Iscol Childhood and Future Lecture Series, Teachers
College, Columbia University (4/19/99)
Qualified Teachers in Every Classroom Event with POTUS (1/21/99)
Event with POTUS announcing initiatives to end social promotion (1/7/99)
Visit to Chicago school (2/18/97)
Speech to College Boards, Chicago (2/18/97)
Little Rock speech (2/97)
Columns: Education of Teachers (4/21/99), Reform (6/17/97), Recruiting and Retaining High
Quality Teachers (3/1/2000)
Promotion of school modernization and class size agenda
School modernization event in DC, as part of National School Modernization Day, and
announcement of school reform grants (9/8/98)
Numerous events on school modernization and class size, including school modernization/class
size event in Colorado (Fall, 98)
Column: School Reform- highlighting Chicago (5/27/98)
Promotion of Affordable Higher Education
Column: Column on College Affordability (1/26/2000)
For internal use only. Updated 6/1/00.
Education: Charter Schools and Public School Choice
Objective:
To promote public charter schools to provide choice and innovation in the public school system
and to fight against private school vouchers.
Accomplishments:
Promotion of charter school movement
Remarks to the Yale Child Study Center Symposium/ School Development Programs 30th
Anniversary (4/30/98)
Visit to Vaughn Charter School, Los Angeles (9/96)
Column: Charter Schools and Vouchers (5/20/98)
Promotion of DC charter schools
Leadership role on securing adequate funds for DC's charter schools (8/98)
DC Charter School Conference in the Indian Treaty Room (8/4/98)
Meeting with Arlene Ackerman on DC schools/ charter schools (6/23/98)
For internal use only. Updated 6/1/00.
Arts Education & Youth At Risk
Objective:
To highlight the importance of the arts in education and for youth at risk.
Accomplishments:
Video greeting for Coming Up Taller 2ⁿᵈ Annual Awards Presentation at OEOB (10/26/99)
VH1 Concert of the Century highlighting music education (10/23/99)
VH1 Save the Music Today Show appearance with VH1 President, John Sykes (6/10/99)
VH1 Save the Music event at New York Public School (6/10/99)
Launched release of PCAH and Arts Education Partnership Joint Report- "Gaining the Arts
Advantage: Lessons from School Districts that Value Arts Education" (3/3/99)
Taped video for announcement of NAEP Report (11/10/98)
Coming Up Taller Awards event at the White House (10/7/98)
Hosted Arts Education Call to Action event at the White House (9/98)
VH1 Save the Music arts education event at the Marie Reed School (9/17/98)
Chicago School Principal's Luncheon (6/3/98)
Scholastic Tea at White House (6/98)
Speech at Martin Luther King Jr. Library CD-Rom event (4/98)
Poetry Slam at Johnson Junior High (4/98)
Visited programs for youth at risk at the Manchester Craftsman Guild in PA (6/7/96) and Gallery
37 in Chicago (8/20/96)
Launched PCAH report Coming Up Taller on arts programs around the country geared towards
at-risk youth (4/26/96)
Column: Arts Education (3/3/99 & 5/21/96)
For internal use only. Updated 6/1/00.
Leadership PCAH, NEA, NEH, IMLS
Objective:
To continue to provide leadership on the federal role in the arts and humanities, promote national
recognition of the arts and humanities, and advocate for continued funding and support of the
NEA, the NEH, the IMLS and PCAH.
Accomplishments:
White House leading spokesperson on arts and humanities
Chief White House liaison with Arts and Humanities Endowments, PCAH and IMLS on all
relevant matters
Hosted 25th Anniversary of the Hirshorn Museum (10/12/99)
Participated in dedication of Shapiro Sculpture, US Embassy in Ottawa (9/30/99)
Presented 1999 NEA Heritage Fellowship Awards (9/28/99)
Presented 1999 NEA and NEH National Arts and Humanities Medals with POTUS (9/29/99)
Hosted National Arts and Humanities Medalists' Dinner (9/29/99)
Presented 1999 IMLS National Museum Service Awards (9/29/99)
Attended National Arts Awards Gala at Lincoln Center (5/24/99)
Attended First Ladies Library Dinner (3/16/99)
Hosted Marine Band's 200th Birthday event at White House (7/98)
Announced Sara Lee donation of corporate arts collection in Chicago (6/98)
Hosted Pritzker Prize Ceremony for architecture at White House (6/98)
Speech at Living Arts Downtown event to promote downtown DC revitalization with emphasis
on cultural complex (5/98)
Speech at American Ballet Theater Spring Gala (5/98)
Speech at University of Michigan on centrality of arts and implications in public policy (4/98)
Speech at Decatur House event for First National Dallas Women's Museum (3/98)
Speech at the National First Ladies Library Website event (2/98)
Participated in transmittal of Creative America to POTUS in a press conference (1/97)
Convened meetings with cultural leaders on meeting ongoing national cultural needs (10/96,
10/97)
Hosted National Heritage Awards ceremony at the White House (9/27/95- 10/98)
Speech at 125ᵗʰ Anniversary of the Metropolitan Museum of Art (6/6/95)
Hosted Presidential Design Awards with the President to honor the best in federal design and
construction (3/9/95)
Event at State Department to mark Jefferson's Birthday (4/11/94)
Oversee MOA/MOH awards, ceremony and dinner at White House (annual)
Arts and Humanities Month Proclamation (annual)
For internal use only. Updated 6/1/00.
Hosted event to honor Nobel laureates (annual)
Presented the National Award for Museum Services (yearlong)
Supported through participation, events, and White House leadership, major cultural institutions
and their programs: National Gallery, NSO, Kennedy Center, Carnegie Hall, the
Metropolitan, Library of Congress
NYT Op-ed about the importance of public support for the arts
Worked to save USIA's International Arts Exchange program from elimination
Hosted WETA events at White House
Supported and hosted FAPE events at White House
Column: Arts and Humanities Month (9/30/97)
For internal use only. Updated 6/1/00.
FIRST LADY HILLARY RODHAM CLINTON
Education
1993 - 2000
1993
4/30
National Education Association Reception - White House
5/1
University of Michigan Commencement - Ann Arbor, Michigan
5/10
Hugh O'Brien Youth Ambassadors Dinner - New York, NY
5/13
Meeting with National Education Association Leadership - White House
5/17
University of Pennsylvania Commencement - Philadelphia, PA
5/20
American Federation of Teachers Reception with POTUS - White House
6/10
Johns Hopkins University Commencement - Baltimore, MD
7/5
National Education Association Annual Convention - San Francisco, CA
7/29
Education and Labor Committee Meeting - Rayburn Building, Washington, DC
Announcement of the Earned Income Tax Credit - White House
9/15
Briefing - House Education & Labor Committee - Washington, DC
12/4
Zero to Three Awards Ceremony - Washington, DC
1994
1/27
School Event with Teachers and Children - Los Angeles, California
Drop By with Facility & Board Members of the District and Elected Officials
3/10
Math and Science Teaching Awards - White House
3/31
Signing of Goals 2000 Education Bill - San Diego, California
4/18
Question and Answer Session with Students and Teachers - Baltimore, MD
5/4
School to Work Event with POTUS - White House
5/7
Satellite Feed to NYC - United Federation of Teachers - White House
5/8
George Washington University Commencement - Washington, DC
5/15
University of Illinois Commencement - Champaign, Illinois
6/15
Duke Ellington Commencement Ceremony - Washington, DC
6/27
American Association of University Women -- White House
7/3
National Education Association's Annual Conference - New Orleans, LA
9/20
National Summit on Learning with Sen. Dodd - Washington, DC
10/6
National Education Association Event - All Four Principles - Washington, DC
11/1
Benning Elementary School - Washington DC
12/9
Drew Elementary School Visit - Washington DC
12/10
Symposium Children of the Americas - Education Breakout Session - Miami, FL
1995
¼
Dedication of William J. Clinton Elementary School - Little Rock, AR
1/26
Dedication Ceremony for Eleanor Roosevelt College - San Diego, California
2/13
Shaed Elementary School Event - Washington DC
3/1
School Lunch Event - Long Branch Elementary, Arlington VA
3/9
Math and Science Awards Ceremony - Washington DC
5/17
Video: Reading Recovery
6/4
John Hersey High School Commencement - Arlington Heights, Illinois
6/25
Children's Television Event - White House
8/9
Safe and Drug Free Schools Event - White House
8/11
Social Security Administrations Education Campaign - Washington DC
9/27
National Education Association Heritage Awards - White House
1996
1/11
Redbook Magazine Interview - America's Best Public Schools - White House
Interview with Education Week Magazine - White House
1/25
Address to Keene State College - Lebanon, New Hampshire
2/4
National School Boards Association Legislative Conference - Washington DC
2/8
Vaughn Learning Center - Los Angeles, California
2/25
Potter Thomas Elementary School Tour and Discussion - Philadelphia, PA
2/26
Meet and Greet with 5th Graders from Chicago - White House
3/2
Kids Plus Event - Hermantown Middle School - Hermantown MN
3/5
Driscoll Middle School Event - Corpus Christi, Texas
3/6
Buffalo Teachers Federation - Shea's Center for the Performing Arts - NY
5/3
Visit to Clark Elementary School - St. Louis, Missouri
5/11
University of Arkansas Commencement - Fayetteville, Arkansas
5/16
Drew University Commencement Address - Madison, New Jersey
5/28
Video - National Association for the Education of Young Children
5/30
Discussion at CK McClatchy High School - Sacramento, CA
6/5
Everybody Wins - End of School Year Celebration - Washington DC
6/11
Video - National Council on Education's Women President's Summit
6/21
Video - American Council on Education Conference
6/22
National Parent Teacher Association Event - Washington DC
7/26
National Association of Elementary School Principals State Leaders' Conference
- Arlington VA
8/9
Safe and Drug Free Schools Event - White House
8/11
Social Security Administrations Education Campaign - Washington DC
9/7
Visit to Zavala Elementary School - Austin, Texas
10/2
Wilmington High School Event - Wilmington Delaware
10/3
Remarks at Cheltenham High School - Wyncott PA
10/3
Ford Elementary School - Lynn, MA
10/8
DARE Event at Mott Elementary School - Flint, Michigan
10/9
Remarks to West High School - Madison, WI
10/10
Rally at East High School - Erie, Pennsylvania
1997
2/8
Remarks at the 1997 Education Awards Ceremony
2/14
Cleveland Elementary School Visit - Washington DC
2/18
Remarks at the Chicago Children's Museum - Chicago, Illinois
2/21
Briefing for Education Event with POTUS - White House
Garrison Elementary School - Washington DC
3-4
DC School Construction Announcement - Ketcham Elementary, Anacostia, DC
3/5
Meeting on Education Standards w/ POTUS - White House
3/10
Education Press Briefing - White House
3/11
"Early Literacy for All Children - Meeting the Challenge" - Little Rock, AR
4/7
Roundtable Discussion on Reading Recovery Program - Tallahassee, Florida
4/11
Cardozo High School Learn and Service Project - Washington DC
4/16
Prescription for Reading Event - White House
4/17
White House Conference on Early Childhood Development and Learning - WH
6/10
Reach out and Read Announcement - Baltimore, Maryland
6/13
Benjamin Banneker High School Commencement - Washington, DC
6/16
Washington Interfaith Network Festival - Wilson Elementary - Washington DC
6/17
Column on DC Schools
6/20
Summer Bridge Program Discussion - Kent Denver School - Englewood, CO
6/30
Washington Post Principals Leadership Institute - Washington DC
8/5
Column on the Balanced Budget of 1997
9/17
Charter School Event w/ POTUS - San Carlos Charter Learning Center, CA
10/1
Russell Elementary Roundtable Discussion - Quantico, VA
10/6
Malcolm X Elementary School Visit/Sallie Mae Announcement - Washington DC
10/28
Remarks at the College Board National Forum - Chicago, Illinois
1998
1/23
Virtual Y Child Care Event - Harriet Tubman School - New York, NY
1/26
Education News Conference - White House
1/27
After School Care Event with the Vice President - White House
2/10
Zero to Three's 20th Anniversary Celebration - Washington DC
3/2
Prescription for Reading Event - District Heights, Maryland
3/5
Highlighting Math and Science Education/Dunbar High School - Washington DC
4/29
Adlai Stevenson Elementary School - Elk Grove Village, IL
4/30
Remarks to the Yale Child Study Center Symposium in Honor of the the School
Development Program's 30ᵗʰ Anniversary - Yale University School of Medicine,
New Haven, CT
5/5
Video - Educational Press Association of America's 1998 Friend of Education
Award
5/7
USAID Girls Education Conference - Washington DC
5/20
Column on Public Education and School Vouchers
5/27
Column on Chicago Public Schools
6/3
Mayor Daley School Principals' Arts and Education Luncheon - Chicago, IL
6/7
USAID Girls Education conference - Reagan Trade Building - Washington DC
6/10
PSA - Alliance for Education
6/12
La Fayette Elementary School 6ᵗʰ Grade Graduation - Washington DC
6/17
21ˢᵗ Century Learning Programs Event w/ POTUS - White House
7/16
Discussion on Child and After School Care - Ithaca, New york
8/4
Remarks to DC's Charter Schools - White House
9/8
Promoting School Modernization and Announcement of New Grants to Support
DC School Reform - John Eaton Elementary -- Washington DC
9/9
Column on Education and the Budget
9/15
Arts Education Event - White House
9/17
VH-1 Announcement - Washington DC
Arts in Schools Event - White House
9/24
Colorado Education Event - Fort Logan Elementary - Sheridan, CO
10/8
AEA/Blanche Lincoln Public Education Rally - Little Rock, AR
10/15
Santa Fe Education Event - Community College Early Development Center, NM
10/16
Las Vegas Education Event - Healle Heweston Elementary School - Nevada
10/20
York For Governor Education Event - North Providence, RI
Massachusetts Education Event -Education Center - East Sommerville, MA
10/23
Education Event - Museum of Science and Industry - Chicago, Illinois
10/29
"Victory for Education" Rally - Jacksonville, Florida
10/31
Children and Education Rally - Minneapolis, Minnesota
11/5
Video: Arts Literacy for a Changing America
1999
1/7
Announcement on Proposals to Increase Afterschool Programs and End Social
Promotion w/ POTUS - White House
1/21
Education Event with POTUS - White House
2/2
Families Agenda Roundtable - Bedford-Stuyvesant YMCA - Brooklyn, NY
2/3
Column on Budget FY 2000
2/19
Video: National Arts Education Association
3/3
Column on Gaining the Arts Advantage
3/20
Safe School and Work Places Telephone Recording - White House
4/19
Jill and Ken Iscol Lecture Series Address: "Reimaging Education: A Matter of
Justice and Possibilities -Columbia University - New York, NY
4/20
Education Event - Garden City, NY
4/21
Column on the Teacher of the Year Award
4/22
Albert Shanker Award for Distinguished Service - Niagara Falls, NY
5/19
Educational Lecture with Students and Astronomers - Flagstaff, Arizona
6/2
City College of New York Commencement - New York, NY
6/3
Bethesda Chevy Chase High School Commencement - Washington, DC
6/10
VH-1 Announcement - New York, NY
7/5
NEA's Friend of Education Award Presentation - Orlando, Florida
9/15
Congressional Hispanic Caucus Institute's 22ⁿᵈ Annual Gala - Washington DC
9/25
Inauguration of President of Skidmore College - New York
10/12
Video for the Department of Education
10/22
Education Event- - Washington DC
11/24
Column on Budget Resolutions
2000
3/1
Column on Teacher Training, Recruitment and Retention
3/22
Discussion on Education - White Plains, NY
6/19
U.S. Merchant Marines Academy - King's Point, NY
6/26
Forrest Hills High School Commencement - NY
6/30
SUNY Stony Brook Commencement - NY
Columns
6/17/97
DC Schools
8/5/97
Balanced Budget 1997
5/20/98
School Vouchers
5/27/98
Chicago Public Schools
9/9/98
Education and the Budget
2/3/99
Budget FY 2000
3/3/99
Gaining the Arts Advantage
4/21/99
Teacher of the Year
11/24/99
Budget Resolutions
3/1/00
Teacher Resolutions
Commencement Addresses
6/13/69
Wellesley College - Wellesley, MA
5/29/92
Wellesley College - Wellesley, MA
5/1/93
University of Michigan Commencement Address - East Lansing, MI
5/17/93
University of Pennsylvania Commencement Address - Philadelphia, PA
5/8/94
George Washington University - Washington DC
5/15/94
University of Illinois - Champaign Urbana, Illinois
6/15/94
Duke Ellington School for the Performing Arts - Washington DC
7/12/94
John F. Kennedy High School - Berlin, Germany
5/17/95
Arkansas School for Mathematics and Science, Little Rock, AR - Video
5/27/95
San Francisco State University - San Francisco, CA
6/1/95
Brooklyn College Commencement Address - Brooklyn, New York
6/4/95
John Jersey High School - Arlington Heights, Illinois
6/9/95
Alice Deal Junior High School Promotional Exercises - Washington DC
6/11/95
University of Minnesota - Minneapolis, Minnesota
5/11/96
University of Arkansas, Fayetteville Commencement Address
5/18/96
Drew University - Madison, New Jersey
5/23/96
University of Maryland - College Park, Maryland
9/5/96
University of Texas - Austin, Texas
5/22/97
SAIS School of Johns Hopkins University - Baltimore, Maryland
6/13/97
Banneker High School Commencement Address - Washington DC
6/14/97
Ohio University Commencement Address - Athens, Ohio
10/29/97
United States Secret Service Graduation - Beltsville, MD
5/9/98
Howard University - Washington DC
6/4/98
Harvard Medical School - Cambridge, MA
6/15/98
Lafayette School - Washington DC
6/2/99
City College of New York - New York City, NY
6/3/99
Bethesda - Chevy Chase High School - Maryland
6/18/99
Al-Akhawayn University - Fes, Morocco
6/19/00
U.S. Merchant Marines Academy - King's Point, NY
6/26
Forrest Hills High School Commencement - Hempstead, NY
6/30
SUNY Stony Brook Commencement - Stony Brook, NY
Finished 7/21/00 - Katie McCormick Lelyveld and Julie Ahlbrandt
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
4/22/99 - Shanker Award
Divider Title:
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. schedule
Schedule for Hillary Rodham Clinton [partial] (1 page)
04/22/1999
b(7)(E), b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19009
FOLDER TITLE:
Education #8 [Binder] [1]
2013-0534-S
rc1874
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
FINAL
WASHINGTON, D.C. / NIAGARA FALLS, NEW YORK/WASHINGTON, D.C.
TRAVELING PARTY:
THE FIRST LADY
REPRESENTATIVE LAFALCE (D.C.- New York)
WHITNEY WILLIAMS
MARSHA BERRY
SHIRLEY SAGAWA
RALPH ALSWANG
(b)(7)e
[001]
NIAGRA FALLS
LEAD ADVANCE:
JULIE RENEHAN ROOM 204
HOWARD JOHNSON NIAGARA FALLS
716/285-5261
PHONE
716/285-8536 FAX
202/607-6207 CELL
WHCA SKYPAGER
NIAGRA FALLS
SITE ADVANCE:
MICHELLE BARNETT
NIAGRA FALLS
PRESS LEAD:
LARS ERICKSON
SCHEDULER:
WENDY ARENDS
202/456-7007 PHONE
202/456-5340 FAX
202/518-8209 HOME
WHCA PAGER
#4781
PREV RON
The White House
10:00am
MEETING
Residence
CLOSED PRESS/NO WH PHOTO
PARTICIPANTS:
The First Lady
(b)(6)
12:45pm-
MEETING
2:15pm
Residence
CLOSED PRESS/NO WH PHOTO
PARTICIPANTS:
The First Lady
Sidney Blumenthal
Tom Friedman
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
PAGE 2
2:15pm-
VIDEOS
2: 45pm
Room 459, Old Executive Office Building
CLOSED PRESS/WH PHOTO
-American Cancer Society honoring Sidney Kimmel
-American Friends of the "Oasis of Peace" Dinner
-Baruch College's Distinguished Alumnus Tribute
to Bernard Schwartz
-Brooklyn Children's Museum Centennial
Celebration
-Kick-Off of the Kaiser Permanente's Women's
Health Initiative
-Learning and the Brain: A Harvard University
Science Center and Conference
2:50pm-
DROP-BY with East Village Elementary School
3:00pm
Presidential Hall
Old Executive Office Building
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 60 students
3:05pm-
DROP-BY with Ambassador Benaissa
3:15pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Ambassador Mohamed Benaissa
Laila Benaissa
3:20pm-
DROP-BY with Aren Almon
3:30pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Aren Almon-Kok
Stanley Kok
Bella Kok
Eric Cote
Richard Eannaino
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
PAGE 3
3:30pm-
PRIVATE MEETING
3:50pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Fatima Mernissi
Mahnaz Afkami
Melanne Verveer
3:55pm-
DROP-BY with Iris Chang
4:05pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Iris Chang
Melanne Verveer
Diana Zuckerman
4:10pm-
DROP-BY with Goldman Prize winners
4:20pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 15 people
4:25pm-
DROP-BY with
(b)(6)
4:35pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
(b)(6)
Margaret Whillock
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
PAGE 4
4:35pm-
DROP-BY with the
(b)(6)
4:40pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
(b)(6)
4:40pm-
DROP-BY with
(b)(6)
4:45pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
(b)(6)
4:45pm
DEPART South Portico
VIA Motorcade
EN ROUTE Andrews Air Force Base
[Drive time: 30 minutes)
5:15pm
ARRIVE Andrews Air Force Base
5:30pm
WHEELS UP Andrews Air Force Base
EN ROUTE Niagara Falls International Airport,
Niagara Falls, New York
[Flight time: 1 hour]
[Meal: Dinner]
6:30pm
WHEELS DOWN Niagara Falls International Airport,
Niagara Falls, New York
FBO: Tech Aviation
Phone: 716/236-2174
CLOSED PRESS/CLOSED PUBLIC
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
PAGE 5
GREETERS:
James Galie, Mayor of Niagara Falls
6:45pm
DEPART Niagara Falls International Airport
VIA Motorcade
EN ROUTE Niagara Falls Convention and Civic
Center
[Drive time: 15 minutes]
7: 00pm
ARRIVE Niagara Falls Convention and Civic Center
GREETERS:
Thomas Hobart, Jr., President, New York State
United Teachers
Alan Lubin, Executive Vice President, New York
State United Teachers
Antonia Cortese, First Vice President, New York
State United Teachers
Dan Frasca, Controller, New York State United
Teachers
Sandy Feldman, President, AFT
Gigi Georges, AFT staff
Randi Weingarten, President, UFT
Walter Dunn, Vice President, New York State
United Teachers
Fred Nauman, Secretary-Treasurer, New York State
United Teachers
7:00pm
MEET AND GREET WITH LOCAL ELECTED OFFICIALS
Dressing Room B
Niagara Falls Convention and Civic Center
CLOSED PRESS/WH PHOTO
7:45pm-
RECEIVING LINE
8: 30pm
Backstage Area
Niagara Falls Convention and Civic Center
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 90 guests
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
PAGE 6
8:30pm-
ALBERT SHANKER AWARD FOR DISTINGUISHED SERVICE
15pm
Niagara Falls Convention and Civic Center
HRC Hold: Dressing Room A
Phone: 716/285-1916
Fax: 716/286-4782
Staff Hold: Dressing Room A
OPEN PRESS/WH PHOTO
FORMAT:
-The First Lady is announced onto stage and
proceeds to her seat.
-Thomas Hobart, Jr., President, New York State
United Teachers, makes welcoming remarks and
presents the First Lady with the Albert Shanker
Award for Distinguished Service.
-The First Lady makes remarks.
-Upon conclusion, the First Lady has the option
to work a ropeline.
-The First Lady departs.
PARTICIPANTS: 3500 guests
30pm
DEPART Niagara Falls Convention and Civic Center
VIA Motorcade
EN ROUTE Niagara Falls International Airport
[Drive time: 15 minutes]
9:45pm
ARRIVE Niagara Falls International Airport
10:00pm
WHEELS UP Niagara Falls International Airport,
Niagara Falls, New York
EN ROUTE Andrews Air Force Base, Washington, D.C.
[Flight time: 1 hour]
11:00pm
ARRIVE Andrews Air Force Base, Washington, D.C.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, APRIL 22, 1999
PAGE 7
11:10pm
DEPART Andrews Air Force Base
VIA Motorcade
EN ROUTE South Portico
[Drive time: 20 minutes]
11:30pm
ARRIVE South Portico
RON
The White House
Office of the Press Secretary
http://www.whitehouse.gov/WH/EOP/Fi../generalspeeches/1999/19990422.htm
Albert Shanker Award for Distinguished Service
New York State United Teachers
Remarks by First Lady Hillary Rodham Clinton
Niagara Falls, New York
April 22, 1999
Thank you very much, Tom [Hobart, Jr., president of the New York State United
Teachers]. I am deeply honored and moved by this award. I feel very grateful to you for
your leadership and to all those who lead with you and to all who are assembled here for
your commitment and dedication to the causes in which we believe so strongly--our
children's future, a nation of which we can be proud citizens--and for your willingness to
meet the responsibilities that each of us has to do our part to make certain that those
objectives can be realized.
I am delighted to be here in his district with Congressman John LeFalce and with Randi
Weingarten [president, United Federation of Teachers] and Sandy Feldman [president,
American Federation of Teachers]. I want to recognize and thank each of them. I also want
to recognize all of the officers and executive committee who are here. And I congratulate
the Niagara Falls All City Marching Band. You are a beautiful sight over there in your red
and white uniforms.
This is the second time I have been in this convention center. I was here before on
important matters relating to health and education, and I am particularly pleased to be back
here among people who are so committed. Each of you who represents your
constituency--as classroom teachers, college and university faculty and staff, school bus
drivers, custodians, secretaries, cafeteria workers, teachers' assistants and aides, nurses,
health care technicians--all of you are really on the front lines of caring for people,
particularly young people. I am personally very grateful for what you do every day.
Sometimes we take for granted the work that you know has to be done to help encourage a
young person, to bind up his orther hurt feelings or resolve a problem that is even worse. I
for one as well as the President know how essential the services you perform are.
I also know that we stand here in large measure because of the leadership of an
extraordinary man. Al Shanker is someone whom we should be celebrating all of the time.
Because he, in his inimitable way, caused us all to look at education--the future of our
country--in a different way. For more than fifteen years, I had the opportunity to work with
him on various issues. I considered him, of course, a remarkable union organizer. But he
was also a world leader and a true friend. He had real courage to stand up and be
counted--sometimes when it was not popular, often when he knew that the stand he would
take would be controversial even with people he cared about and sometimes represented.
He showed that courage in SO many ways, from the voter registration drives in the South, to
the fight for collective bargaining for public workers, to the arguments he eloquently made
about raising standards in our public schools. He reminded Americans time and time again
that our public schools are the very bedrock of our democracy and that anyone who forgot
that or anyone who wished to undermine that was doing a grave disservice to democracy in
America as we have known it and as we have learned to appreciate it.
I was privileged to speak at Columbia University Teachers College earlier this week, and I
said there what I would say again. The public education system of America is one of the
essential reasons that America is what it is today. You cannot feel good about our country
as we end this century if you cannot understand the fundamental role that public schools
have played in giving us not only the resources and the opportunities that we enjoy, but also
in making it possible for us to come together in our diversity and to appreciate our
commonality.
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So each of you who is here as a teacher or an employee of a public school or an institution
of public higher education is doing what you can do to make sure that not only our
education system is successful, but also that America continues to offer that dream of
potential to every young person.
Al Shanker would remind us that we cannot be complacent. We cannot rest on our past
laurels if we are to ensure that education is always up to the standards we need it to be. As
we move into a new economy with new challenges, it requires each of us to ask hard
questions. I recall very well when the national report, A Nation at Risk, came out in 1983,
and it made some very controversial claims. It flatly stated that we were committing what it
called "unilateral disarmament" because we were not doing what we needed to do to create
world-class schools. Both my husband and I noticed that Al Shanker was the first union
leader in the country to come out and say, "This report is a good thing. We have a lot of
work to do, and we are going to roll up our sleeves and get about the business of doing the
work." I have seen the results of his leadership and your work as I have been privileged to
visit schools throughout our country.
I was planning to give a very different speech tonight than the one that I will give. I was
going to come here and talk about the progress we have made together with thanks, in large
part, to the leadership of people like Al and Tom and Sandy and others, and the incredible
effort and creativity that you have brought to establishing standards-based education reform
and putting teachers once again in a position of authority and respect.
I was also going to talk about how in some of our most distressed neighborhoods I have
seen schools that are turning around and giving their students the opportunities those young
people deserve. But how I, along with all of you, still see many situations in which children
who are poor or of color or of some other background--that are in some way left out of that
educational advancement--are still falling behind.
And I wanted to talk with you about what we still needed to do to make sure that quality
education was available to every child in America. At Teachers College I quoted the motto
of a public school in Manhattan, PS Number One. It is a very simple motto that every child
can learn: No excuses. No exceptions. And that is what you have been attempting to prove
in the efforts that you have been making.
I was also going to thank you for the role that you have played in demonstrating that we can
make tangible improvements. Our nation's reading scores are up for the first time in all
three grade levels. We have made progress across the board in math and science. We see the
SAT and ACT scores going up. So we have a lot to show on paper that you and the students
and the communities here in New York, and indeed around America, are really getting
results.
I also wanted to talk about the Administration's plans to build on this progress by putting
100,000 more teachers into classrooms to lower classroom size so that teachers can give
their students the attention they need. I wanted to talk about how we do need to target more
investments to disadvantaged children; and promote accountability for results; and focus on
teacher quality improvements like real professional staff development and not the one-day,
one-shot workshops that you have to attend. I also wanted to talk about how publicly
funded vouchers are not the answer to any problem in our public schools.
These are all very important discussions, and I hope that I will have many opportunities to
talk with you further about every one of these matters, and to hear from you about what is
on your minds about how we can form a better partnership at all levels--not only of
government but of society as well--to make sure that the goals we share in common can be
realized. In coming here tonight, I know that my heavy heart is not the only one in this
great hall. I thank Tom for his moment of silence, because I think our thoughts and prayers
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are with people thousands of miles away--the families, the teachers, the students, the law
enforcement officials, the citizens of Littleton, Colorado who have lost so many beloved
members of their community. This terrible tragedy has put our entire nation into mourning,
and it reminds us once again that everything in life pales in comparison to our ability to
keep our children safe and out of harm's way.
I have talked with a lot of people in the last 48 hours and each of them has expressed a
sense of helplessness and sometimes even hopelessness. They ask, "What can we do? How
do we talk to our own children? How do we reach out to the people of Littleton to let them
know that we are thinking of them and standing with them?"
My husband went to a school today and talked with students and listened to what was on
their minds. He reminded them, as I have reminded others, that there is no way to explain
or even understand a tragedy such as this. But we have to try. And we have to recognize
that we are not helpless or hopeless. There are steps we can take, ways we can try to
prevent such tragedies from ever happening again. All we have to do is to look at the
people of Littleton to remind ourselves of how good our country fundamentally is. I saw the
lines of men and women waiting for hours to give blood, turning out for vigils, and
donating money to help with long-term counseling. I thank you, Tom, for your donation to
the healing process. Local hotels are providing free rooms for family members of victims
who have rushed to Littleton. Clergy, teachers and psychologists are gathering from all over
the state to comfort parents and students. So we can see, even now, that in the face of this
terrible tragedy people are not helpless or hopeless.
But we have to do more than just reflect on what has happened in Littleton. And again, I
turn to Al Shanker. I think about how in 1995 he announced on behalf of the AFT
[American Federation of Teachers] a national campaign to argue for safe and orderly
schools with rigorous academic standards. He knew, as all of you know, that we had to do
the best we could to provide a safe and orderly environment in all of our schools.
Now I am not sure that many of us would have pictured in our minds--when we first heard
Al Shanker say that or read his column promoting that--the school in Littleton, would we?
We would have had a very different picture about where the problems were, where the
violence occurred, the kinds of kids involved. What this spate of school shootings and
killings of the last two-and-a-half years have proven, if we ever needed to be reminded, is
that there is no community that can afford to think it is immune from what happens in the
larger society.
We also need no more powerful reminder that every single day our teachers are on the front
lines in our schools. Even as the bullets whizzed around them, the teachers at Columbine
High School never forgot their responsibilities to the students in their care. They risked
their lives to shield their students and help lead them to safety. One teacher, William David
Sanders, gave his life to protect his students. And two teachers were wounded.
So as we gather here tonight, I want to commend this union for being at the vanguard of the
movement to stop the violence and to create safe schools where all children are ready and
able to learn. And yet I am not sure that we have really absorbed the lessons you have been
trying to teach us. We know that most schools in America are safe. They are, in fact, often
the safest place that children can be in a community. I do not need to tell you that they are
not islands cut off from the rest of society. No school security system can keep society out
of the school house door. When a tragedy like Littleton happens, too often the immediate
response is a lot of finger pointing. The gun lobby points at the media. The media points
back at the gun lobby. Parents point at the schools. And everyone points at the parents. I do
not think that is a very useful exercise.
There are reasons why the young men have made SO well known the names of their towns--
Littleton and Jonesboro and Paducah and Springfield and Pearl. There are reasons why
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these events have happened, and there are ways we can better try to prepare ourselves to
intervene and prevent them in the future. There is no way to outline completely all of the
factors that go into what we have seen with the two young men in Littleton. But there is no
escaping the fact that there is responsibility for all of us to fulfill. I believe, as I said in my
book, that it takes a village, because I think that all of us have to be willing to accept our
share of responsibility for the raising of our children. There were some who criticized me
and said, "No, it is only parents." Of course parents are the primary and foremost influences
in their children's lives. There is nothing that can, in any way, overtake parental
responsibility in the understanding of what motivates and shapes children. But parents do
not act in a vacuum. Children are not raised in test tubes. They are influenced by all that
goes on around them. And those of us who have lived long enough know enough
circumstances where the family does not seem to have played the major role in the creation
of the problem that we can see in a young person. So we have to be thoughtful about how
we understand the various factors at work and the responsibilities each of us should be
taking.
There are a few points that I would like to see us make. I would ask you, who understand
more about these issues than most people in our society, to join with me and others in
trying to present a clearer picture of what needs to be done. Here are just some thoughts I
would like to share with you.
We held a White House Conference on School Safety last October. We brought together
parents and teachers, law enforcement officials, religious leaders, elected office holders,
child advocates --everyone we could imagine who had a direct stake in contributing to the
safety and well-being of our children. We looked at all the experts' opinions and the
research about school violence.
Out of that came a guide to safe schools called Early Warning, Timely Response that was
issued jointly by the Attorney General and the Secretary of Education. The report was sent
to every school district. It would not surprise any veteran teacher to know what it contained
in terms of what we should be looking for if we are going to try to intervene and help
young people to avoid violence.
I do not know how many of these brochures actually ended up in the hands of teachers, but
we are going to be sending out more to try to give those on the front lines, the teachers, the
arguments and the support that they need to be able to get the resources that are required to
do the job you know needs to be done. We do not have enough resources available to most
of our schools to take care of the problems that teachers identify among students. We have
got to do a better job of creating more psychological counseling resources, social work
counseling resources, and other support services.
I have friends who are teachers--and I am sure this is an experience some of you have
had--who have had to work for countless hours and days to try to find some help for a
student that they know is likely to hurt himself or others. It is often a lonely and frustrating
search. So the community and the school system have to be more willing to provide the
support and the resources so that when the alarm bells go off in your heads, you have
somebody you can turn to. I hope we will begin to focus on that and have a national
response, but we will need your leadership and voice in order to achieve that.
We also have to find some ways for students to make referrals--anonymously, if
necessary--so they can bring to teachers' and administrators' attention what they know is
happening among some of their peers. I would like to see in every community some kind of
hotline, some kind of number that can be called, both to report concerns and to seek help,
and a referral service that can really back up the referrals with the services that are needed.
We are attempting in this Administration to provide more support for people with mental
illness, and we have dramatically increased the funding for children's mental health
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services. I want to thank my friend, Tipper Gore, who has been a real champion of mental
health for everyone, particularly for children. We will not make the progress we need until
we treat mental illness just as seriously as physical illness and provide the resources to treat
it. We know there is a lot of confusion, alienation, and just plain growing-up adolescent
angst out there. Some of it is just normal development, and some of it is more serious than
that. So we do have to begin to make a distinction, and have enough trained people to treat
and counsel those whom we believe are in trouble.
We also have to stand up and say what needs to be said about guns and firearms and bombs.
We know that young people will have disagreements, arguments, even fights. We know that
adolescents have problems with impulse control. Why on earth would we permit any young
person to have access to the kind of firearms that these two young men brought into that
school?
In preparation for the White House Conference on School Safety and Violence, we had a
roundtable discussion with a lot of very accomplished people--experts and researchers. And
I will never forget the comment that one of them made. He said, "You know, I've studied
the attitudes and the psychological profiles of young people in many different societies
around the world. And I believe that the single biggest difference why our rate of violence
is higher than others is because we have so many weapons that are easily available." Unless
you take away that capacity to immediately discharge those feelings, to use that weapon
against others instead of learning how to deal with your own emotions, we know too well
the results.
Now some have still argued against the need for sensible gun control, but we can see the
results. When my husband stood up against the gun lobby and fought for the Brady Bill,
there were those who said it would not make any difference, it would just interfere with the
right of Americans to have access to weapons. Well today we can look back. Since the
Brady Bill was enacted, 250,000 felons, fugitives and stalkers have been denied handguns,
and I am grateful that they have.
The President will be sending crime legislation to the Congress shortly. In it he is going to
ask the Congress to extend the Brady Bill so that young people who commit serious and
violent offenses cannot ever purchase handguns when they become adults, and also to ask
that child safety locks be put on all guns, and to raise the penalties for juveniles who
possess handguns and for adults who illegally transfer them to young people. We should
hold people who allow children easy access to firearms criminally responsible for their
reckless actions when children get access to their guns.
We also have to recognize something else. Why is it, in addition to the accessibility of these
weapons, that a young American can take one and turn it on his fellow classmates, and then
on himself? We also have to be willing to stand up and talk about the culture of violence
that infects the lives of our children. You can no any longer argue against the research
findings that started with the Surgeon General's report in 1972 and have continued
unabated from this country and others that the constant exposure to violence--on television,
in the movies, in the video games, in the music--does not have an effect on the way children
see themselves and others. There is just too much evidence that children are desensitized,
they lose empathy. There is increasing concern about the impact on vulnerable young
people of video games that are interactive and that you win based on how many people you
kill.
I was reading about a study that discussed what needed to be done in the military to prepare
people to overcome the natural inhibition that most humans feel about killing another
human being. The military often has to work very hard to prepare people to be on the front
lines. How do they do it? By repetitive practice. By target shooting where the targets look
like people. By creating an instantaneous, habitual reaction, much as we see in these video
games.
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In the last five years we have had an additional concern raised by the Internet. And again,
we are getting increasingly worried about the access that children have on the Internet to all
kinds of information and propaganda and how difficult it is to mediate between them and
the information or to control their access to it. Now in the last several years we have tried in
various ways to empower parents and other responsible adults so that they can be the ones
to be those mediators. That is the idea behind the V-chip, where parents would be able to
control what came in on the television set. That is the idea behind putting some kind of
standards in place through legislation for what is pornography on the Internet. So there have
been efforts made to try at the national level to equip parents and adults so that they did not
feel quite so helpless in the face of this explosion of media images, many of which are
violent.
Now the problem of course is, as anyone will quickly recognize, that there is so much of it,
we are awash in it, and most kids are not terribly affected by it. The combination of
parenting or genetics, resilience, empathy, experience, whatever, guides them through this
climate of violence. But for other young people, who for whatever reason are vulnerable,
we do not have early warning signals and we do not have enough safeguards built in. We
are going to have to do some serious thinking in our country about how we will take more
control over what our children see, and what they experience, and how they understand
what they see and experience.
Now rightfully we have a lot of concerns about the First Amendment and government
censorship, so we have to be very thoughtful about how we navigate through those. But I
hope to be working with community groups, parents' groups, educators' groups to try to
think of some better ways we can take back responsibility in this area.
We can no longer shut our eyes to the impact that the media is having on all of our children,
and on the potentially violent impact it is having on some. I will be asking you to help
us--to help Tipper Gore and me and the President, the Vice President and others--to think of
ways we can devise to persuade parents to exercise more authority, to help peers influence
each other, so that we can begin to fight back against the violence and the impact that it has.
It raises large questions about why we as a culture glorify violence, why we consider it
acceptable, why we laugh at it, why we turn our backs to it when our children are involved
in it. And I think we are going to have to be very honest about what kind of steps we are
willing to take to do something about it.
Finally, parents, of course, have to be equipped and empowered to feel that they have more
responsibility and authority on the lives of their children. I hear it from teachers all the
time. How for so many reasons, parents are not able to be as involved in their children's
lives as they used to be. How you do not see them in school meetings or parent-teacher
conferences. How you cannot find them if you are trying to call to discuss a problem. Of
course, much of that is because of the long hours and the emotional demands of work and
family and single-parent families. We know that from recent reports, parents often have a
high level of conflict between the obligations they feel at the workplace and what they feel
to their family. Because of these pressures--the breakup of families, the disappearance of
fathers from children's lives--we have many young people trying to navigate to adulthood
without enough adults around them.
So how do we provide more support for working parents? How do we encourage more
parents to stay involved in their children's lives, especially as those children get older?
Some say that it is a task for each individual family. I do not believe that. I think we should
help parents more than we are. I believe that legislation like the Family and Medical Leave
Act should be extended so that parents can go to parent-teacher conferences off the job. I
believe it is in all of our interests to subsidize quality child care and after-school programs
so that children can be safe. I believe that communities have to work harder to involve
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parents in taking care of children, and provide opportunities and places for children to be
during summers and evenings and weekends.
There is a lot we can do that we know works. We just lack the will to put into effect what
we know works. We are not willing to do all that is necessary to give parents the tools they
need to be the best possible parents they can be. We also have to be sure that we help
parents know where they can go for help. A lot of parents do not know, and they throw up
their hands and they walk away.
We have seen what parents can do when they join together. Just think about how before
Mothers Against Drunk Driving, it was considered more or less okay to have a few drinks
and get behind the wheel of a car. MADD fundamentally changed the way we think about
that now. We have designated drivers. We have people who are under more social pressure
not to drink and drive. Well that is one way that parents coming together, citizens banding
together, have been able to change the environment and do what they needed to do to
change behavior.
There is much we have to talk about. But I know that if Al Shanker were here, he would tell
us to say what has to be said and to do what has to be done. Not to be afraid or hide our
heads in the sand or back away from the challenges we face. Because we can meet them. It
takes courage and faith and sometimes a really thick skin to overcome the hopelessness and
helplessness that we can feel at times like these. But think about the amount of courage and
faith it took for those students and teachers in Littleton during that crisis--or what the
community has shown us in the days since. We owe it to them, and we owe it to all of our
children and all of our teachers and all of our parents. And we owe it to ourselves to make
sure that we adopt whatever strategy it takes
--wiping out gun violence, reaching our kids with counseling, standing up against the
culture of violence. Because that is what we should expect from ourselves.
I go back to that motto from PS Number One: No excuses. No exceptions. I can think of no
more important tribute to those who lost their lives or those who will be struggling to
rebuild theirs than to take on this issue that you led the way on years ago. Help us. Help us
to understand how to make our schools safe and orderly, how to make our communities safe
and orderly, and how to give hope to children who otherwise feel that no one cares. There
is no better group to lead us in this effort than our nation's teachers. I thank you for what
you have done. I thank you for this honor you have given me. And I look forward to
working with you on behalf of America's children.
Thank you very much.
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Albert Shanker Award for Distinguished Service
New York State United Teachers
Remarks by First Lady Hillary Rodham Clinton
Niagara Falls, New York
April 22, 1999
Thank you very much, Tom [Hobart, Jr., president of the New York State United
Teachers]. I am deeply honored and moved by this award. I feel very grateful to you for
your leadership and to all those who lead with you and to all who are assembled here for
your commitment and dedication to the causes in which we believe so strongly--our
children's future, a nation of which we can be proud citizens--and for your willingness to
meet the responsibilities that each of us has to do our part to make certain that those
objectives can be realized.
I am delighted to be here in his district with Congressman John LeFalce and with Randi
Weingarten [president, United Federation of Teachers] and Sandy Feldman [president,
American Federation of Teachers]. I want to recognize and thank each of them. I also want
to recognize all of the officers and executive committee who are here. And I congratulate
the Niagara Falls All City Marching Band. You are a beautiful sight over there in your red
and white uniforms.
This is the second time I have been in this convention center. I was here before on
important matters relating to health and education, and I am particularly pleased to be back
here among people who are so committed. Each of you who represents your
constituency--as classroom teachers, college and university faculty and staff, school bus
drivers, custodians, secretaries, cafeteria workers, teachers' assistants and aides, nurses,
health care technicians--all of you are really on the front lines of caring for people,
particularly young people. I am personally very grateful for what you do every day.
Sometimes we take for granted the work that you know has to be done to help encourage a
young person, to bind up his or her hurt feelings or resolve a problem that is even worse. I
for one as well as the President know how essential the services you perform are.
I also know that we stand here in large measure because of the leadership of an
extraordinary man. Al Shanker is someone whom we should be celebrating all of the time.
Because he, in his inimitable way, caused us all to look at education--the future of our
country--in a different way. For more than fifteen years, I had the opportunity to work with
him on various issues. I considered him, of course, a remarkable union organizer. But he
was also a world leader and a true friend. He had real courage to stand up and be
counted--sometimes when it was not popular, often when he knew that the stand he would
take would be controversial even with people he cared about and sometimes represented.
He showed that courage in so many ways, from the voter registration drives in the South, to
the fight for collective bargaining for public workers, to the arguments he eloquently made
about raising standards in our public schools. He reminded Americans time and time again
that our public schools are the very bedrock of our democracy and that anyone who forgot
that or anyone who wished to undermine that was doing a grave disservice to democracy in
America as we have known it and as we have learned to appreciate it.
I was privileged to speak at Columbia University Teachers College earlier this week, and I
said there what I would say again. The public education system of America is one of the
essential reasons that America is what it is today. You cannot feel good about our country
as we end this century if you cannot understand the fundamental role that public schools
have played in giving us not only the resources and the opportunities that we enjoy, but also
in making it possible for us to come together in our diversity and to appreciate our
commonality.
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So each of you who is here as a teacher or an employee of a public school or an institution
of public higher education is doing what you can do to make sure that not only our
education system is successful, but also that America continues to offer that dream of
potential to every young person.
Al Shanker would remind us that we cannot be complacent. We cannot rest on our past
laurels if we are to ensure that education is always up to the standards we need it to be. As
we move into a new economy with new challenges, it requires each of us to ask hard
questions. I recall very well when the national report, A Nation at Risk, came out in 1983,
and it made some very controversial claims. It flatly stated that we were committing what it
called "unilateral disarmament" because we were not doing what we needed to do to create
world-class schools. Both my husband and I noticed that Al Shanker was the first union
leader in the country to come out and say, "This report is a good thing. We have a lot of
work to do, and we are going to roll up our sleeves and get about the business of doing the
work." I have seen the results of his leadership and your work as I have been privileged to
visit schools throughout our country.
I was planning to give a very different speech tonight than the one that I will give. I was
going to come here and talk about the progress we have made together with thanks, in large
part, to the leadership of people like Al and Tom and Sandy and others, and the incredible
effort and creativity that you have brought to establishing standards-based education reform
and putting teachers once again in a position of authority and respect.
I was also going to talk about how in some of our most distressed neighborhoods I have
seen schools that are turning around and giving their students the opportunities those young
people deserve. But how I, along with all of you, still see many situations in which children
who are poor or of color or of some other background--that are in some way left out of that
educational advancement--are still falling behind.
And I wanted to talk with you about what we still needed to do to make sure that quality
education was available to every child in America. At Teachers College I quoted the motto
of a public school in Manhattan, PS Number One. It is a very simple motto that every child
can learn: No excuses. No exceptions. And that is what you have been attempting to prove
in the efforts that you have been making.
I was also going to thank you for the role that you have played in demonstrating that we can
make tangible improvements. Our nation's reading scores are up for the first time in all
three grade levels. We have made progress across the board in math and science. We see the
SAT and ACT scores going up. So we have a lot to show on paper that you and the students
and the communities here in New York, and indeed around America, are really getting
results.
I also wanted to talk about the Administration's plans to build on this progress by putting
100,000 more teachers into classrooms to lower classroom size so that teachers can give
their students the attention they need. I wanted to talk about how we do need to target more
investments to disadvantaged children; and promote accountability for results; and focus on
teacher quality improvements like real professional staff development and not the one-day,
one-shot workshops that you have to attend. I also wanted to talk about how publicly
funded vouchers are not the answer to any problem in our public schools.
These are all very important discussions, and I hope that I will have many opportunities to
talk with you further about every one of these matters, and to hear from you about what is
on your minds about how we can form a better partnership at all levels--not only of
government but of society as well--to make sure that the goals we share in common can be
realized. In coming here tonight, I know that my heavy heart is not the only one in this
great hall. I thank Tom for his moment of silence, because I think our thoughts and prayers
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are with people thousands of miles away--the families, the teachers, the students, the law
enforcement officials, the citizens of Littleton, Colorado who have lost so many beloved
members of their community. This terrible tragedy has put our entire nation into mourning,
and it reminds us once again that everything in life pales in comparison to our ability to
keep our children safe and out of harm's way.
I have talked with a lot of people in the last 48 hours and each of them has expressed a
sense of helplessness and sometimes even hopelessness. They ask, "What can we do? How
do we talk to our own children? How do we reach out to the people of Littleton to let them
know that we are thinking of them and standing with them?"
My husband went to a school today and talked with students and listened to what was on
their minds. He reminded them, as I have reminded others, that there is no way to explain
or even understand a tragedy such as this. But we have to try. And we have to recognize
that we are not helpless or hopeless. There are steps we can take, ways we can try to
prevent such tragedies from ever happening again. All we have to do is to look at the
people of Littleton to remind ourselves of how good our country fundamentally is. I saw the
lines of men and women waiting for hours to give blood, turning out for vigils, and
donating money to help with long-term counseling. I thank you, Tom, for your donation to
the healing process. Local hotels are providing free rooms for family members of victims
who have rushed to Littleton. Clergy, teachers and psychologists are gathering from all over
the state to comfort parents and students. So we can see, even now, that in the face of this
terrible tragedy people are not helpless or hopeless.
But we have to do more than just reflect on what has happened in Littleton. And again, I
turn to Al Shanker. I think about how in 1995 he announced on behalf of the AFT
[American Federation of Teachers] a national campaign to argue for safe and orderly
schools with rigorous academic standards. He knew, as all of you know, that we had to do
the best we could to provide a safe and orderly environment in all of our schools.
Now I am not sure that many of us would have pictured in our minds--when we first heard
Al Shanker say that or read his column promoting that--the school in Littleton, would we?
We would have had a very different picture about where the problems were, where the
violence occurred, the kinds of kids involved. What this spate of school shootings and
killings of the last two-and-a-half years have proven, if we ever needed to be reminded, is
that there is no community that can afford to think it is immune from what happens in the
larger society.
We also need no more powerful reminder that every single day our teachers are on the front
lines in our schools. Even as the bullets whizzed around them, the teachers at Columbine
High School never forgot their responsibilities to the students in their care. They risked
their lives to shield their students and help lead them to safety. One teacher, William David
Sanders, gave his life to protect his students. And two teachers were wounded.
So as we gather here tonight, I want to commend this union for being at the vanguard of the
movement to stop the violence and to create safe schools where all children are ready and
able to learn. And yet I am not sure that we have really absorbed the lessons you have been
trying to teach us. We know that most schools in America are safe. They are, in fact, often
the safest place that children can be in a community. I do not need to tell you that they are
not islands cut off from the rest of society. No school security system can keep society out
of the school house door. When a tragedy like Littleton happens, too often the immediate
response is a lot of finger pointing. The gun lobby points at the media. The media points
back at the gun lobby. Parents point at the schools. And everyone points at the parents. I do
not think that is a very useful exercise.
There are reasons why the young men have made so well known the names of their towns--
Littleton and Jonesboro and Paducah and Springfield and Pearl. There are reasons why
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these events have happened, and there are ways we can better try to prepare ourselves to
intervene and prevent them in the future. There is no way to outline completely all of the
factors that go into what we have seen with the two young men in Littleton. But there is no
escaping the fact that there is responsibility for all of us to fulfill. I believe, as I said in my
book, that it takes a village, because I think that all of us have to be willing to accept our
share of responsibility for the raising of our children. There were some who criticized me
and said, "No, it is only parents." Of course parents are the primary and foremost influences
in their children's lives. There is nothing that can, in any way, overtake parental
responsibility in the understanding of what motivates and shapes children. But parents do
not act in a vacuum. Children are not raised in test tubes. They are influenced by all that
goes on around them. And those of us who have lived long enough know enough
circumstances where the family does not seem to have played the major role in the creation
of the problem that we can see in a young person. So we have to be thoughtful about how
we understand the various factors at work and the responsibilities each of us should be
taking.
There are a few points that I would like to see us make. I would ask you, who understand
more about these issues than most people in our society, to join with me and others in
trying to present a clearer picture of what needs to be done. Here are just some thoughts I
would like to share with you.
We held a White House Conference on School Safety last October. We brought together
parents and teachers, law enforcement officials, religious leaders, elected office holders,
child advocates --everyone we could imagine who had a direct stake in contributing to the
safety and well-being of our children. We looked at all the experts' opinions and the
research about school violence.
Out of that came a guide to safe schools called Early Warning, Timely Response that was
issued jointly by the Attorney General and the Secretary of Education. The report was sent
to every school district. It would not surprise any veteran teacher to know what it contained
in terms of what we should be looking for if we are going to try to intervene and help
young people to avoid violence.
I do not know how many of these brochures actually ended up in the hands of teachers, but
we are going to be sending out more to try to give those on the front lines, the teachers, the
arguments and the support that they need to be able to get the resources that are required to
do the job you know needs to be done. We do not have enough resources available to most
of our schools to take care of the problems that teachers identify among students. We have
got to do a better job of creating more psychological counseling resources, social work
counseling resources, and other support services.
I have friends who are teachers--and I am sure this is an experience some of you have
had--who have had to work for countless hours and days to try to find some help for a
student that they know is likely to hurt himself or others. It is often a lonely and frustrating
search. So the community and the school system have to be more willing to provide the
support and the resources so that when the alarm bells go off in your heads, you have
somebody you can turn to. I hope we will begin to focus on that and have a national
response, but we will need your leadership and voice in order to achieve that.
We also have to find some ways for students to make referrals--anonymously, if
necessary--so they can bring to teachers' and administrators' attention what they know is
happening among some of their peers. I would like to see in every community some kind of
hotline, some kind of number that can be called, both to report concerns and to seek help,
and a referral service that can really back up the referrals with the services that are needed.
We are attempting in this Administration to provide more support for people with mental
illness, and we have dramatically increased the funding for children's mental health
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services. I want to thank my friend, Tipper Gore, who has been a real champion of mental
health for everyone, particularly for children. We will not make the progress we need until
we treat mental illness just as seriously as physical illness and provide the resources to treat
it. We know there is a lot of confusion, alienation, and just plain growing-up adolescent
angst out there. Some of it is just normal development, and some of it is more serious than
that. So we do have to begin to make a distinction, and have enough trained people to treat
and counsel those whom we believe are in trouble.
We also have to stand up and say what needs to be said about guns and firearms and bombs.
We know that young people will have disagreements, arguments, even fights. We know that
adolescents have problems with impulse control. Why on earth would we permit any young
person to have access to the kind of firearms that these two young men brought into that
school?
In preparation for the White House Conference on School Safety and Violence, we had a
roundtable discussion with a lot of very accomplished people--experts and researchers. And
I will never forget the comment that one of them made. He said, "You know, I've studied
the attitudes and the psychological profiles of young people in many different societies
around the world. And I believe that the single biggest difference why our rate of violence
is higher than others is because we have so many weapons that are easily available." Unless
you take away that capacity to immediately discharge those feelings, to use that weapon
against others instead of learning how to deal with your own emotions, we know too well
the results.
Now some have still argued against the need for sensible gun control, but we can see the
results. When my husband stood up against the gun lobby and fought for the Brady Bill,
there were those who said it would not make any difference, it would just interfere with the
right of Americans to have access to weapons. Well today we can look back. Since the
Brady Bill was enacted, 250,000 felons, fugitives and stalkers have been denied handguns,
and I am grateful that they have.
The President will be sending crime legislation to the Congress shortly. In it he is going to
ask the Congress to extend the Brady Bill so that young people who commit serious and
violent offenses cannot ever purchase handguns when they become adults, and also to ask
that child safety locks be put on all guns, and to raise the penalties for juveniles who
possess handguns and for adults who illegally transfer them to young people. We should
hold people who allow children easy access to firearms criminally responsible for their
reckless actions when children get access to their guns.
We also have to recognize something else. Why is it, in addition to the accessibility of these
weapons, that a young American can take one and turn it on his fellow classmates, and then
on himself? We also have to be willing to stand up and talk about the culture of violence
that infects the lives of our children. You can no any longer argue against the research
findings that started with the Surgeon General's report in 1972 and have continued
unabated from this country and others that the constant exposure to violence--on television,
in the movies, in the video games, in the music--does not have an effect on the way children
see themselves and others. There is just too much evidence that children are desensitized,
they lose empathy. There is increasing concern about the impact on vulnerable young
people of video games that are interactive and that you win based on how many people you
kill.
I was reading about a study that discussed what needed to be done in the military to prepare
people to overcome the natural inhibition that most humans feel about killing another
human being. The military often has to work very hard to prepare people to be on the front
lines. How do they do it? By repetitive practice. By target shooting where the targets look
like people. By creating an instantaneous, habitual reaction, much as we see in these video
games.
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In the last five years we have had an additional concern raised by the Internet. And again,
we are getting increasingly worried about the access that children have on the Internet to all
kinds of information and propaganda and how difficult it is to mediate between them and
the information or to control their access to it. Now in the last several years we have tried in
various ways to empower parents and other responsible adults so that they can be the ones
to be those mediators. That is the idea behind the V-chip, where parents would be able to
control what came in on the television set. That is the idea behind putting some kind of
standards in place through legislation for what is pornography on the Internet. So there have
been efforts made to try at the national level to equip parents and adults so that they did not
feel quite so helpless in the face of this explosion of media images, many of which are
violent.
Now the problem of course is, as anyone will quickly recognize, that there is so much of it,
we are awash in it, and most kids are not terribly affected by it. The combination of
parenting or genetics, resilience, empathy, experience, whatever, guides them through this
climate of violence. But for other young people, who for whatever reason are vulnerable,
we do not have early warning signals and we do not have enough safeguards built in. We
are going to have to do some serious thinking in our country about how we will take more
control over what our children see, and what they experience, and how they understand
what they see and experience.
Now rightfully we have a lot of concerns about the First Amendment and government
censorship, so we have to be very thoughtful about how we navigate through those. But I
hope to be working with community groups, parents' groups, educators' groups to try to
think of some better ways we can take back responsibility in this area.
We can no longer shut our eyes to the impact that the media is having on all of our children,
and on the potentially violent impact it is having on some. I will be asking you to help
us--to help Tipper Gore and me and the President, the Vice President and others--to think of
ways we can devise to persuade parents to exercise more authority, to help peers influence
each other, so that we can begin to fight back against the violence and the impact that it has.
It raises large questions about why we as a culture glorify violence, why we consider it
acceptable, why we laugh at it, why we turn our backs to it when our children are involved
in it. And I think we are going to have to be very honest about what kind of steps we are
willing to take to do something about it.
Finally, parents, of course, have to be equipped and empowered to feel that they have more
responsibility and authority on the lives of their children. I hear it from teachers all the
time. How for so many reasons, parents are not able to be as involved in their children's
lives as they used to be. How you do not see them in school meetings or parent-teacher
conferences. How you cannot find them if you are trying to call to discuss a problem. Of
course, much of that is because of the long hours and the emotional demands of work and
family and single-parent families. We know that from recent reports, parents often have a
high level of conflict between the obligations they feel at the workplace and what they feel
to their family. Because of these pressures--the breakup of families, the disappearance of
fathers from children's lives--we have many young people trying to navigate to adulthood
without enough adults around them.
So how do we provide more support for working parents? How do we encourage more
parents to stay involved in their children's lives, especially as those children get older?
Some say that it is a task for each individual family. I do not believe that. I think we should
help parents more than we are. I believe that legislation like the Family and Medical Leave
Act should be extended so that parents can go to parent-teacher conferences off the job. I
believe it is in all of our interests to subsidize quality child care and after-school programs
so that children can be safe. I believe that communities have to work harder to involve
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parents in taking care of children, and provide opportunities and places for children to be
during summers and evenings and weekends.
There is a lot we can do that we know works. We just lack the will to put into effect what
we know works. We are not willing to do all that is necessary to give parents the tools they
need to be the best possible parents they can be. We also have to be sure that we help
parents know where they can go for help. A lot of parents do not know, and they throw up
their hands and they walk away.
We have seen what parents can do when they join together. Just think about how before
Mothers Against Drunk Driving, it was considered more or less okay to have a few drinks
and get behind the wheel of a car. MADD fundamentally changed the way we think about
that now. We have designated drivers. We have people who are under more social pressure
not to drink and drive. Well that is one way that parents coming together, citizens banding
together, have been able to change the environment and do what they needed to do to
change behavior.
There is much we have to talk about. But I know that if Al Shanker were here, he would tell
us to say what has to be said and to do what has to be done. Not to be afraid or hide our
heads in the sand or back away from the challenges we face. Because we can meet them. It
takes courage and faith and sometimes a really thick skin to overcome the hopelessness and
helplessness that we can feel at times like these. But think about the amount of courage and
faith it took for those students and teachers in Littleton during that crisis--or what the
community has shown us in the days since. We owe it to them, and we owe it to all of our
children and all of our teachers and all of our parents. And we owe it to ourselves to make
sure that we adopt whatever strategy it takes
--wiping out gun violence, reaching our kids with counseling, standing up against the
culture of violence. Because that is what we should expect from ourselves.
I go back to that motto from PS Number One: No excuses. No exceptions. I can think of no
more important tribute to those who lost their lives or those who will be struggling to
rebuild theirs than to take on this issue that you led the way on years ago. Help us. Help us
to understand how to make our schools safe and orderly, how to make our communities safe
and orderly, and how to give hope to children who otherwise feel that no one cares. There
is no better group to lead us in this effort than our nation's teachers. I thank you for what
you have done. I thank you for this honor you have given me. And I look forward to
working with you on behalf of America's children.
Thank you very much.
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Copyright 1999 The Buffalo News
The Buffalo News
April 22, 1999, Thursday, CITY EDITION
SECTION: LOCAL, Pg. 13C
LENGTH: 414 words
HEADLINE: MRS. CLINTON TO ARRIVE IN MIDST OF PARTY SQUABBLE
BYLINE: ROBERT J. McCARTHY; News Political Reporter
BODY:
First lady Hillary Rodham Clinton finds herself smack dab in the middle of a local Democratic
squabble tonight when she arrives in Niagara Falls to address the New York State United Teachers
convention.
Niagara County Democratic Chairman Nicholas J. Forster and Mayor James C. Galie are the main
contenders in a bout centering on their roles in the visit of Mrs. Clinton, who is strongly considering a
bid to succeed retiring Sen. Daniel Patrick Moynihan, D-N.Y.
Forster said Wednesday he will decline his invitation to a private reception of community leaders for
Mrs. Clinton at the Niagara Falls Convention and Civic Center because of the presence of Galie who
endorsed Republicans for governor and senator in 1998. And he holds Mrs. Clinton and her advisers
partly responsible.
"Here's a guy who in 1995 pledged support for the platform and candidates of the Democratic Party, and
he's done none of that," he said. "We will not be in attendance.
"If Mrs. Clinton is thinking about running," he added, "she and (adviser) Harold Ickes ought to sit down
and so some homework."
Forster said Mrs. Clinton understands protocol, and her failure to reach out to locals dampens his own
enthusiasm for her potential candidacy.
Forster and Galie have grown increasingly at odds in recent months over the mayor's handling of city
affairs and his backing of Gov. Pataki and former Sen. Alfonse M. D'Amato last year. He charged
Wednesday that Galie is a Democrat only as a matter of "convenience," and that his dealings with
municipal unions qualifies him as a "union buster."
That proves ironic, he said, when Mrs. Clinton is in town to receive the Albert Shanker Award from
the teachers union.
"She will receive a very distinguished award in honor of the their former president," Forster said, "but
she'll be joined by the biggest union buster Niagara Falls has ever seen."
Galie, however, pronounced his presence at a reception for Mrs. Clinton a "great honor," called himself a
proud Democrat, and vowed he is enthusiastic about opposing Forster and his rule of the party.
He called Forster's opposition to his role at the reception "childish."
"The local Democratic Party is in disarray because of the actions of the Democratic chairman," the
mayor said. "My support for the governor and Senator D'Amato was for local reasons. This is all about
people, not politics."
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Galie also said he is enthusiastic about supporting Mrs. Clinton for the Senate seat.
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5/19/99 Educational
Lecture - Arizona
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SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
FINAL
WASHINGTON, D.C./ GRAND CANYON, AZ/ FLAGSTAFF, AZ
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9:05am
Red Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Ellen Lovell
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 2
9:05am-
MEET AND GREET
9:15am
Blue Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS: Please refer to the briefing book
for the participant list.
9:15am-
SAVE AMERICA'S TREASURES ANNOUNCEMENT
10:15am
East Room
OPEN PRESS/WH PHOTO
FORMAT:
-The First Lady, accompanied by event
participants, is announced into the East Room.
-The First Lady makes remarks and introduces
Secretary Bruce Babbitt.
-Secretary Babbitt makes remarks and introduces
Robert Stanton, Director, National Park Service.
-Robert Stanton makes remarks and introduces
Senator Kennedy.
-Senator Kennedy makes remarks and introduces
Representative TBD.
-Representative TBD makes remarks and introduces
Representative John Murtha.
-Representative Murtha makes remarks and
introduces Linda Waggoner, Grantee.
-Linda Waggoner makes remarks.
-The First Lady makes brief closing remarks.
-Upon conclusion, the First Lady departs.
PARTICIPANTS: 150 guests
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 3
10:50am
DEPART South Portico
VIA Motorcade
EN ROUTE National Sculpture Garden
[Drive time: 5 minutes]
10:55am
ARRIVE National Sculpture Garden
7th Street, NW, between Madison and Constitution
GREETERS:
Robert Smith, President, National Gallery of Art
Calvin Cafritz, Chairman, The Morris and Gwendolyn
Cafritz Foundation
11:00am-
NATIONAL SCULPTURE GARDEN DEDICATION
11:45am
Tent
National Sculpture Garden
HRC Hold: Limo
Phone: n/a
Fax: n/a
OPEN PRESS/WH PHOTO
FORMAT:
-The First Lady proceeds onto stage.
-The Honor Guard presents the Colors.
-The National Anthem is performed.
-Alexander Mellon Laughlin, Chairman, Board of
Trustees of the National Gallery of Art, makes
welcoming remarks and introduces Robert Smith,
President, National Gallery of Art.
-Robert Smith makes remarks and introduces the
First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady proceeds
to her seat.
-Robert Smith thanks the First Lady and introduces
Calvin Cafritz, Chairman, The Morris and Gwendolyn
Cafritz Foundation.
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 4
-Calvin Cafritz makes brief remarks.
-Robert Smith introduces Earl Powell, Director,
National Gallery of Art.
-Earl Powell makes brief remarks.
-Upon conclusion of the speaking program, the
stage participants take a group photograph.
-The First Lady has the option to take a brief
tour of the National Sculpture Garden.
-The First Lady departs.
PARTICIPANTS: 200 guests
11:50am
DEPART National Gallery Sculpture Garden
VIA Motorcade
EN ROUTE Andrews Air Force Base
[Drive time: 20 minutes]
12:10pm
ARRIVE Andrews Air Force Base
12:25pm
WHEELS UP Andrews Air Force Base
EN ROUTE Grand Canyon Airport, Grand Canyon
National Park, Arizona
[Flight time: 4 hours, 40 minutes]
[Time change: -3 hours]
[Meal: Lunch]
2:05pm
WHEELS DOWN Grand Canyon Airport, Grand Canyon
National Park, Arizona
CLOSED PRESS/WH PHOTO
2:15pm
DEPART Grand Canyon Airport
VIA Motorcade
EN ROUTE parking lot, El Tovar Hotel
[Drive time: 20 minutes]
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 5
2: 35pm
ARRIVE parking lot, El Tovar Hotel
GREETERS:
Eugene Conti, Assistant Secretary, Department of
Transportation
Robert Arnberger, Superintendent, Grand Canyon
National Park
Vera Arnberger
J.T. Reynolds, Deputy Superintendent, Grand Canyon
National Park
Dot Reynolds
STAFF NOTE: Staff should proceed directly to the
staff viewing area.
35pm
PROCEED to Grand Canyon scenic overlook
accompanied by Robert Arnberger, Superintendent,
Grand Canyon National Park, and Denise Traver,
Trails User
2:40pm-
PHOTO-OP AT GRAND CANYON SCENIC OVERLOOK
2:50pm
Grand Canyon scenic overlook
POOL PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Robert Arnberger, Superintendent, Grand Canyon
National Park
Denise Traver, Trails User
2: 50pm
PROCEED to stage
2:55pm-
GRAND CANYON MILLENNIUM TRAILS ANNOUNCEMENT
3:40pm
Grand Canyon National Park
HRC Hold: Coronado Suite, Room 6491
Phone: 520/638-2631
Fax: 520/638-7701
Staff Hold: Room 6486, Room 6487
OPEN PRESS/WH PHOTO
FORMAT:
-Robert Arnberger, Superintendent, Grand Canyon
National Park, makes brief welcoming remarks.
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 6
-The National Anthem is performed.
-A traditional Hopi welcome is given by Wayne
Taylor, Chair, Hopi Tribe.
-Robert Arnberger makes brief remarks and
introduces Eugene Conti, Assistant Secretary,
Department of Transportation.
-Eugene Conti makes remarks and introduces Deborah
Tuck, President, Grand Canyon National Park
Foundation.
-Deborah Tuck makes remarks and introduces Peter
Axelson, Member, Greenway Coalition.
-Peter Axelson makes remarks and introduces the
First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady exits the stage
and works a ropeline.
-The First Lady proceeds into the El Tovar.
PARTICIPANTS: 1000 guests
3:45pm
PROCEED to El Tovar Hotel
3:50pm-
MEETING WITH MILLENNIUM TRAILS CELEBRATION
4: 20pm
COMMITTEE
Canyon Room
El Tovar Hotel
CLOSED PRESS/WH PHOTO
FORMAT:
-The First Lady proceeds into the Canyon Room and
greets each participant individually and then
proceeds to her seat.
-The First Lady makes brief welcoming remarks and
introduces Eugene Conti, Assistant Secretary,
Department of Transportation.
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 7
-Eugene Conti makes brief remarks and begins the
discussion.
-Eugene Conti concludes the discussion.
-The First Lady departs and proceeds to Hold.
PARTICIPANTS: 20 people
4: 30pm
PROCEED to Hold
4:30pm-
DOWN TIME
7: 30pm
STAFF NOTE: Please refer to the staff advisory for
down time options and dinner arrangements.
7: 30pm
DEPART El Tovar Hotel
VIA Motorcade
EN ROUTE Grand Canyon Airport, Grand Canyon
National Park, Arizona
[Drive time: 15 minutes]
7: 45pm
ARRIVE Grand Canyon Airport, Grand Canyon National
Park, Arizona
CLOSED PRESS/CLOSED PUBLIC
8: 00pm
WHEELS UP Grand Canyon Airport, Grand Canyon
National Park, Arizona
EN ROUTE Flagstaff Airport, Flagstaff, Arizona
[Flight time: 30 minutes]
8: 30pm
WHEELS DOWN Flagstaff Airport, Flagstaff, Arizona
HRC Hold: 2ⁿᵈ Floor Conference Room
Phone: 520/774-1420, x14
Fax: 520/556-1288
CLOSED PRESS/CLOSED PUBLIC
8:45pm
DEPART Flagstaff Airport
VIA Motorcade
EN ROUTE Lowell Observatory
[Drive time: 15 minutes]
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 8
9:00pm
ARRIVE Visitor's Center, Lowell Observatory
1400 West Mars Hill Road
Flagstaff, Arizona
GREETERS:
William "Bill" Putnam, Trustee, Lowell Observatory
and grand-nephew of Percival Lowell
Katherine Bromin
Bob Millis, Director, Lowell Observatory
9:05pm-
MEET AND GREET
9:15pm
Lecture Hall
Visitor's Center
CLOSED PRESS/WH PHOTO
FORMAT:
-The First Lady takes a group photograph with
the Lowell Observatory staff.
-The First Lady does a receiving line with 11
friends of Lowell Observatory.
PARTICIPANTS: 11 guests
9:15pm
PROCEED outside to Slipher Hall accompanied by
Bob Millis
9:20pm-
EDUCATIONAL LECTURE WITH STUDENTS AND ASTRONOMERS
10:05pm
Slipher Hall
Lowell Observatory
HRC Hold: Director's Office
Phone: 520/774-3358, x238
Fax: 520/774-6296
Staff Hold: Director's Office
POOL PRESS/WH PHOTO
FORMAT:
-The First Lady, accompanied by Bob Millis,
Director, Lowell Observatory, proceeds to the
first exhibit.
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 9
-Bob Millis gives an overview of the history of
Lowell Observatory, Percival Lowell and his work
regarding Mars. Jeff Hall, Director, Public
Programming, explains Slipher's spectograph and
Slipher's work regarding the timing of the
universe.
-The First Lady, accompanied by Bob Millis,
proceeds to the second exhibit.
-Kevin Schindler, Director, Educational
Programming, gives an overview of the work that
was conducted at Lowell Observatory regarding the
discovery of Pluto. An experiment illustrating
the temperature of Pluto is also conducted.
-The First Lady, accompanied by Bob Millis,
proceeds to the third exhibit.
-Carolyn Schumacher, Astronomer, Lowell
Observatory, gives an overview of the moon mapping
work which was done in the 1960's to prepare the
Apollo astronauts for the moon missions.
-The First Lady, accompanied by Bob Millis,
proceeds to the fourth exhibit to view artifacts
which need to be preserved.
-Antoinette Biser, Librarian, gives a brief
explanation of the artifacts and preservation
needs of Lowell Observatory.
-Upon conclusion, the First Lady makes brief
closing remarks.
-Upon conclusion of the First Lady's remarks, Bob
Millis will invite the First Lady to walk to Clark
telescope.
PARTICIPANTS: 20 students
10:05pm
PROCEED to Hold to reposition press
10:10pm
GROUP PHOTO WITH STUDENTS
Slipher Hall
Lowell Observatory
CLOSED PRESS/WH PHOTO
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, MAY 19, 1999
PAGE 10
PARTICIPANTS: 20 students
10:15pm
PROCEED outside to Clark telescope
10:20pm-
TELESCOPE VIEWING
10:35pm
Clark telescope
Lowell Observatory
POOL PRESS/WH PHOTO
FORMAT:
-Kim Rodriquez, Senior Supervisor, Lowell
Observatory, gives brief instructions and the
First Lady and a student look through the Clark
telescope to view the planet Mars.
-Upon conclusion of viewing Mars, the Clark
telescope will be repositioned to view a star that
is 2000 light years away.
-During the repositioning of the Clark telescope,
Kim Rodriquez explains the preservation needs of
the Clark telescope and the effect of city lights
on the night sky.
-The First Lady and a student view the star
through the telescope.
-Upon conclusion, the First Lady departs.
PARTICIPANTS:
The First Lady
Bob Millis, Director, Lowell Observatory
Kim Rodriquez, Senior Supervisor, Lowell
Observatory
2 students
10:40pm
DEPART Lowell Observatory
VIA Motorcade
EN ROUTE Radisson Woodlands Hotel
[Drive time: 10 minutes]
10:50pm
ARRIVE Radisson Woodlands Hotel
RON
Radisson Woodlands Hotel
Flagstaff, Arizona
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
6/2/99 City College of
NY Commencement
Divider Title:
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
FINAL
WASHINGTON, D.C./ NEW YORK, NEW YORK/ WASHINGTON, D.C.
NEW YORK
LEAD ADVANCE:
DAVID NESLEN ROOM 1535
SHERATON NEW YORK HOTEL AND TOWERS
212/581-1000
PHONE
212/262-4410
FAX
202/757-9440 CELL
800/SKYPAGE
PAGER
PIN #216-9761
NEW YORK
SITE ADVANCE:
PAUL RIVERA
ROBERT MCLARTY
NEW YORK
PRESS ADVANCE:
ALLISON CHADWICK
SCHEDULER:
WENDY ARENDS
202/456-7007
PHONE
202/456-5340
FAX
202/518-8209
HOME
WHCA PAGER
#4781
STAFF NOTE: STAFF VAN DEPARTS WEST BASEMENT AT 7:15AM
PREV RON
The White House
7:25am
DEPART South Portico [W/POTUS]
VIA Motorcade
EN ROUTE Reflecting Pool
[Drive time: 5 minutes]
7:30am
ARRIVE Reflecting Pool
7:40am
DEPART Reflecting Pool [W/POTUS]
VIA Marine One
EN ROUTE Andrews Air Force Base
[Flight time: 10 minutes]
7:50am
ARRIVE Andrews Air Force Base
8:00am
WHEELS UP Andrews Air Force Base
EN ROUTE La Guardia International Airport
[Flight time: 45 minutes]
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 2
8:45am
WHEELS DOWN La Guardia International Airport
FBO: Signature Flight Support
Phone: 718/476-5200
CLOSED PRESS/CLOSED PUBLIC
9:00am
DEPART La Guardia International Airport
VIA Motorcade
EN ROUTE The City College of New York
[Drive time: 30 minutes]
9:30am
ARRIVE The City College of New York
138th Street and Convent Avenue
New York, New York
GREETER:
Denise Davison, Assistant Director of Development
30am
PROCEED to Hold
GREETER:
Dr. Yolanda Moses, President, The City College of
New York
9:35am-
HOLD/MEET AND GREET
9:45am
HRC Hold: Room 151
Phone: 212/650-7130
Fax: 212/650-7149
Staff Hold: Office
PARTICIPANTS: 10 guests
9:45am-
1999 COMMENCEMENT OF THE CITY COLLEGE OF NEW YORK
11:45am
The City College of New York
OPEN PRESS/WH PHOTO
FORMAT:
-The First Lady, accompanied by Dr. Yolanda Moses,
President, The City College of New York, processes
to the stage and proceeds to her seat.
-Lorraine Charles, Class of 1999, and Olga Gak,
Class of 1999, sing The National Anthem.
-Sattish Babbar, Trustee, makes welcoming remarks.
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 3
-Roy Moskowitz, Vice Chancellor, makes welcoming
remarks.
-Dr. Yolanda Moses, President, reads a citation
and presents The City College President's Medal to
the First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady returns to her
seat.
-Chief Marshal introduces Dr. Moses.
-Dr. Moses makes remarks.
-Chief Marshal introduces Dr. David Lavallee,
Provost.
-Dr. Lavallee and Dr. Moses present an honorary
degree to Robert Geddes.
-Robert Geddes makes brief remarks.
-Dr. Lavallee and Dr. Moses present an honorary
degree to Mario Runco, Jr.
-Mario Runco, Jr. makes brief remarks.
-Dr. Lavallee and Dr. Moses present an honorary
degree to Josh Weston.
-Josh Weston makes brief remarks.
-Dr. Moses introduces Patricia Burns,
Valedictorian, Class of 1999.
-Patricia Burns makes remarks.
-Candidates for Graduate Degrees are presented.
-Candidates for Bachelor's Degrees are presented.
-Jon Paul DeLise, Class of 1971 and President, The
City College Alumni Association, leads the
graduates in reciting the Ephebic Oath.
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 4
-Chief Marshal asks that everyone join in singing
The City College of New York's Alma Mater,
"Lavender, My Lavender".
-Chief Marshal congratulates the Class of 1999.
-The First Lady, accompanied by Dr. Moses,
recesses out and proceeds to hold.
-The First Lady departs.
PARTICIPANTS: 6000 guests
12:00pm-
HOLD
12:30pm
:30pm
DEPART The City College of New York
VIA Motorcade
EN ROUTE Tavern on the Green
[Drive time: 15 minutes]
12:45pm
ARRIVE Tavern on the Green
Central Park at West 67th Street
New York, New York
GREETERS:
Judith Hope, Chair, New York State Democratic
Committee
Denis Hughes, President, New York State AFL-CIO
Randi Weingarten, President, United Federation of
Teachers
Keith Osborne, Chair, Chemung County Democratic
Party
Karl Heyden, Chancellor, New York State Board of
Regents (T)
Dennis Rivera, President, Union 1199 (T)
12:50pm
PROCEED into the luncheon
12: 50pm-
LABOR LEADERSHIP LUNCHEON
2:00pm
Tavern on the Green
HRC Hold: Office
Phone: 212/873-4111
Fax: 212/724-5621
Staff Hold: Office
OPEN PRESS/WH PHOTO
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 5
FORMAT:
-The First Lady, accompanied by Judith Hope,
Chair, New York State Democratic Party, and Denis
Hughes, President, New York State AFL-CIO,
proceeds to greet luncheon participants at their
tables.
-The First Lady proceeds to her table.
-Judith Hope, Chair, New York State Democratic
Committee, makes welcoming remarks and introduces
Senator Charles Schumer.
-Senator Schumer makes remarks and introduces
Denis Hughes, President, New York State AFL-CIO.
-Denis Hughes makes remarks and introduces the
First Lady.
-The First Lady makes remarks and introduces Randi
Weingarten, President, United Federation of
Teachers.
-Randi Weingarten makes remarks.
-Upon conclusion, Judith Hope presents Randi
Weingarten with a gift.
-The First Lady has the option to work a ropeline
and departs.
PARTICIPANTS: 120 guests
2:00pm
DEPART Tavern on the Green
VIA Motorcade
EN ROUTE Waldorf Astoria Hotel
[Drive time: 15 minutes]
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 6
2:15pm
ARRIVE Waldorf Astoria Hotel
GREETERS:
Angela Taylor
Kevin Corrigan, Resident Manager
Carla Garbi, Meeting and Convention staff
2:15pm-
DOWN TIME
5:05pm
HRC Hold: Suite 35-H
Phone: 212/355-3000
Fax: 212/872-7272
Staff Hold: Suite 35-4H
5:05pm
DEPART Waldorf Astoria Hotel
VIA Motorcade
EN ROUTE The Water Club
[Drive time: 20 minutes]
5:25pm
ARRIVE The Water Club
500 East 30th Street
New York, New York
GREETERS:
Representative Carol Maloney
Harley Lippman, Event Co-Chair
Phil Christopher, Event Co-Chair
Buzzy O'Keefe, Owner, The Water Club
5:30pm
PROCEED to Balcony
5:30pm-
RECEIVING LINE
5:55pm
Balcony
The Water Club
CLOSED PRESS/MALONEY PHOTO
PARTICIPANTS: 50 guests
5:55pm
PROCEED to South Barge Room
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 7
6:00pm-
RECEPTION FOR REPRESENTATIVE CAROL MALONEY
6:30pm
South Barge Room
The Water Club
HRC Hold: Office
Phone: 212/545-1155
Fax: 212/696-4099
Staff Hold: Office
POOL PRESS/MALONEY PHOTO
FORMAT:
-Representative Carol Maloney makes welcoming
remarks and introduces Harley Lippman, Event Co-
Chair, and Phil Christopher, Event Co-Chair.
-Harley Lippman and Phil Christopher make remarks.
-Representative Maloney makes remarks and
introduces the First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady has the option to
work a ropeline.
-The First Lady departs.
PARTICIPANTS: 175 guests
6:35pm
DEPART The Water Club
VIA Motorcade
EN ROUTE La Guardia International Airport
[Drive time: 45 minutes]
7:20pm
ARRIVE La Guardia International Airport
CLOSED PUBLIC/CLOSED PRESS
7:35pm
WHEELS UP La Guardia International Airport
EN ROUTE Andrews Air Force Base
[Flight time: 50 minutes]
8:25pm
WHEELS DOWN Andrews Air Force Base
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, JUNE 2, 1999
PAGE 8
8:45pm
DEPART Andrews Air Force Base [W/POTUS]
VIA Marine One
EN ROUTE Reflecting Pool
[Flight time: 10 minutes]
8:55pm
ARRIVE Reflecting Pool
9:05pm
DEPART Reflecting Pool [W/POTUS]
VIA Motorcade
EN ROUTE South Portico
[Drive time: 5 minutes]
9:10pm
ARRIVE South Portico
RON
The White House
City College of New York Commencement
Address by First Lady Hillary Rodham Clinton
New York, New York
June 2, 1999
Thank you very much, President Moses. I am deeply honored by this recognition
from this college, and I am honored to join all of you on behalf of City College's 1999
graduating class-the very last class in this century and the very first to shape the next
century.
You know, as I look out at this great crowd of students and faculty, I can't help
but remember that it was 30 years ago that I graduated from college. And when I think
back on those days and the challenges that we faced, I can see in my mind's eye the way
generations respond to whatever it is that is challenging each of us at the time we enter
into the world after we finish our education. Just as my parents and those people who are
here that were of my parents' generation would talk about the Depression or World War
II, my husband and I talk about the dreams of the Civil Rights Movement, the space
program, the Peace Corps. We remember the tragedies of the assassinations of President
Kennedy, Martin Luther King, and Bobby Kennedy. We wonder about the ongoing
lessons from a divisive war, and the deadly mixture of poverty, racism, and despair that
burst our cities into flames.
And today, looking back 30 years, or looking back to my parents' generation, we
can say that much has changed-and much has changed for the better in America. You
will be able to tell a different story. Those of you who are already parents or even
grandparents in this class, as well as those of you who have not yet started families or
have other ideas in mind about your own futures, you'll be able to talk about the
technological advances that allow you to be interconnected across the world with just a
click of a mouse. You'll be able to marvel at the revolution in biology that is finally
allowing us to confront some of our biggest killers. And you will be able personally to
attest to the importance of opening the doors of education and employment for all
Americans. But we have many challenges, just as every generation has faced. We do
have to confront those challenges because while change is certain, progress is not. And
what we call the American Dream is really a compact between generations.
We believe in America that we can-through hard work and the acceptance of
responsibility and the offering of opportunity-we can move closer to our stated ideals.
We can, in fact, move closer to realizing the ideals and values on which this college was
based.
If we think back 152 years, we can imagine the dreams of those who came
together to found this school. They understood clearly that in America, if the doors of
education were not available, if people did not believe they could make progress for
themselves and their children, then the whole idea of America would not survive. So
imagine that first class 150 years ago. There were only 143 students, and the president of
1
what was then called The Free Academy, Dr. Horace Webster, told those students, "The
experiment is to be tried whether the children of the people, the children of the whole
people, can be educated."
Well, I think that you have proven that that dream, and really that hope that was
held by those founders, has been realized. But we have to continue to push forward to
make sure that it always is. When people want to know whether that dream is being
fulfilled, when they want to know whether the children of the whole people are being
educated, I would want them to look at this class to see what happens when students are
blessed with opportunity, when they are inspired by dedication, when they accept
responsibility, and when the larger community invests in their hopes and dreams.
I hope they will think about a student like Jorge Becerra, whose family fled Cuba
in his junior year of high school. During college, he helped translate for Spanish-
speaking patients at Columbia Presbyterian Hospital, and today he is graduating with a
Bachelor of Science degree in biology as this year's salutatorian. I hope they will think
about Shenez Carmichael, who was accepted into City College through the Seek
Program. She could not have afforded college were it not for this college. She worked
30 hours a week to pay her tuition and other expenses, and today she is graduating with a
3.95 GPA and a 4.0 in her history major.
I hope that people will also think about Guadalupe Bermeo. She came to this
country from Ecuador 13 years ago. And when her last child was ready to go to school,
she thought, "Well, what about me?" She overcame a lack of English skills. She
overcame nursing a child with cerebral palsy. She overcame her own health problems
that kept her out of school for a year. And today she will graduate with a degree in
chemical engineering and, at the young age of 50, begin a new life.
Now all of us know that each of us is here-from those of us on the platform to
those of you graduating-each of us is here because of the contributions that others have
made to enable us to be here. And I want to thank, on behalf of this class and on behalf
of all of us who care about education, the family members who supported you with
endless patience, the teachers and faculty whose ears and offices were open and who
never gave up, and the alumni and other supporters of City College who have never given
up on you or this institution. Let's give them all a round of applause.
When you walk around this campus today, especially during Club Hours, you can
see the children of the whole people. More than half of the members of this class were
born in other countries, from places as far away as Egypt and Japan, Israel and Poland,
Nigeria and the Dominican Republic. What an example this college and this class is to
people all over the world who need to understand and see for themselves how much
better it is when we work and learn together to build a common future.
You know, the story of City College is really the story of New York and the story
of America. It is the story of waves of immigrants who came here from different lands,
many escaping hardship and oppression, all yearning to breathe free.
2
Fifty years ago, E.B. White said of New York, "The city is like poetry; it
compresses all life, all races and breeds into a small island and adds music and the
accompaniment of internal engines." Well, you've had a lot of engines moving you
forward because you would not be here had you not seized the opportunity, accepted the
responsibility, and become part of this community.
Now we have to look back and think of all those who came before, graduates of
this institution who shaped America. What would America be without the legal mind of
Felix Frankfurter? Or the music of Ira Gershwin? Or the leadership of Colin Powell? Or
the guidance of Stanley Kaplan, who tutored countless students when he attended City
College, and has helped so many young people make it through their entrance exams, and
just celebrated his 60th reunion? He is here today. And on behalf of all the caring
alumni, let us thank Mr. Kaplan.
And yet as we gather today, we know we cannot just celebrate. We have to think
about what comes next. We have to be willing to accept the challenges of this time. I'm
very impressed with a story I just learned about one of the distinguished graduates of City
College, Jonas Salk, who discovered a vaccine for polio which saved generations of
children from that cruel fate. When they offered him a ticker-tape parade in 1955, he
asked that they use the money instead for scholarships. I'm sure that he would be very
proud of all those students who have received the Jonas E. Salk Scholarship for Medical
Education. And I know he'd be proud of Patricia Burns, who moved to New York and
began working at restaurants and at other various jobs and continued to volunteer in
hospitals, keeping the dream of medicine in the back of her mind. Then when she lost a
close friend to AIDS, she knew she did not want his death to be in vain, so she decided to
pursue her dream. She will graduate today as the valedictorian and will go on to medical
school along with so many other graduates of City College.
Now some of you many be wondering, "Well what does this have to do with me?
Isn't it enough that I got my own degree, that I had to work to put myself through school,
that I had to continue perhaps to raise my family?" As I was walking in, one of the
graduates held up a sign which said, "It takes a village." And I know that for all of you,
it's taken a village to get you here. But when you take your oath to this city later, you're
going to be promising to do what you can to make this city, and by extension this state
and country, a better place than the place you found.
Let me just read from what you will be saying. You will be saying, "We will
strive unceasingly to quicken the public's sense of civic duty and thus, in all these ways,
we will strive to transmit this city not only not less, but greater, better, and more beautiful
than it was transmitted to us."
Now there are many ways to put that oath into action, but one of the most
important is to be part of the transformation of public education that will enable this city,
this state, and this country to continue to offer opportunities for all people to come. We
know that in today's global, information-based economy, higher education is often the
3
fault-line between those who will make it and those who will be left behind. That is why
this Administration, under the President's leadership, has fought so hard to open the
doors of college to all those willing to work for that opportunity-to use Pell and Hope
Scholarships and Lifetime Learning Credits to make the 13th and 14th years of school as
universal as the first 12. And we know that in order to make good on that promise, our
public schools and our public colleges must be able to perform at the highest possible
standards.
One of the most important questions facing this university and public schools
across the country is this: How do we make sure that all students, all teachers, all schools
meet those high standards? How do we ensure that students receive the education that
will lift them as far as their aspirations and ambitions will take them? How do we make
sure that we fulfill the vision of making it possible that any student, regardless of where
you came from, can walk out of this and other public colleges with an education that
prepares you for the challenges of the new global economy?
No one wins, especially our children, if our schools are plagued by poor test
scores and performance, by low expectations and social promotion. No one wins,
especially our children, if politics takes up much-needed seats in the classroom. We have
to be willing to demand high standards and accountability, but we have to pursue
strategies that work, that actually lift up the performance of students, enabling all schools
to do better, not just score political points. We can never lift up our public schools or the
students they serve by tearing them down. We can never ensure the economic future of
this city or state, or our nation, by undermining the public education system that is at the
very foundation of the American Dream. And we can never succeed in educating the
children of the whole people if we breech the promise of affordable, quality public
education. But the fact is that we have to fulfill that promise long before a student
reaches this college. Even long before that student enters high school, or junior high
school, there is enough responsibility to transform our public education system to go
around to all of us.
Let me just list a few of the ways each of us can help fulfill the promise of
quality, public education. We can fulfill it by convincing parents that they are their
child's first teachers. And where parents may not understand that, or they themselves do
not have much education to even grasp that concept, let us try to help parents be the best
parents they can be to give their children the best start in life. We can help fulfill that
promise by investing in the early, critical years when a child's brain is literally being
formed for future education. My husband said in a State of the Union address that
education begins at the age of zero. It is time we began to take that seriously. That
means we need to invest in more early childhood development programs, pre-school
programs, Head-Start programs. It means we need to provide for the children of the
whole people what those of us able to afford for our own children give to those
children-the kind of enriching experiences that prepare them for school. It means we
need to lower classroom size and put more qualified teachers in them.
4
When I was a principal for a day, which meant that I followed a real principal
around for a day, I was in a school in Queens-a junior high school that was built for
1,500 students but had 2,000 students and was putting in mobile classrooms for 500
more. Now that is no way to value education and give children the attention they need to
learn. We have to rebuild and modernize crumbling schools, we have to build new
schools where they are needed, and we have to turn failing schools around. No parent-
no parent-should have to send any child to a failing public school. That should be a
solemn promise we make.
And we know so much more about how to make schools succeed, but we also
know it takes some time. We did not get into this situation over night. We have
disinvested in public schools in too many places. We have not given the support that
teachers and parents and principals need, but we cannot excuse poor performance. We
need to hold everybody accountable and provide the best possible education. One of
those strategies that will work is providing more charter schools and public school
choice. It will also work to give more young people the kind of mentoring and extra
assistance they need to get ready for college as you do here with the Gear-Up Program.
We also have to keep our schools free from violence. We have to identify young
people who are troubled and get them help before it is too late.
I hope you will think about the gifts that your education now gives you that you
can transmit; gifts not only as workers, but also as parents and as citizens. There is much
work to be done to pass on our guarantee of freedom and opportunity for all. To pass on
the dual mission of this institution: access and excellence. To pass on a belief in public
service just as many of you have done by volunteering at local schools and hospitals,
what you have done with the unprecedented Crosstown 116 Project, how you are
transforming this city. You can pass on those gifts and a commitment that you too will
do your part to keep faith with the American Dream.
You've had many distinguished alumni. Each has left this institution at a
different time with a different set of experiences, and each has had to take their own gifts
into the future. Think of them not just as what you can do for yourselves, but think about
what you can do for everyone else as well. There are countless young people in this city
who are not here in an institution of higher education; who somewhere along the line
were discouraged, were put down, were sent the wrong messages, didn't get the kind of
support that it does take a village and a strong family to provide. Each of you can reach
out in your own ways to the young people of this city, to lift them up and point them
forward.
We've made a lot of progress in America in the last six-and-a-half years. It's not
only the booming economy that is really beginning to transform every level of society,
because it's not just those at the top who are doing well. For the first time we are seeing
wage gains and income increases all the way down the ladder of opportunity, and for the
first time we have turned around the much too prevalent unemployment of poor people-
African-American males and others who are finally sharing in the prosperity that we now
5
enjoy. But it is not just economics that I would ask you to address. We've also done
some good work in many of our social problems. Teenage pregnancy is down; crime is
down; people are once again more focused on making their neighborhoods work and
turning inward to ask themselves what they can do to make a contribution to a stronger
community.
In the last few weeks I have been in two very different places. I went to
Macedonia to see the Kosovar refugees. I visited them in their tents. I talked with them
and heard their stories of atrocities and brutality and oppression. And I was also in
Littleton, Colo., right here in the United States, where I talked with the family members
of those who lost loved ones in that terrible tragedy. Now one would think there's
nothing really in common between those two places and those groups of people, but I
could not get out of my mind their stories. Each of them have lost so much because of
hatred and violence, because of people who wanted to push down and oppress somebody
else in order to lift themselves up, because the problems that fester that were not
identified, treated, and hopefully solved.
Here we are at the end of this bloody century where so much has been lost and yet
so much progress has been made alongside the horrors that have been inflicted-ending
this century in Europe with yet another bloody conflict caused by forces of oppression
and bigotry, discrimination and evil. And each of us must make a stand in our own
minds and, I would argue and suggest, also a stand in the public arena as well for the kind
of society we want here at home and around the world. There is no doubt that if we
educate people and prepare them to take their places, they cannot just be part of the
economic engine if our society and culture are to provide the support for what we most
value.
So as you go forth in this graduating class, you bear not only the hopes and
dreams of all those who helped you get here, but you also are carrying the aspirations of
those who came before, and you will help determine who comes after. I congratulate
you, for many of you have overcome incredible obstacles to make it here. And I wish
you the very best as you go forward. And I ask you do not turn your back on those who
will need your example and the gifts you have cultivated, because we all hope to leave
not only this city but our nation better than what we found.
God bless you and Godspeed, Class of 1999!
6
June 1, 1999
THE CITY COLLEGE OF NEW YORK COMMENCEMENT
DATE:
Wednesday, June 2
TIME:
9:45 a.m. - 11:55 a.m.
LOCATION:
City College of New York
New York, New York
FROM:
Brenda Costello and
Natasha McMahan
I.
PURPOSE
To deliver the 1999 Spring Commencement address at the City College of New York and to
receive the City College President's Medal.
II.
BACKGROUND
The City College of New York (CCNY)
The City College (CCNY) was founded in 1847 by Townsend Harris to offer higher
education to the children of the working class and immigrants. At that time New York
City had over 500,000 inhabitants and only two private colleges with fewer than 300
students. For over 150 years CCNY has been a primary avenue to economic and social
advancement for generations of New Yorkers who might not have had the opportunity to
attend college.
Since then, the College's mission has remained the same: Access and Excellence. CCNY is
a public, coeducational college, part of the City University of New York located in New
York City (CUNY). As part of the City University system, it is a comprehensive institution
that offers undergraduate students a strong grounding in the liberal arts and sciences -
including education- - plus engineering, architecture, and biomedical sciences. At the same
time, the college engages in a high level of research and graduate training in a wide range
of masters and doctoral programs.
CUNY traces its roots to the 1847 founding of the Free Academy, which became The
College of the City of New York in 1866 and The City College of New York (CCNY) in
1929. Today, its mission remains to "educate the whole people"--to uphold a commitment
to academic excellence while providing equal access to and opportunity for education.
Tuition was imposed on the students for the first time in 1976. CCNY is financed by the
State of New York, student fees, gifts from private individuals and organizations, and
fundraisers. Although 70 percent of students receive financial aid, 20 percent work full
time and 20 percent are raising children. More students than ever before have to work to
pay for the tuition that was imposed in 1976 and is now up to $3,200 a year for in-state and
$6,800 for out-of-state.
CCNY is a small university consisting of a College of Liberal Arts and Science, and Schools
of Architecture, Education, Engineering and the Sophie Davis School of Biomedical
Education/CUNY Medical School. City College is among the top ranks of public colleges
nation-wide because of the achievements of its graduates. Eight alumni have won the
Nobel Prize. Also, City College is ranked ninth nationally in graduates who have earned
Ph.Ds. In addition, CCNY's faculty has won numerous of prestigious awards including
a Grammy, National Book, and ASCAP Music Awards and Pulitzer Prizes.
CCNY has one of the most diverse student bodies of any college in America. In 1951,
women were allowed to attend CCNY. In 1970, student strikes at CCNY led to an "Open
Admissions" policy which opened the doors of the school to students of color. Today, 60
percent of CUNY and 38.3 percent of CCNY students are African-American, 31 percent are
Hispanic, 15.4 percent are Asian and 10.2 percent are white, roughly the proportions in the
New York City schools.
Over half of CCNY's 15,000 students (11,300 undergraduates and 3,700 graduate students)
come from some 90 countries. CCNY is also first in New York State and eighth nationally
in graduating minority engineers. CCNY is America's second leading source of African-
American bachelor's degree recipients, apart from historically Black colleges. It is the
nation's top producer of African-American Ph.D.'s in engineering and is responsible for
ten percent of all doctorates awarded to African-Americans in engineering. From 1983 to
1992, CCNY produced more students who went on to earn doctorates than Columbia
University.
Alumni of The City College include Supreme Court Justice Felix Frankfurter, authors
Bernard Malamud and Upton Sinclair, scientist Jonas Salk (discovered the polio vaccine),
A. Philip Randolph (the Black union organizer who desegregated the railroad workers in
the 1940s). Other graduates include Colin Powell, artist Faith Ringgold, and writer Oscar
Huejlos(the Mambo Kings).
Community Service
CCNY also has received a $266,000 grant to train and deploy students in community
service. The award is from the New York State Office of National and Community Service
through its Americorps Program. CCNY also prepares more teachers for the city's schools
and is working closely with the New York State Department of Education to upgrade
teacher training.
Remediation
In recent years, there has been some controversy surrounding the issue of remediation at
CCNY. In May 1998, the City University Board of Trustees approved a resolution to end
remediation at CCNY and the other senior colleges of CUNY. This elimination of remedial
classes at four-year colleges would mean that all students whose placement test scores
indicate any need for remedial instruction will have to try and be admitted at one of the
six two-year community colleges in New York, barring half of the students who ordinarily
enter four-year colleges. The policy was scheduled to take effect at CCNY in September
2000. However, a court ruling halted implementation of the plan pending the resolution
of a law suit on the issue (see attached State Assembly member E. Sullivan's testimony and
President's Report).
In the Fall 1997 semester, 800 undergraduate students were in remedial courses. Remedial
and developmental education are currently limited to less than 3 percent of CCNY's
budget. Therefore, CCNY spends over ten times as much on doctoral and master's level
research as it does on remedial and developmental education combined. As a solution,
CCNY has worked closely with the New York State Department of Education to upgrade
teacher training, to prepare high school students for college admission, and to maintain
academic excellence and educational opportunity at CCNY.
Professors at CCNY have accused Mayor Guiliani and Governor Pataki of doing
"everything they can do to throw obstacles in CCNY students' paths." According to these
professors, the Governor has imposed devastating budget cuts which meant the
elimination of programs and higher tuition.
Format
Upon arrival, you will be greeted by Denise Davidson, City College representative. You
will then proceed to Shepard Hall, where your academic robe will be, to greet Honorary
Degree recipients --Robert Geddes, Doctor of Humane Letters; Mario Runco, Jr., Doctor of
Science; and Josh S. Weston, Doctor of Humane Letters. Following the Academic
Procession, you and the Commencement participants will be seated on the platform. The
Honorable Satish K. Babbar, CCNY Member of the Board of Trustees and Roy P.
Moskowitz, CCNY Acting General Counsel and Acting Vice Chancellor for Legal Affairs
will deliver greetings.
President Yolanda T. Moses will then present you with The City College President's Medal.
You will accept the medal and deliver the commencement address to the Class of 1999.
Following your address, President Moses will confer degrees. At the end of the
commencement, you will take a photo with President Moses and depart.
III. PARTICIPANTS
Meet and Greet
-The First Lady
-Denise Davidson, City College representative
-Robert Geddes, Doctor of Humane Letters
-Mario Runco, Jr., Doctor of Science
-Josh S. Weston, Doctor of Humane Letters
Program
-Yolanda T. Moses, President, CCNY
-Janet Steele, Professor of Music, CCNY (Academic Procession)
-Lorianne Charles, Class of 1999 (Soloist, The National Anthem)
-Olga Gak, Class of 1999 (Pianist, The National Anthem)
-Honorable Satish K. Babbar, CCNY Member of the Board of Trustees
-Roy P. Moskowitz, CCNY Acting General Counsel/Vice Chancellor for Legal Affairs
-David Lavallee, Vice-President for Academic Affairs & Provost (Presenter)
-Patricia Burns, Valedictorian
IV.
SEQUENCE OF EVENTS
Upon arrival, you will be greeted by Denise Davidson, City College representative.
You will then proceed to Shepard Hall, where your academic robe will be, to greet
Honorary Degree recipients --Robert Geddes, Doctor of Humane Letters; Mario
Runco, Jr., Doctor of Science; and Josh S. Weston, Doctor of Humane Letters.
Following the Academic Procession, you and the Commencement participants will
be seated on the platform.
The Honorable Satish K. Babbar, CCNY Member of the Board of Trustees and Roy
P. Moskowitz, CCNY Acting General Counsel and Acting Vice Chancellor for Legal
Affairs will deliver greetings.
President Yolanda T. Moses will then present you with The City College President's
Medal.
You will accept the medal and deliver the keynote address to the Class of 1999.
Following your address, President Moses will confer degrees.
At the end of the commencement, you will take a photo with President Moses and
depart.
V.
PRESS
Meet and Greet:
Closed Press/WH Photo.
Commencement:
Open press/WH Photo.
VI.
REMARKS
Provided by Laura Schiller.
4
MAY-25-1999 16:43
CCNY DEVELUPMENT
212 650 7149
THE ONE HUNDRED FIFTY-THIRD COMMENCEMENT
Wednesday, June 2, 1999, 10:00 a.m
Adolph Lewisohn Plaza at The City College
PRESIDING
Yolanda T. Moses
President of The City College of New York
ACADEMIC PROCESSION
Janet Steele, Professor of Music
Chief Marshal
THE NATIONAL ANTHEM
Lorianne Charles, B.A., Psychology, Class of 1999 (Soloist)
Olga Gak, M.A., Music, Class of 1999 (Pianist)
GREETINGS
Hon Satish K Babbar
Member of the Board of Trustees
The City University of New York
Roy P. Moskowitz
Acting General Counsel and
Acting Vice Chancellor for Legal Affairs
The City University of New York
ESENTATION OF THE CITY COLLEGE PRESIDENTS MEDAL
Hillary Rodham Clinton
Honoree
ADDRESS
Mrs. Clinton
CHARGE TO THE STUDENTS
President Moses
CONFERRING OF HONORARY DEGREES
Presenter:
David Lavallee
Vice President for Academic Affairs & Provost
Robert Geddes, Doctor of Humane Letters
Mario Runco, Jr., Class of 1974, Doctor of Science
Josh S. Weston, Class of 1950, Doctor of Humane Letters
VALEDICTORY ADDRESS
Patricia Burns, B.S., Biology
1
TOTAL P.06
05/31/1999 09:07 15708289346
LUBBE DINGMANSFERRY
PAGE 02
The City College of New York
Platform Party
Commencement, Wednesday, June 2, 1999
Yolanda T. Moses, President
David Lavallee, Provost
John Lubbe, Vice President for Development and Institutional Advancement
Nathan Dickmeyer, Vice President for Finance and Management
Thomas Morales, Vice President for Student Affairs
Robert Geddes, Honorary Degree Recipient
Josh Weston, Honorary Degree Recipient
Mario Runco, Jr. CUNY Trustee
Sattish Babbar, CUNY Trustee
Roy Moskowitz, CUNY Vice Chancellor
Patricia Burns, Valedictorian
Jose Becerra, Salutatorian
Bernard Sohmer, CUNY Trustee
Mizanoor Bizwas, CUNY Trustee
Jon DeLise, President, Alumni Association
Zeev Dagan, Deputy Provost
Diane Irvine, Dean, Faculty Relations
Lance Brown, Chair, Department of Architecture, School of Architecture
Stanford Roman, Dean, Sophie Davis School for Biomedical Education
Oliver Patterson, Chair, Department of Education, School of Education
Charles Watkins, Dean, School of Engineering
Martin Tamny, Dean, Division of Humanities
Sam Frank, Dean, Professional Studies
Dennis Weiss, Dean, Division of Science
Ronald Farrell, Dean, Division of Social Science
Maudette Brownlee, Acting Assistant Dean, S.E.E.K.
William Herman, Associate Dean, Center for Worker Education
Francis Terrell, Director, Max E. and Filomen M. Greenberg Center for Legal Education and
Urban Policy
Lillian Brown, Associate Dean, Academic Standards
Louis Cregler, Deputy Dean, Sophie Davis School of Biomedical Education
Jodie Meyer, Associate Dean, Sophie Davis School of Biomedical Education
Edward Lilly, Vice Dean, School of Education
Mumtaz Kassir, Associate Dean, School of Engineering
Joe Barba, Associate Dean, School of Engineering
Josh Wilner, Deputy Dean, Division of Humanities
Gail Simmons, Associate Dean, Division of Science
Paul Bobb, Associate Dean, Student Affairs
05/31/1999 09:07
15708289346
LUBBE DINGMANSFERRY
PAGE 03
Feed Kogut, Associate Dean, Student Affairs
Marina Fernando, Deputy Dean, Division of Social Science
Ellen Smiley, Assistant Provost
Barbara Gliwa, Assistant Dean, Sophie Davis School of Biomedical Education
Ramona Brown Assistant Dean, School of Engineering
John Graziano, Chair, Faculty Senate
Pamela Gillespie, Chief Librarian and Assistant Dean
Marshals:
Celia Lloyd, Registrar
Annette Weintraub
Micki Itami
Stanley Kaplan, Chairman, City College Fund
Joe Birman
Herb Robinson, President, City College Fund
Lynn Appelbaum
Rochelle Ring
DR. YOLANDA T. MOSES
Since taking office as City College's tenth President in 1993, Dr. Yolanda T. Moses, a
nationally recognized cultural anthropologist, has dedicated herself to ensuring City's
place as one of America's premiere urban public institutions. To this end she has instituted
ongoing program reviews of all academic departments by outside experts, introduced a
College-wide planning process to chart City's future, developed a strategic fund-raising
plan and raised admission standards.
Dr. Moses came to CCNY from California State University Dominguez Hills, where she
was Vice President for Academic Affairs and Professor of Anthropology, a position she had
held since 1988. From 1982 to 1988 she was Dean of the College of Arts and Professor of
Social Science (Anthropology) at California State Polytechnic University, Pomona.
In 1995 Dr. Moses was elected President of the American Anthropological Association
(AAA), the world's largest association of anthropologists, with over 11,000 members. She
was the first African-American President in the AAA's 93-year history. Active in the AAA
for over 20 years, she has also served as President of the Council on Anthropology and
Education; served on the Executive Committee of the General Anthropology Division; on
the Board of the Association of Black Anthropologists; and is a member of numerous AAA
committees. She has also served in editorial capacities for The American Ethnologist, The
Women's Studies Journal, Frontiers: A Journal of Women's Studies and The Anthropology
and Education Quarterly.
Dr. Moses has many years of experience in higher education administration, faculty
development and curriculum reform. She is affiliated with numerous national and
international associations concerned with higher education and community and regional
development. She chairs the American Council on Education Commission on the Status
of Women, and the United Negro College Fund National Advisory Board for Service
Learning, and has been a member of many boards and service organizations in New York
City, including the Commission on School Facilities and Maintenance Reform.
Dr. Moses is a member of the National Science Foundation's Advisory Committee for
Social, Behavioral and Economic Sciences, and the Board of Trustees of the Ford
Foundation. She is also a member of The Women's Forum, Inc., an organization of leading
women in the professions, the arts and business in New York. She was recently named by
Crain's New York Business as a Top Minority Executive.
Dr. Moses is the author of numerous articles, monographs and papers on issues related to
cultural change in the United States and in the Caribbean, cultural change in higher
education and cultural diversity and public policy issues. She was a consultant and
researcher for the Association of American Colleges and Universities (AAC & U), which
resulted in her ground-breaking monograph, "Black Women in Academe," and she was a
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member of the Association's national panel on liberal learning in the major that resulted
in two significant publications.
She serves on the Executive Board of the AAC & U. Under Dr. Moses' leadership, CCNY
played a leading role in launching a national higher education diversity initiative, in
cooperation with the AAC & U, entitled "Racial Legacies and Learning: An American
Dialogue." The project brings together a coalition of leaders from education, business,
politics, the religious community and grassroots organizations to discuss Building One
America in support of President Clinton's Initiative on Race.
A nationally recognized expert on cultural diversity, she was selected by the Ford
Foundation as one of four consultants in the country to evaluate its diversity projects in
universities and colleges across the nation. Her writing, research and lecturing in this area
have taken her to New Zealand, Japan, India and Western Europe.
Dr. Moses is a Professor in the Department of Anthropology at The City College as well as
a member of the CUNY Graduate School and University Center's doctoral faculty in
Anthropology. She has done anthropological fieldwork in the United States (Alaska), the
British West Indies, and in East Africa.
A native of
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Dr. Moses is a product of public higher education of [002]
that state. She received her A.A. degree from San Bernardino Valley College in 1966, and
is a member of its Alumni Hall of Fame. She received her bachelor's degree in Sociology
with highest honors from California State College, San Bernardino, in 1968. She earned
both her master's and doctorate with highest honors in Anthropology from the University
of California at Riverside in 1976, and recently received the University 's Distinguished
Alumnus Award.
Dr. Moses was awarded an honorary Doctor of Letters Degree from Bloomfield College of
New Jersey at its 125th Commencement Exercises on May 21, 1998. She was cited for her
commitment to CCNY's historic mission of access to excellence in higher education, and
for "making City College an international model for enhancing human potential."
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purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Robert Geddes FAIA
/
Robert Geddes has received two of the highest honors in the architectural profession:
the Topaz Medallion for lifetime achievement in architectural education, jointly
awarded by the American Institute of Architects and the Association of Collegiate
Schools of Architecture: and the Architectural Firm Award, given to Geddes Brecher
Qualis Cunningham for" design quality, respect for the environment, and social
concern."
Geddes was bom
(b)(6)
1923. After receiving his Master of Architecture C003]
degree from the Harvard Graduate School of Design in 1950, Geddes returned to
Philadelphia to join the University of Pennsylvania faculty. In 1954 he co-founded the
architectural firm. Geddes Brecher Qualls Cunningham. In four decades as design
partner. Geddes won more than one hundred design awards, medals and
competitions. He was the author of articles on the useful relationships between theory
and practice.
As an architect, Geddes' major works are buildings for the Institute for Advanced
Study, Princeton; the Franklin Institute Science Museum, Philadelphia; the J.B. Speed
Art Museum, Louisville; the Muhienberg College Library, Allentown: the University of
Pennsylvania Medical Center, Philadelphia: and Richard Stockton College in New
Jersey. As an urban designer, Geddes' major works are the master plan of Liberty
State Park on the New York Harbor, 1976; the Center City Plan of Philadelphia, 1988;
the Alexanderpolder district plan for AIR Architecture International Rotterdam, 1993;
and the Third Regional Plan of New York, 1997. Currently, in partnership with Ann
Geddes AIA and Mark Demshak AIA, he Is working on buildings for the Cleveland
Institute of Music. University Circle, Cleveland; Jump Street USA, a community
revitalization retail and entertainment center in Philadelphia: and The Institute for
Advanced Study. Princaton, having recently won the design competition.for
Bloomberg Hall for the School of Natural Sciences.
LUBBE DINGMANSFERRY
PAGE 05
05/31/1999 09:07 15708289346
Geddes has carried forward his caraer on two tracks simultaneously: professional
practice and teaching.
in 1965, Geddes was appointed the first Dean of the Princaton University School of
Architecture. and served for 17 years. White he was Dean at Princston, the School
was a center of inter-disciplinary studies of architecture and urbaniem. During that
period. he was co-director of the American Institute of Architacts national study of
architectural education and co-author of "The Princeton Report."
in 1990, Geddes was appointed the Henry Luce Professor of Architecture, Urbanism
and History at New York University. During the 1990s, his work focused on ctvic affairs
in New York, working with the Regional Plan Association and the United Nations
Centre for Human Settlements.
Geddes is a Fellow of the American Institute of Architecture, Academician of the
National Academy of Design, and Fellow of the New York Institute for the Humanities.
He was awarded the honorary degree of Doctor of Humane Letters by the New Jersey
Institute of Technology.
Internationally, Geddes was the architecaure advisor with the United States delegation
to the United Nations 1997 international conference on cities, Habitat 11. in Istanbul. in
preparation in for the Istanbul conference. he was the Director of an inter-university
Conference on Cities in North America and editor of its report Citles in Our Future,
published by Island Press. Supported by a grant from the US Department of Housing
and Urban Development. Geddes was co-director, with Lance Jay Brown AIA, of
Crosstown 116. a collaborative Initiative of the City College of New York School 01
Architecture and Environmental Studies, the American Institute of Architects New York
Chapter, and local communities in Upper Manhatten. The goal of Crosstown 118 was
- TO bring nome the principles of Habitat II, from Istanbul to Herlem."
X
05/31/1999 09:07
15708289346
LUBBE DINGMANSFERRY
PAGE 06
In 1997, Geddes served as President of the New York Chapter of the American
Institute of Architects. During his tenure as President and Board member of the
Chapter, he developed initiatives to broaden the membership and Increase the civic
engagement of architects. The five major initiatives were the following:
1.
Creating The Young Architects Group (with Adam Yarinsky AIA) and
The Senior Roundtable (with Saralle Welsberg FAIA and others).
2.
Creating the Architecture and Ethics symposiums (with Deborah Berke AIA), on
Practical Ethics and on Civic Ethics, in collaboration with The New York Institute
for the Humanities.
3.
In collaboration with the Regional Plan Association, presenting AIA/RPA
Design Workshops at the annual RPA Regional Forums.
4.
Establishing the Chapter's Housing Committee as an accredited NGO of the
United Nations. The Chapter and Committee participated in the UNCHS Habitat
World Conference on Cities in Istanbul and UNCHS Forums in New York.
5.
Creating the Crosstown 116 civic triumvirate in Upper Manhattan ( with Lance
Jay Brown AIA and the City College of New York School of Architecture and
Environmental Studies) supported by the United States Department of Housing
and Urban Development.
2
Commander Mario Ranco, Jr.
Astronaut Runco is the first City College graduate to fly on the Space Shuttle.
He received a bachelor of science degree in meteorology and physical oceanography from
CCNY in 1974. He was a highly decorated Navy officer before joining NASA in 1987,
and earned a Navy Achievement Medal, two Navy Sea Service Ribbons, and the Navy
Battle Efficiency Ribbon, among other awards, during his nine-year service. From
NASA, the Bronx-bom astronaut has received two NASA Space Flight Medals, and one
for Exceptional Service.
Commander Runco's technical assignments with NASA have included assisting in the
design, development and testing of the Space Shuttle crew escape system; testing and
evaluating Space Shuttle mission-specific flight software, and assisting in preparing
Space Shuttle missions for launch. A veteran of two space flights, he has logged over 310
hours in space. Commander Runco received CCNY's Townsend Harris Medal in 1993
and the CCNY President's Medal in 1990.
-30-
X
THE WHITE HOUSE
WASHINGTON
January 10, 1997
Greetings to all those gathered to celebrate
the 150th anniversary of the City College of
New York.
Excellence in education is the key to our
future. For 150 years, the faculty and staff of
CCNY have been offering an ideal learning oppor-
tunity for their students and preparing them for
the responsibilities that lie ahead. Our nation
relies on schools such as yours to supply the
knowledge and skills necessary to compete in the
twenty-first century. I am confident that The
City College of New York will continue to endow
future generations with expertise and guidance.
Best wishes for a memorable celebration.
Bruchwton
President Clinton, in bis recent State of the Union
Address to Congress, underscored the importance
of bigher education.
THE CITY COLLEGE OF NEW YORK
PRESIDENT'S REPORT '98-'99
PUBLISHED FOR ALUMNI & FRIENDS OF THE CITY COLLEGE/CUNY
President Yolanda T. Moses
BUILDING FOR THE FUTURE
I am happy to share the following
report with you. The current
academic year is full of promise.
Photo: Philip Carvalho
Enrollments have stabilized and
we are not facing budget cuts.
City College has emerged from
Grand Reopening of The Great Hall
NATION'S LARGEST MAGNETIC
the fiscal turmoil of recent years
Professor Nathan Glazer '44 lectured on "The
RESONANCE RESEARCH CENTER
emarkably good shape.
College and the City, Then and Now," on
City College and CUNY are part of a consortium
What follows are highlights
February 3, 1998 at the reopening of the fully-
of 10 leading academic medical institutions that
recent achievements by
restored Great Hall, Shepard Hall. Professor
have joined to create the New York Structural
idents and faculty, as well as
Glazer came to the College as the Samuel Rudin
Biology Center on the South Campus, the
institutional honors. We have
Distinguished Visiting Scholar.
nation's largest magnetic resonance research
forged new programmatic
Dr. Glazer, who is professor emeritus of
center. Park Gymnasium will be converted to
partnerships, established new
sociology and education at Harvard University,
house the complex, which will help scientists
scholarships and are building for
has written extensively on urban issues, race
understand the structure and function of the
the future.
relations, education, ethnicity, immigration and
molecules that govern the basic processes of life.
The document ends with a
multiculturalism. He is the co-author, with
Among the other consortium members are
summary of City's vision and
Senator Daniel P. Moynihan, of the classic
Memorial Sloan-Kettering Cancer Center, The
mission statement, which will be
Beyond the Melting Pot.
Rockefeller University, Columbia University, Cornell
our blueprint for the new
The Distinguished Visiting Scholars
University, SUNY Stony Brook, Wadsworth Center
millennium. I will keep you
Program, named for Samuel Rudin '18, the civic
and The New York State Department of Health.
posted as it evolves and seek
and philanthropic leader, is supported by a grant
Following are additional details about the
your input as we finalize it and
from the May and Samuel Rudin Family
South Campus Renaissance:
plan for its implementation
Foundation.
A new Business Institute to assist small
through the year 2004.
The lecture was part of New York City 100:
businesses will be especially targeted to the
The Greater New York Celebration-a year-long
surrounding community;
yelow T. Moses
celebration illuminating the city's rich history and
A new building will dramatically expand the
heritage, made possible through the support of
Child Development Center, which provides day-
The New York Times Company Foundation,
care services for children of CCNY students;
Founding Centennial Sponsor.
New support facilities will be provided in Eisner
Hall for the Herman Goldman Sports Center; as
INSIDE FEATURES
Great Hall Wins Preservation Award
well as space for technical start up companies;
Dr. Andrew Grove Honored at
The magnificently restored Great Hall received
Dormitory facilities will be located in Park Gym
ity College Gala
the 1997 Lucy G. Moses Preservation Award,
for visiting researchers;
lin Powell Center Opens
the highest honor of The New York Landmarks
Parking areas and roadways will be re-paved
1 Million Whitaker Grant to CBE
Conservancy. The awards are named in honor of
and upgraded.
CCNY's Publishing Certificate
the late Lucy G. Moses (1887-1990), whose
Some facilities should be ready within the
Program receives $325,000 in grants
generous gifts benefited New York's civic and
next year and the entire project will be finished
Tri-State Summit On Race Relations
cultural institutions.
in three or four years.
CCNY
OLLEGE
courses, maybe you should go to an engineering school." Yes to
"Andy"-it's been Andy ever since-and yes to engineering school!
"But Brooklyn College doesn't have one." Where is one? He gave
me directions to Brooklyn Polytechnic.
The next day I went there and announced I was a Hungarian
refugee and wanted to become a chemical engineer. But they said
the two scholarships they had in that field were already given away,
and the tuition was $2,000. Well, that might as well have been $200
million! The two gentlemen saw "unthinkable" written on my face
and suggested I look into City College: "They have a pretty good
engineering program there."
Dr. Andrew Grove '60
By noon I was in the Registrar's office of Shepard Hall. I asked
how much the tuition was and was told "there is none, just a $39
CCNY HONORS DR. ANDREW GROVE '60,
fee or so." I concluded I was in the right place.
CHAIRMAN OF INTEL CORP.
But then I was asked for my transcript, which I had not thought
to pack when I left Hungary. My heart sank, but the official said,
In 1956 Dr. Andrew S. Grove, Chairman of Intel Corporation, fled
"That's OK-just tell me what you took and what your grades were,
Hungary in the aftermath of the uprising in that country. Four years
so we can get you into the right courses." That became my
later, he graduated first in his City College class with a degree in chemical
"transcript." Coming from such a different society, that level of trust
engineering; subsequently, he earned his doctorate at the University of
really impressed me, shocked me.
California at Berkeley. Dr. Grove is the author of the widely used text,
That's how I entered City College, and it has been a love affair
Physics and Technology of Semiconductor Devices, as well as his take on
from the word go. It was "tough love"-it was not an easy journey,
successful corporate culture, Only the Paranoid Survive: How to Exploit the
but it was warm, it was interactive, it was caring. Among the people
Crisis Points that Challenge Every Company and Career.
who left an enormous impression on me was Professor Morris
Not to be outdone by Time Magazine, which named him Man of
Kolodney, my faculty adviser.
Year for 1997, City College honored Dr. Grove with a special
I remember his asking me once, "Andy, how do you like New
gram at the Starlight Roof of the Waldorf-Astoria on Sept. 23 for his
York?" And I said, without thinking much about it, "I hate it." This
tributions to the digital revolution. In remarks made at the gala
was mainly because the weather was god-awful that winter. He was
black-tie event, Dr. Grove admitted he was "a guy in a hurry," even
shocked, but when I explained, he said "If it's weather you want, you
missing his graduation ceremony because "I was high-tailing it to
should go to California." Ladies and gentlemen, that was it! When I
California at the time."
was asked about my plans for my life, I said, "Move to California."
The rest is amazing corporate history. Following is an excerpt from
Another life-forming experience was with Professor Alois X.
Dr. Grove's eloquent reminiscences about his City College years.
Schmidt, the epitome of a tough teacher and a caring teacher. He
helped me to develop as a young man, an engineer, and a manager.
I arrived in America from Hungary in January 1957 on a horrible
I am very sorry he never saw what happened to me subsequently in
winter day, and I found myself surrounded by the gray marshes of
life, since he had a lot to do with it.
New Jersey. I was having serious second thoughts about coming
By way of concluding, I want to recall one cultural element at
here, but was soon bailed out by my uncle. He worked at Brooklyn
City College then—I have no idea whether it prevails today or not-
College for 27 years before retiring, but lived in the Bronx. I didn't
which was that, whenever a professor handed back exams, if you
realize it then, but he had, so to speak, laid the tracks for my
didn't like your grade you went on the attack and tried to show the
acceptance into Brooklyn College in record time. My uncle and I took
professor the error of his ways. Like a pack of dogs, it usually worked
the one-and-a-half hour subway down to the campus to register in
better if ten of us ganged up on the professor and argued with all
time for the new semester.
the facts at our disposal.
I was stamped and approved, and got all kinds of credit for
Well, that method was not very gentlemanly, but it was a very
courses I had taken in Hungary. But then I rapidly figured out that,
effective way of exchanging knowledge, information, and assessments.
though I had left very early in my sophomore year, I was matriculating
It made a lasting impression on me, and perhaps Intel's confrontational
on the other side of the ocean as a beginning senior. I was happy at
culture and decision-making processes owe something to my City
first, but as the day wore on, I began to see there was something
College years!
wrong with this picture. They will give me a degree in nine months'
Let me add, more seriously, a lot of what is good in America I
time, I thought, and somebody will actually think I'm a chemist!
learned at City College. I learned the skills of my trade, and I learned
I knew how little I knew to be a proper chemist, and when I
self-confidence. My time there, in fact, was for me the quintessential
culated that I only needed two more courses to graduate in chemistry,
American experience, and for that I will be forever grateful. I just
Ily panicked. My English wasn't very good, and I struggled to
hope that it remains this for future generations of immigrants to this
plain my situation to an official. He leaned back with a big sigh
country. And I hope the experience will be as positive and provocative
and said, "Andy-may I call you Andy?-if you want more technical
for them as it was for me.
2
THE PRESIDENT'S REPORT '98-'99
COLIN POWELL CENTER
in New York City secondary schools. They will pay full tuition ($3,250
Colin L. Powell Center for Policy Studies has been established to
a year) for the four years that the student attends CCNY.
Jy the most pressing public and social policy issues facing New
Scholarships will be awarded on the basis of academic excellence
York City, with a view toward their impact and application for other
(minimum grade point average of 85), a demonstrated record of
urban centers. The Center officially began operations in September,
community service and a 400-500 word essay entitled, "The Lessons
1998 with the first planning and organizational meeting of its
I Learned from Serving My Community."
Advisory Board and the appointment of Distinguished Professor Paul
General Powell, a 1958 graduate of City College, is a product of
L. Wachtel of the Psychology Department as Acting Director. It is
the New York City public school system and serves as a role model
located in Lincoln Corridor, Shepard Hall, the largest of the College's
for young people. He has stressed the importance of voluntary service
landmark neo-Gothic buildings.
to the community and the nation, which benefits society and provides
Even before it was officially launched the Center hosted a three-
the individual with a valuable personal, moral, and educational
day United Nations conference at CCNY entitled "Rebuilding
experience. Through this scholarship program CCNY will attract
Fractured Communities." Representatives from Bosnia, Burundi and
talented young men and women with a commitment to serve others.
Cambodia came to discuss international conflict resolution and the
many issues faced by countries whose societies are crippled by vio-
lence, wars and genocide.
During the coming year, Acting Director Wachtel will work with
faculty and leading policy experts throughout the country to formu-
late specific topic issues to be addressed through conferences, work-
UICEN
shops, seminars, and individual study. Among the thematic areas
being considered are Immigration and Public Policy; Race, Ethnicity
and Social Division; and Promoting Jobs and Skills in the Inner City.
A major conference is planned for the Spring, 1999, to be led by
James G. Blight, Professor of International Relations, Thomas J.
Watson Jr. Institute for International Studies, Brown University. His
°C will be "Reconciliation and the Search for Historical Truth:
isiting the Cuban Missile Crisis, the Vietnam War, and the
emmas of Foreign Policy."
America's Promise Scholarship Program
General Colin L. Powell and his sister, Mrs. Marilyn P. Berns, have
contributed $250,000 to establish a scholarship fund at City College
in honor of their parents. The Maud and Luther Powell America's
Photo: Frank Capri
Promise Scholarships will be awarded to graduating seniors enrolled
President Moses and General Colin L. Powell '58
Tri-State Summit On Race Relations Held At CCNY
the work ahead of them to foster racial understanding.
Over 400 higher education and community leaders met in The Great
The Hon. C. Virginia Fields, Manhattan Borough President,
Hall on October 7, 1998, for a New York Summit organized around
delivered welcoming remarks. Michael Wenger, Deputy Director of
the question "How can higher education, with its local communities,
Outreach and Program Development for President's Clinton's Initiative
prepare graduates to address the legacies of racism and the opportunities
on Race, was the Keynote Speaker. His topic was The President's
for racial reconciliation in the United States?"
Initiative on Race: Forging a New Future.
The Summit was a major event of the Association of American
President Yolanda T. Moses is one of four higher education leaders
Colleges and Universities' (AAC&U) national initiative, Racial Legacies
who coordinated the event. The others are Shirley Strum Kenny,
and Learning-An American Dialogue. Campus/community teams from
President, The State University of New York College at Stony Brook;
over 45 colleges and
John Noonan, President, Bloomfield College of New Jersey; and
universities from New York,
Richard Guarasci, Provost and Vice President for Academic Affairs,
New Jersey and Connecticut
Wagner College, Staten Island. A follow-up conference will be hosted
attended. Prior to the
by Bloomfield College in the Spring 1999.
Summit, each team,
Racial Legacies and the New York Summit were supported by
representing religion,
the Ford Foundation. The Summit was also part of New York City
grassroots leadership,
100: The Greater New York Celebration.
iness and other
Left to right: President Yolanda T. Moses: Deputy Director of Outreach and Program
nmunities, participated
Development for President Clinton's Initiative on Race, Michael Wenger; and
a dialogue to assess
President of the AAC&U, Dr. Carol Geary Schneider.
3
CCNY
CCNY Professor Leads Search For An AIDS Vaccine
Dr. William Boto, one of the world's foremost experts on the various
African strains of the HIV virus that causes AIDS, spent last summer
in Africa with a team of students and faculty to continue the search
for an AIDS vaccine. Dr. Boto, who came to CCNY in 1989, is
Director of City's Minority International Research Training (MIRT)
Program. It was the fifth trip in what has become an annual summer
pilgrimage to Uganda's Makerere University Medical School for Dr.
Boto and some of the most promising undergraduate and graduate
minority researchers from around the country.
This year the group's focus was to study the AIDS virus with the
Professor William Boto (right), director of City College's Minority
International Research Training (MIRT) Program, and one of the
aim of contributing to the development of vaccines that will be
world's foremost experts on the various African strains of the HIV
effective against the different strains of the virus found in Africa.
virus, talks to student researchers at CCNY during a lab session
A young research associate when he was forced to flee his native
recently. Every summer, Dr. Boto takes a group of minority
Uganda 25 years ago during the brutal reign of Idi Amin, Dr. Boto was
researchers to Uganda in the search for an AIDS vaccine. CCNY
among the first to identify the different strains of the AIDS virus that
students (from left) Frank Appab, Luciana Guerra, Culette Francis
circulate in East Africa. His African research was funded by a $280,00
and Janice Riley (background) have all participated in the program.
grant from Fogarty International Center at the National Institutes of
Health (NIH), where Dr. Boto started as an AIDS researcher in the mid-80's
Board of Trustees Votes to End Remediation at
CUNY Senior Colleges
$1 Million Whitaker Grant to CBE
Last May The City University Board of Trustees approved a resolution
The College's Center for Biomedical Engineering (CBE) has received
to end remediation at CCNY and the other senior colleges of CUNY.
three-year, $1 million award from the Whitaker Foundation to establish
The policy was scheduled to take effect at CCNY in September 2000.
a new Ph.D. "subprogram" in Biomedical Engineering and to create
However, a court ruling halted implementation of the plan pending
three new research laboratories.
resolution of a law suit on the issue.
The CBE was founded in 1994 with the support of an earlier
Since there has been some misunderstanding surrounding the
award from the Whitaker Foundation which established the Center
'e of remediation at City College, the following information
as a consortium of the School of Engineering, CCNY's Sophie Davis
uld be helpful:
School of Biomedical Education/CUNY Medical School, the Hospital
Under 10 percent of all undergraduate students were in remedial
for Joint Diseases/NYU Medical School and the Hospital for Special
courses in the Fall, 1997 semester (around 800 students). This
Surgery/Cornell University Medical College.
includes students in Math 80 and Math 90, for which most other
It is the first consortium in the New York region in which public
institutions grant full credit, while we grant partial credit.
and private institutions have joined together to train undergraduate
Remedial and developmental education at CCNY are currently limited
and graduate students in biomedical engineering. One of the major
to less than 3 percent of our budget. This includes Math 80 & 90
goals is the recruitment, support and graduation of minority students.
and English as a Second Language (ESL) courses, which are really
The CBE is headed by Dr. Sheldon Weinbaum, Distinguished
developmental and not remedial, particularly ESL.
Professor of Mechanical Engineering at CCNY. The Whitaker Foundation
For some perspective on the cost of remediation at City, we spend
is a private, nonprofit foundation that is the largest supporter of
over ten times as much on doctoral and master's level research as we
research and education in Biomedical Engineering in the United States.
do on remedial and developmental education combined.
Nevertheless, it is imperative that CCNY put plans in place now
$750,000 Bequest to CWE for Holocaust Courses
to ensure that students who come from the high schools are prepared
Frances S. Patai, a 1955 alumna who died in January 1998, left
to pass the University's Freshman Skills Assessment Tests in reading
approximately $750,000 to the Center for Worker Education (CWE),
comprehension, essay writing and mathematics.
to establish a fund in her name to support courses to promote
The College is putting into place a highly proactive initiative
understanding of the unique history of the Nazi Holocaust. The
with the public schools and with community colleges both inside and
Frances S. Patai Fund will also offer an annual $1,000 prize for the
outside of CUNY to ensure that CCNY receives students who qualify
best undergraduate research paper on the role of women volunteers
under the College's tightened admission standards. Chancellor
in the anti-fascist struggles of the 1930s.
Rudolph F. Crew has expressed his willingness to work with CCNY
A historian and writer who was a long-time instructor at CUNY,
on the issue of reaching into the high schools with a special focus
Ms. Patai once said that City College gave her "the education that
on 10th, 11th and 12th graders to prepare them for admission to
enabled me to work all day (often in factories), attend classes at
City College.
night, and work my way out of poverty's entrapment."
To sum up: City College is developing a blueprint that will maintain
The Center for Worker Education, a bachelor's degree program
demic excellence and educational opportunity at CCNY, in partnership
for working adults, is located in the Tribeca area of lower Manhattan.
/ith the public and parochial schools, and the community colleges.
Established in 1981, the Center enrolls nearly 900 working people.
4
THE PRESIDENT'S REPORT '98-'99
PROGRAMS
Alain Jean-Noel, a sophomore majoring
in electrical engineering, was the winner of
shing Certificate Program:
Motorola's Next Generation Summer Intern
CCNY's Publishing Certificate Program recently held its first
Scholarship Award out of a field of 200
anniversary celebration at the River Mansion, home of Sherry
engineering students nationwide. He was
Bronfman, a member of the program's board. The certificate
honored for providing the best oral and
program's first six graduates were honored and President Yolanda
written project presentation to a panel of
T. Moses praised it for working to "change the face of the
managers and experts in Motorola's Land
publishing industry."
Mobile Products Sector in Schaumburg,
Best-selling mystery writer Walter Mosley ('91 MA), who played
Illinois. The Brooklyn resident bested
a key role in launching the program in 1997, announced an addition-
interns from MIT, CAL Tech, Howard
al personal donation of $5000 and challenged publishing executives
University, Florida A&M, Georgia Tech, and
to support "a unique effort which allows minority students to chan-
Alain Jean-Noel
other top engineering schools in the
nel their enthusiasm for books and book cultures into viable careers"
United States. Mr. Jean-Noel received a $2,000 prize with the award
in publishing. Professor David Unger, who directs the program, said
and an intern position with Motorola.
he expects it to produce about 15 graduates per year. "There is no
existing public program anywhere in the U.S. that attempts to attract
Michelle Soto, a recent graduate of
minorities into publishing," he added.
CCNY's Sophie Davis School of Biomedical
Each graduate completed four courses of 25 offered in the edi-
Education/CUNY Medical School, received
torial, publicity or marketing and design tracks and took part in paid
a $10,000 fellowship from the National
internships at New York publishing houses including Grove/Atlantic,
Medical Fellowships (NMF) and the W.K.
Harcourt Brace and Company, W.W. Norton, Scholastic Inc., John
Kellogg Community-based Training
Wiley and Sons, and The New Press. The Publishing Certificate Program
Fellowship Program for Minority Medical
received $325,000 in support from corporations during its first year.
Students. She was one of 15 recipients in
the national medical student fellowship
Writer Walter Mosley
program, which enabled her to spend 8
and Board Member
weeks last summer at the Medical Center
Sherry Bronfman at the
Publishing Certificate
of Camden-on-Gauley in West Virginia,
Micbelle Soto
Program of the City
where she focused on rural health problems.
College of New York's
Ms. Soto has entered the SUNY Health Science Center in Brooklyn
first anniversary
for the last two years of study leading to her M.D. She will complete
celebration bonoring
the second phase of the fellowship next year. The 15 Fellows come
the Program's first
from top medical schools around the country, including Harvard,
graduates. Ms. Bronfman
bosted the event at her
Yale, Stanford, NYU, Ohio State and Tufts.
River Mansion
Sendy S. Louis, a junior majoring in
residence.
chemical engineering, was named a 1998
M.F.A. in Media Arts:
Barry M. Goldwater Scholar for her
research into a method of preventing the
A new Master of Fine Arts degree program in Media Arts Production
is being offered by CCNY through the Department of
leakage of underground nuclear waste
Communications, Film and Video. The two-year program provides
storage tanks. Ms. Louis' research was con-
ducted under the auspices of CCNY's
graduate students with an opportunity to work extensively in the
Center for Analysis of Structures and
realm of independent production, one of the fastest growing areas
of the film and video industries, and one of the greatest markets for
Interfaces (CASI). She is the fourth CCNY
student to receive a prestigious Goldwater
jobs in New York City. It is the only MFA of its kind at an affordable
scholarship in the past four years. The
public university in the region, according to Professor David
Goldwater Scholarship and Excellence in
Davidson, director of the program.
Sendy S. Louis
Education Program was established by
STUDENT ACHIEVEMENTS
Congress in 1986 to honor Senator Barry M. Goldwater. Thousands
Three top City College premed graduates, Catherine U. Okonji,
of talented students in science, engineering and mathematics compete
Colette M. Knight, and Rhondalyn C. McLean, were awarded
for the awards annually. As a Goldwater Scholar Ms. Louis will
prestigious Jonas E. Salk Scholarships for medical school by CUNY.
receive a year of scholarship funding up to a maximum of $7,500.
TWO, Jennifer Duchon and Robert Maitta, received honorary awards.
She also received a fellowship from Merck & Company, Inc., that
have been accepted to leading medical schools, including Harvard
enabled her to spend last summer working as a "Merck Engineering
d Albert Einstein College of Medicine. The scholarships are named
and Technology Scholar" at the pharmaceutical company's Rahway,
.or Dr. Jonas E. Salk '34, developer of the anti-polio vaccine.
New Jersey facility.
5
Photo: Waldinger Photo Group
The College's Frederick Douglass Debate
received the Alumni Association's Faculty
Photo: Bill Summers
Society defeated teams from over 30 top
Service Award.
New England schools, including Ivy League
Professor David Davidson of the
giants Harvard and Yale, to win the 1997
Department of Communications, Film and
Brandeis University American Parliamentary
Video, won an Emmy award as director and
Debate Association (APDA) championship.
co-producer of a documentary on Thomas
Team captain John Castelly and Kaleb
Edison and the genesis of the motion
Sanchez, both seniors in the Urban Legal
picture industry titled, "Into the Light-The
Studies Program, led the debaters to
Furious Birth of the American Film Industry."
victory over Harvard's 'A' team in the
Along with co-producer Amber Edwards,
championship round.
Professor Davidson recently received the
Kaleb Sanchez
Prof. David Davidson
Mid-Atlantic Regional Emmy award for Best
Cultural Program from the Philadelphia
FACULTY EXCELLENCE
Chapter of the National Association of
Ron Carter, Distinguished Professor of
Television Arts & Sciences.
Music, has been named 1998 American Jazz
Dr. John J. Lee, Distinguished Professor of
Master by the National Endowment for the
Biology at CCNY, was elected as the first
Arts. The fellowship includes an award of
President of the International Society of
$20,000. American Jazz Master Fellowships
Symbiology, which was formed at the second
recognize significant contributions to jazz,
International Congress on Symbiosis at the
artistic excellence and impact on the music
Marine Biological Laboratory in Woods Hole,
field. With more than 2000 albums to his
Massachusetts. "The new society will provide
credit, Professor Carter has made recordings
with jazz greats including Tommy Flanagan,
a needed forum for biologists interested in
symbiosis to communicate with scientists of
Dr. John J. Lee
Gil Evans, Lena Horne and B.B. King. From
1963 to 1968, he was a member of the
similar focus and interests," Dr. Lee said.
legendary Miles Davis Quintet.
Professor Ron Carter
Dr. Myriam P. Sarachik, Distinguished
Dr. Latif M. Jiji, Herbert G. Kayser Professor of Mechanical
Professor of Physics at City College, has
Engineering, received the American Society of Mechanical Engineers
been elected a Fellow of the American
(ASME) International Faculty Advisor Award for his mentorship, since
Association for the Advancement of Science
1991, of CCNY's Student Section of ASME. Under his guidance City's
(AAAS), the world's largest federation of
students won the prestigious Allied Signal Award for five consecutive
scientists, with more than 144,000 members.
years. In 1993, CCNY swept all the major awards in ASME's Region II.
Dr. Sarachik is an internationally recognized
A member of the faculty since 1964, Dr. Jiji has received five Best
researcher in the field of condensed matter
cher Award honors from the CCNY Chapter of Pi Tau Sigma, two
and low temperature physics. She has done
cher of the Year awards from the College's ASME Student
work on metal-insulator transitions in
ection, as well as CCNY's Outstanding Teacher Award. In 1995 he
Dr. Myriam P. Saracbik
semiconductors and research on
6
CCNY THE PRESIDENT'S REPORT '98-'99
spown at left, the
Increased the number of required courses in English and math for
V restored
all education students; and
!rangle, The City
Increased the amount of writing required in all education courses.
College of New York/
In addition, admission standards have been raised, together with
CUNY. Left to right:
Vice President Thomas
the GPA requirements for students to continue as education majors.
Morales, President
A joint committee of faculty from Liberal Arts and Science and
Moses and Day Student
Education has developed a conceptual framework for teacher educa-
Government President
tion that has been praised as a model by the New York State
Mobamed Mazbar cut-
Education Department.
ting ribbon at formal
reopening of the North
Strengthening the Public Schools
Campus Quadrangle
area after several years
Better teachers help to make better schools. But there are other fac-
of renovation.
tors that go into upgrading the public schools. They include fixing
crumbling school buildings, reducing class size, and providing access
superconducting films,
to computers and the latest technology for both students and teachers.
which was important to
These things cost money, however, which raises the larger question
the early theory of super-
of society's commitment to the public schools. Are we willing to
conductivity. Recently, Dr.
commit the tax dollars and other resources required to give inner city
Sarachik was also elected
school children the same opportunities as their more affluent suburban
to the National Academy
counterparts? That is a crucial element in the effort to upgrade the
of Sciences and is a
public schools, and City College is working very hard to increase
Fellow of the American
support for the schools among alumni and friends.
Physical Society and the New York Academy of Sciences. In 1995, she
In recent years CCNY has dramatically expanded its ties to the
received the Mayor's Award for Excellence in Science and Technology
public schools. City now has approximately 40 programs that provide
from Mayor Rudolph W. Giuliani.
President Yolanda T. Moses was selected as one of Crain's New
public school students with academic instruction, counseling and
recreation; and that help enhance teacher training and skills. The
x Business Top 100 Minority Executives. Dr. Moses also served as a
College is working with Chancellor Rudolph F. Crew and the Board
mber of a panel of experts for a nationally telecast two-hour
of Education to nurture the talents of students and teachers through
'O conference from Washington, D.C. that launched the national
ervance of African-American History Month. She was also among
these partnerships.
a number of women leaders from across the U.S. who met at the
Women's Economic Leadership Summit in Washington, D.C. with
President Clinton and First Lady Hillary Rodham Clinton to chart an
economic agenda by women for America.
Serving the Community
The College has received a $266,000 grant to train and deploy students
in community service. The award is from the New York State Office
of National and Community Service through its Americorps Program.
Professor Marina Fernando, who heads the new program, is also
the Director of International Studies. Americorps members are eligible
to earn academic credit, and are given a living allowance and
educational award.
Training Teachers
City College prepares more teachers for the city's schools than any
other institution and is working closely with the New York State
Department of Education to upgrade teacher training. To this end the
THE
School of Education has been made part of the College of Liberal
Arts and Science and an 8 point plan has been implemented that
features close collaboration in all areas of curriculum and instruction
between CLAS faculty and programs, and Education faculty and programs.
Students with better writing skills and more course-work in
chematics pass the teacher certification exams at significantly higher
New York City Schools Chancellor Rudolpb F. Crew received an
tes. CCNY has, therefore, implemented the following measures:
bonorary doctorate at CCNY's Commencement exercises on June 2, 1998
7
CCNY THE PRESIDENT'S REPORT '98-'99
Plaza of Honor Campaign
Y's Plaza of Honor Campaign is a major fund-raising initiative
that offers alumni, family and friends the chance to have their name,
or the name of an honoree, timelessly engraved in stone in Lewisohn
Plaza outside the main entrance to the North Academic Center. A
dramatic new Plaza design was created by Architecture students and
the campaign has already raised over $300,000 for scholarships,
academic programs and other institutional priorities. Directed by the
Office of Development and Institutional Advancement, the Plaza of
Honor Campaign has begun its second phase of solicitation, reaching
out to more alumni and friends in hopes of cultivating increased
interest and much needed support for CCNY.
Development and Fundraising
Private support for the College topped $6.5 million in fiscal 1998, a
record high and 20% increase over the previous year. Significant
increases occurred in gifts to the College directly and to The City
Students on the City College Campus
College Fund, The City College 21st Century Foundation and the
Research Foundation of CUNY for the City College. This amount
does not include approximately $25.5 million received in the form of
In January 1998 The School of Engineering held a benefit
research contracts.
luncheon at the Waldorf-Astoria honoring Martin Rubin '54, the
More and more alumni and friends are providing for the College
retiring Chairman of Parsons Brinkerhoff, and Maysore Nagaraja,
in their wills, or through other gift vehicles such as charitable remainder
Senior Vice President/Chief Engineer of the Metropolitan Transit
trusts, charitable lead trusts and living trusts. CCNY received over $1
Authority. An active gala committee for the event, chaired by Michael
million from the estate of Rebecca Mage for financial aid to premedical
Haratunian '55, Chairman and CEO of STV Group, raised $120,000.
lents, $750,000 from the estate of Frances S. Patai '55, '57 M.A.
The Advisory Board for the School of Engineering is now headed by
d $740,000 from the estate of Raymond Duddleston '38. In
Norman Nadel '49, who succeeds Paul DeLuca '55.
dition, Julia and Richard H. Rush, the great grandnephew of the
ollege's founder Townsend Harris, and Bertram S. Kaiser '38, have
City College Meets the Millennium
established large trusts for the benefit of College.
The College will soon begin planning a 15 month celebration of a
CCNY's second annual benefit gala, honoring Andrew S. Grove
new century and new millennium. In addition to forums on the
'60, Chairman of the Intel Corporation, at the Waldorf-Astoria Hotel
future and the launching of new partnerships and programs,
in September, 1998 received $525,000 in gross proceeds. The
members of the campus community will contribute their creativity
dinner committee was chaired by Josh Weston '60, honorary
and energy toward building the College of the next 150 years.
chairman of Automatic Data Processing, with substantial support
President Moses would like your ideas on how to enhance this effort.
from vice chairs John Morgridge, Chairman of the Board of Cisco
Please send them to the Office of the President (212-650-7285;
Systems and Seymour Kaufman '60 of Robertson, Stephens and Co. in
Fax: 212-650-7680) or to Vice President for Development John Lubbe
San Francisco.
(212-650-7125; Fax: 212-650-7149).
The College was fortunate to receive several major gifts from
individuals including more than $1.9 million from a member of the
CCNY in the 21st Century
Class of 1955 to establish the K.D. Irani Visiting Professorship in
The College is preparing a vision and mission statement to position it
Philosophy, and $250,000 from Colin L. Powell '58 and his sister to
for the 21st Century. Entitled "The City College for the 21st
establish a scholarship fund in the name of their parents, Luther and
Century," the document is based on the following premises:
Maud Powell. In addition, the contribution of Harold Shames '44 will
That City College is a premiere research institution.
establish the Harold Shames Presidential Junior Faculty Professorship
That City provides a first-rate undergraduate education.
in Biomedical Engineering.
That it focuses on teaching and learning issues of students.
Approximately $325,000 has been pledged by publishing industry
That it offers invaluable service to city, state and nation.
companies and individuals for the support of the Publishing
Over the next year implementation plans will be developed and
Certificate Program. Lead gifts have come from Bantam Doubleday
the College is seeking the input of alumni and friends. For a more
Dell, Harcourt Brace & Company, John Wiley and Sons, Bernard
detailed look at the document, please visit the CCNY Public Relations
Mazel, Walter Mosley '91 M.A. and W.W. Norton and Co.
Office Web Site at www.ccny.cuny.edu/pr
We are now in the second phase of the Plaza of Honor campaign
epave Lewisohn Plaza with bricks and pavers sponsored by alumni
PUBLISHED BY THE CITY COLLEGE FUND
nd friends of CCNY. Over $300,000 has been raised by the project.
IN COOPERATION WITH CCNY'S OFFICE OF PUBLIC RELATIONS
8
6/6
\
Closing doors at CUNY
News, April 1999;
are increasingly taking several
Other Indicators point 10 the
By WILLIAM CRAIN
CUNY needs an open door"). The
On Jan. 25, the City University
anger, which was mixed with
extra years to graduate. He also
exceptional quality of a CUNY col.
PAGE
of New York's Board of Trustees
many tears, has deep historical
ignores the serious obstacles
lege education The most recent
voted to eliminate remedial class-
roots. After all, it wasn't too long
CUNY students face. Most must
(1997) National Research Council
09 at the 11 senior (four-year) col-
ago that many state laws prohib-
resort to several semesters of
data indicate that the graduates
leges. Soon, all 'students whose
ited African-Americana from
part-time study because they
of Brooklyn, City, Hunter and
placement test scores indicate any
learning to read and write. Even
have to work long hours to make
Queens colleges are earning doc-
need for remedial instruction will
CUNY, whose historical mission
ends meet. In addition, many
toral degrees in higher percent-
have to try to find a spot in one of
has been to provide access to poor
CUNY students, who tend to be
ages than the graduates of almost
the six community (two-year) col-
and working-class students, did-
older than students elsewhere,
every other college in the New
leges. CUNY's central
n't open its doors to significant
have child-care responsibilitles.
York metropolitan area. And other
administration has estimated
numbers of student of color until
Given students' real-life circum-
CUNY colleges are achieving
that the new policy will bar half of
1970. On Jan. 25, the doors were
stances, their graduation rates
national prominence in their own
the students who ordinarily enter
being shut. As a faculty member
are hardly deficient. CUNY's
distinctive domains, such as busi-
the four-year colleges.
and an African-American, one
Office of Institutional Research
ness, criminal justice and the arts.
The new policy creates hugé
woman aaid at a meeting the next
reports that after five years,
An impartial person looking at the
practical problems. CUNY's two-
day, "I had this image of George
CUNY's graduation rates are
New York region's colleges for the
year colleges are already over-
Wallace standing in front of the
higher than the national average
first time would undoubtedly con-
ID:
crowded and can't possibly handle
for public two-year colleges. After
clude that most colleges could
school building to block kids from
the influx of new students.
entering."
eight years, CUNY's rates exceed
learn a lot from CUNY's success.
More fundamental are issues
The audience's outrage also
the national average for public
Yet the board has done little but
of social justice. Within CUNY, a
was fueled by the purely ideologi-
four-year colleges.
tear away at our great public uni-
disproportionately large number
cal nature of the board's vote. For
Many trustees argue that
versity.
of students barred from the
CUNY's four-year colleges are
Nor has the board, as directed
over a year, the board's majority
four-year colleges will be students
had cavalierly ignored all educa-
admitting students who need so
by the mayor and the governor,
of color. This fact alone should
tional data presented to il -
much remediation that they
finished its job. The mayor has
raise widespread concern, but the
Including data provided by its
aren't "college material." But the
appointed a task force, headed by
policy's unfairness is even more
own staff. The board majority
vast majority of the students com-
Benno Schmidt, to recommend
evident when considered within
simply adhered to the right-wing
plete their remedial course work
ways of delivering remedial
the national context. The
agendas of Gov. George Pataki
within two semesters and go on to
courses to private firms. Since
National Center for Education
and Mayor Rudolph Giuliani,
graduate at nearly the same rates
private firms typically charge
who had appointed most of the
as those who didn't need remedia-
higher fees for these courses, it's
Statistics reports that 81 percent
of the nation's public four-year
trustees and had kept constant
tion. CUNY students take advan-
likely that many students will
colleges offer remedial
pressure on them to vote for the
tage of remedial opportunities
find it even more difficult to get A
courses. Most of these colleges
remediation policy.
efficiently and move forward.
college education.
primarily serve white, middle-
To be sure, the mayor, gover-
The Board of Trustees' vice-
The Jan. 25. vote occurred one
chair, Herman Badillo, has
week after the celebration of
class students. CUNY's students
nor and board majority have
are predominantly people of color
defended their policy with various
repeatedly attacked CUNY's
Martin Luther King's birthday.
and poor. To deny CUNY students
arguments, most of which have to
standards on another count,
When one considers how much
FEB-02-00 FROM:
the same opportunities that most
accusing it of grade inflation. This
African-Americans and other pen-
do with CUNY'S supposedly low
others enjoy is a cruel Betback to
standards. But these arguments
charge is absurd. Two recent U.S.
ple of color have had to overcome
civil rights and equal opportunity.
don't stand up to scrutiny.
Department of Education surveys
to gain basic rights and opportu-
The Jan. 25 meeting was
For example, Giuliani has
(the Post-Secondary Longitudinal
nities, it's almost impossible to
rocked by protest. Surrounded by
loudly and repeatedly accused
Study and Clifford Adelman's
believe that New York public offi-
police, an audience of
CUNY of low standards because,
transcript
files survey)
cials could inflict such damage
350 to 500 students, faculty and
he said, the university allows stu-
show that CUNY doesn't give out
upon them.
community members shouted
dents to linger for years before
anything like the high grades
William Crain is professor of
and chanted in anger ("Education
graduating. The mayor overlooks
that most of United States col-
psychology at the City College.
is a right," "One, two, three, four,
the fact that students nationwide
leges and universities do.
CUNY.
FEB
FROM:
00/10/00
THE ASSEMBLY
STATE OF NEW YORK
ALBANY
WARD c SULLIVAN
CHAIR
analymen Even District
Commissee on Higher Education
Room 717
Legislative Office Building
Albany. New York 12248
(518) 055-5603
2ds West 104th Street
New York New York 10025
(212) 866-3970
Testimony of State Assembly Member Edward C. Sullivan
Offered to the City University Board of Trustees
January 19, 1999
Madame Chair, Ladies and Gentlemen
Thank you for allowing me to speak before your Board on the subject of remediation at City
University. I would like to proceed by responding to several questions that have been raised
about CUNY's remediation efforts.
IS REMEDIATION APPROPRIATE AT SENIOR COLLEGES?
Harvard thinks so. Princeton thinks SO. Hundreds of other senior colleges around the country,
including 84% of public senior colleges think so, since they all offer remedial programs on their
campuses. Incidentally, the Mayor of New York apparently thinks so because he has suggested
offering vouchers to students who want to take remedial courses at N.Y.U., St. John's and
Fordham - all senior colleges.
IS CUNY CAPABLE OF TEACHING REMEDIAL COURSES?
Absolutely! In fact, students who complete remedial courses at CUNY graduate at the same or
better rates than students who don't take remedial courses at all
BUT DO THEY GRADUATE ON TIME?
There is DO longer any such thing as graduating "on time" from colleges anywhere in the United
States. Students are older these days, more likely to be working full- or part-time, more likely to
be parents, more likely to be women, more likely to be the first in the family to go to college.
Less than a third of American college students are "traditional" students these days. As far as
CUNY is concerned, if you plot college attendance over an eight year period, CUNY students
are more likely to have graduated than the average of public college students in the United
States.
FEB-02-00 19:28 FROM:
%
DOESN'T OFFERING REMEDIAL COURSES AT A SENIOR COLLEGE LOWER
STANDARDS?
How so? It has never been demonstrated by those who claim it to be so. I would say that the
contrary is more likely. Students who have passed remedial courses are certainly more likely to
have improved their skills in math, reading, and especially writing moving toward graduation
with enhanced ability to benefit from their course work
SHOULDN'T STUDENTS BE ALLOWED TO VOTE WITH THEIR FEET ON WHICH
SCHOOL CAN BEST OFFER THEM REMEDIAL COURSES?
Yes, and they have voted with their feet. Tens of thousands of them have made the choice to
take these courses at CUNY even though they have the option of attending other schools, with
TAP, Pell and other financial aid. What exactly is the problem?
Two more points: It would be helpful if the Mayor of New York would concentrate on funding
CUNY's community colleges, as required by State law, at one-third the cost instead of less than
21% of the cost as he is at present. That would be a giant step forward in improving education at
CUNY's community colleges
And is must be remembered that City University is and has been the Golden Door promised to
new New Yorkers by the Statue of Liberty. Closing that Golden Door would be a denial of who
we are as New Yorkers, a denial of our city's history and purpose. Please don't do that.
2
The New York Times
THURSDAY, MAY 8, 1997
Michelle V. Agins/The New York Times
Looking down Convent Avenue toward City College Academic Center. The college just marked its 150th anniversary.
their entire college education had
At City College,
cost them (books and subway
tokens included).
The evening was a tribute to the
Rich Tradition
astonishing achievement of a col-
lege that has become legendary as a
proletarian Harvard. At one table
Meets Change
sat five of the college's eight Nobel
Prize winners, and at other tables
were real estate magnates, Wall
Street financiers, mayors, judges
Townsend Harris,
Proletarian Harvard Turns
and newspaper editors. There was a
a City College founder.
film that showed off such graduates
150, Its Mission Expanding
as Felix Frankfurter, Upton Sinclair, Bernard Malamud
and Ira Gershwin. And the featured speaker was Gen.
Colin L. Powell, Class of 1958, the hero of the Persian
By Joseph Berger
Gulf War whose military career was spawned in the col-
lege's early-morning R.O.T.C. drills.
City College alumni in tuxedos and evening gowns
Several miles uptown, at the college's campus in
packed the ballroom of Manhattan's Sheraton Hotel last
Harlem, its 9,620 students are aware, sometimes frustrat-
month to show their affection for a school that turned 150
ingly so, of this rich tradition. And while the college is now
years old yesterday. These sons and daughters of the
very different from the white, largely Jewish institution of
working class paid $500 a plate for the pleasure, more than
decades past, with far more immigrants and more students
THE NEW YORK TIMES
Proletarian Harvard Is 150 Years Old
the professions, business and gov-
ernment. But its reputation has
been tarnished by a public focus on
unpleasant news-anti-Semitic re-
marks by a black-studies professor,
Leonard Jeffries, and a 1991 rap
concert in a gymnasium at which
nine young men and women, none
of them college students, were
trampled to death.
Some graduate school adminis-
trators say the college has slipped,
even though between 1983 and
1992, 860 of its alumni earned doc-
torates, more Ph.D.'s than
Columbia produced. One New
York University graduate school
administrator who spoke on condi-
tion of anonymity said some appli-
cants rival those at good private col-
leges, but there are fewer top
prospects than there were 25 years
ago.
Zvi Lowenthal/The New York Times
Today's City College is far differ-
Students walking to class in March 1971 on the Harlem campus of City College.
ent from the campus of old where
The college instituted an open admissions policy in 1970, and over the years,
has attracted increasing numbers of immigrants.
tuition was free and in some years a
high school average approaching 85
was essential for admission. Indeed,
who require remedial courses, they
has flowered on a polyglot campus
by the 1960's the school had become
say it continues to meet its historic
where half the students were born
so selective that it was attracting
mission of transforming New York
abroad, where 40 percent work at
City's poor and working class and
least half the week, and more than a
sending them off as doctors, engi-
few students bring children to class
neers and social workers.
when they can't get baby sitters.
Students here are
"I think it's still the Harvard of
"Students here are survivors,"
the poor, I just don't think we real-
said Marcel Hinds, who is in an
survivors', says an
ize that any more," said Jonathan
undergraduate biomedical program
A. Flory, a junior majoring in music.
that embraces the first two years of
undergraduate.
"After open admissions in the
medical school. "You might as well
1970's, people's view of City College
be in a dormitory because students
dropped drastically, but the educa-
are here until 1 or 2 in the morning,
tion didn't drop as far as people
and some sleeping over. There's a
middle class students who felt there
think it did. And you'll see at the
real camaraderie, a kind of strug-
was no point in wasting money on
upper echelons in every department
gling."
an elite private school.
people who could compete with any
At a round table interview with
Today, 38.3 percent of the stu-
Harvard or Yale graduate."
19 of the school's top scholars, stu-
dents are black, 31 percent are
The students say there are
dents said the college is still an aca-
Hispanic, 15.4 percent are Asian
aspects to the college today that
demic standout, with an accom-
and 10.2 percent are white, roughly
weren't there two or three genera-
plished, energetic and demanding
the proportions in the New York
tions ago, including an esprit de
faculty and programs that have
City schools. Students hail from 90
corps and a maturity that they say
qualified thousands of students for
different nations, with substantial
THURSDAY, MAY 8, 1997
contingents from the Dominican
are "sometimes dreadfully pre-
moment" when it was teeming with
Republic, Jamaica, Haiti, China,
pared," and that is a departure from
students barred by prejudice or
India, South Korea, Russia and
City College's past.
inadequate family incomes from
Poland. While the admission aver-
Dr. Yolanda T. Moses, the col-
entering the top private colleges.
age is still a relatively selective 80,
lege's president, differs with such
The current students suggested
1,000 student are admitted through
views, saying, "The college has
that they regard their years at the
the SEEK program, which requires
always represented the demograph-
college as something of a golden
a 70 average for those who meet cri-
ics of New York and as the demo-
age. They repeatedly spoke of a
teria of financial need. Three-quar-
graphics have changed, so has that
communal spirit born of the hard-
ters of the entering freshmen are
ships many share. That spirit, they
assigned to at least one remedial or
ventured, did not exist a generation
English-as-a-second-language class.
ago.
The campus even looks differ-
More students than ever before
ent. The graceful neo-Gothic spire
have to work to pay for the tuition
of Shepard Hall has been dwarfed
that was imposed in 1976 and is now
by two buildings of more workaday
up to $3,200 a year. Although 70
architecture and the South Campus
percent of students receive financial
has been replaced by an athletic
aid, 20 percent work full time and
field.
20 percent are raising children.
The students at the round table
"Students here recognize what
lamented that the public does not
they're paying for because it comes
know that City College, whose
out of their own pockets and their
charter was signed on May 7, 1847,
own time," said Nahla Kahlek, a
is a place where teachers with
biomedical student who came to the
degrees from the finest Ivy League
college from the prestigious
schools continue to impose stiff
Stuyvesant High School and will be
standards. And it is a place where
entering her third year at New York
students cannot take college for
Medical College in September.
granted, the way some students in
Students have strong views on
City College was founded as the
the 1960's might have.
Free Academy in 1847 at Lexington
why the college's reputation has
"I get to see a lot of English-as-a-
Avenue at 23rd Street. The school's
fallen. Roland Charpentier, a senior
second-language students, and I've
name was changed in 1866.
and an architecture major, said that
never seen people who want to
"what got City College in trouble is
learn so badly, to the point where
of the college." What in fact is dif-
that it opened its doors to a popula-
they're jumping up and physically
ferent, she said, is that Western
tion that other schools shun."
touching me to try to understand,"
European immigrants have been
And Lamon Fenner, a graduate
said Stephen Sykes, a philosophy
replaced by immigrants from Asia,
education student, called the scorn
major who tutors in the remedial
the Caribbean, Africa and Eastern
of some for the college today a
program. "I've audited courses at
Europe. City College, administra-
"subtle racism."
Harvard and M.I.T., and I've never
tors said, continues to produce
"This campus is located in
seen students want to learn so
graduates like the Pulitzer Prize-
Harlem USA," Mr. Fenner said,
badly."
winning novelist Oscar Hijuelos,
"and to some Harlem is a buzzword
James Traub, who spent a year
the mystery writer Walter Mosley
for crime and poverty, but not
and a half visiting classes on the
and the astronaut Mario Runco Jr.
something of quality."
campus for a book, "City on a Hill:
To meet criticism like Mr.
Many students said they felt for-
Testing the American Dream at
Traub's and to shave enrollment,
tunate just to be at City College.
City College" (Addison Wesley,
officials of the parent City
"When you're talking about depri-
1994), said that people in the
University said two years ago that
vation, you're talking to the wrong
school's upper echelons "have every
by 1999 freshmen entering the city
people," Mr. Hinds said. "We're all
reason to feel good about the edu-
colleges must have 16 Regents-level
here and we're making it. The peo-
cation they're getting, and that's
courses.
ple who are deprived are the peo-
overlooked." But he said that in
Mr. Traub also pointed out that
ple who can't attend school because
other parts of the school, particular-
the City College that peaked in the
they have to work or don't have the
1y the remedial sections, students
1960's was the result of "a historical
money."
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004. schedule
Schedule for Hillary Rodham Clinton [partial] (1 page)
06/03/1999
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19009
FOLDER TITLE:
Education #8 [Binder] [1]
2013-0534-S
rc1874
RESTRICTION CODES
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an agency [(b)(2) of the FOIA]
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financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
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purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
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of gift.
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PRM. Personal record misfile defined in accordance with 44 U.S.C.
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2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 3, 1999
FINAL
WASHINGTON, D.C.
CONSTITUTION HALL
LEAD ADVANCE:
TERRY BISH
202/208-4969 PHONE
703/527-5077 HOME
PRESS ADVANCE:
MARISA LUZZATTO
SCHEDULER:
WENDY ARENDS
202/456-7007 PHONE
202/456-5340 FAX
202/518-8209 HOME
WHCA PAGER
#4782
PREV RON
The White House
9:15am-
DROP-BY with
(b)(6)
[004]
9:20am
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
(b)(6)
9:20am-
DROP-BY with Children's Miracle Network
9:35am
South Portico
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 280 guests
9:35am
DEPART South Portico
VIA Motorcade
EN ROUTE D.A.R Constitution Hall
[Drive time: 5 minutes]
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 3, 1999
PAGE 2
9:40am
ARRIVE D.A.R. Constitution Hall
GREETERS:
Jean Haven, Acting Principal
Dale Kelly Love, President-General, Daughters of
the American Revolution
9:45am-
MEET AND GREET
10:00am
Presidential Meeting Room
D.A.R. Constitution Hall
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 40 guests
10:00am-
BETHESDA-CHEVY CHASE HIGH SCHOOL 1999 COMMENCEMENT
11:30am
D.A.R. Constitution Hall
HRC Hold: Presidential Meeting Room
Phone: 202/879-3303
Fax: n/a
Staff Hold: Presidential Meeting Room
OPEN PRESS/WH PHOTO
FORMAT:
-The First Lady, accompanied by Jean Haven, Acting
Principal, Richard Meagher, Assistant Principal,
Susan Murray, Assistant Principal, Steven
Seleznow, Associate Superintendent, William
Wilhoyte, Director, Office of School
Administration, and Jeffrey Hanson, Senior Class
Sponsor and Teacher, proceeds onto stage.
-The Class of 1999 processes into the room.
-Jean Haven makes welcoming remarks and introduces
Sarah Rosenbaum, Senior Class Officer.
-Sarah Rosenbaum makes remarks and introduces the
Senior Quartet.
-The Senior Quartet performs The National Anthem.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 3, 1999
PAGE 3
-Sarah Schwertner, Senior Class Officer, makes
remarks and introduces the Bethesda-Chevy Chase
Madrigals.
-The Madrigals sing "Let the River Run".
-Sarah Wright, Senior Class Officer, presents the
gift of the Class of 1999.
-Sarah Wright introduces Jeffrey Hanson, Senior
Class Sponsor and Teacher.
-Jeffrey Hanson makes remarks.
-Sarah Wright introduces the Bethesda-Chevy Chase
Jazz Ensemble.
-The Jazz Ensemble performs "The Funky Cha-Cha".
-Jeffrey Hanson introduces Anne Hancock, Class
President.
-Anne Hancock makes remarks and introduces the
Bethesda-Chevy Chase Madrigals.
-The Madrigals perform "Set Me as a Seal".
-Jared Prushansky, Class Vice President,
introduces the First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady proceeds back to
her seat.
-Steve Abrams, Member, Board of Education, makes
remarks.
-Upon conclusion, Jean Haven and Jeffrey Hanson
present diplomas to the Class of 1999.
-Susan Jada Jones, Senior Class Officer, makes
closing remarks.
-The Class of 1999 recesses out of the hall.
-The First Lady proceeds offstage and departs.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 3, 1999
PAGE 4
PARTICIPANTS: 3300 guests
11:40am
DEPART D.A.R. Constitution Hall
VIA Motorcade
EN ROUTE South Portico
[Drive time: 5 minutes]
11:45am
ARRIVE South Portico
11: 50am-
DROP-BY with Larry King [W/POTUS]
11:55am
Oval Office
CLOSED PRESS/WH PHOTO
12:00pm-
PRIVATE MEETING
1:00pm
Map Room
CLOSED PRESS/WH PHOTO
1:00pm-
DOWN TIME
2: :00pm
2:00pm-
TALK MAGAZINE PHOTO SHOOT
2:45pm
Residence
CLOSED PRESS/WH PHOTO
3:00pm-
WHITE HOUSE BOOK PHOTO SHOOT
3: :45pm
Blue Room/Center Hall
CLOSED PRESS/WH PHOTO
4: 00pm-
VIDEOS
:30pm
Room 459, Old Executive Office Building
CLOSED PRESS/NO WH PHOTO
4:30pm-
DROP-BY with Molly Melching
4:45pm
Map Room
CLOSED PRESS/WH PHOTO
PARTICIPANTS:
The First Lady
Molly Melching
4: 45pm-
DOWN TIME
5:30pm
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 3, 1999
PAGE 6
5:30pm-
PRIVATE MEETINGS
6:30pm
Map Room
CLOSED PRESS/WH PHOTO
6:30pm-
BRIEFING FOR GOOD MORNING AMERICA INTERVIEW
7: 00pm
[W/POTUS]
Map Room
CLOSED PRESS/NO WH PHOTO
7:00pm-
DOWN TIME
7:30pm
7:30pm-
RECEPTION FOR WELLESLEY REUNION [W/POTUS]
9: 15pm
East Room
Attire: Cocktail
CLOSED PRESS/WH PHOTO
FORMAT:
-The President and the First Lady arrive in the
Map Room and begin a receiving line.
-Upon conclusion of the receiving line, the
President and the First Lady proceed to the East
Room.
-The President makes welcoming remarks and
introduces Diana Chapman Walsh, President,
Wellesley College.
-Diana Chapman Walsh makes remarks and introduces
Karen Williamson, President, Class of 1969.
-Karen Williamson makes remarks and introduces
the First Lady.
-The First Lady makes concluding remarks.
-The President and the First Lady depart.
PARTICIPANTS: 550 guests
RON
The White House
- 1 -
TRANSCRIPT FINISHED - NEEDS TO BE EDITED
Bethesda-Chevy Chase High School Commencement
Address by First Lady Hillary Rodham Clinton
Washington, D.C.
June 3, 1999
Thank you, Jared. I am especially delighted to be here at this celebration and
your graduation, and more than that I see a celebration of young people of energy, and
power and commitment.
As you were listening to the Madrigles(?) and the jazz ensemble, I was poked on
the back by one of the people sitting behind me who said, "You know, you must get to
travel around our country and see an awful lot of talented young people," and that is one
of the greater privileges I've had. To see the kind of dynamism and energy the power,
the hard work, and the perseverance of American young people. So for me this is a great
privilege and pleasure to join you.
I want to thank the three young men who invited me to be here, Micah, Jonathon,
and Carter. I learned after I received a very well written and well reasoned letter as to
why I should come today, that the administration new nothing about the invitation, but I
apparently accepted before that could become an issue. The invitation was extended and
I obviously accepted.
I want to thank also everyone associated with this school and the school system of
which it is a part. I thank Mrs. Haven. I want to thank the school board and other
members of the administration. I thank the faculty, the teachers, the staff. I particularly
want to commend the parents and the citizens that support this school for understanding
how important investing in education is today. It is an honor not only to be here to
congratulate you, but to commend the community. the village if you will, that
supported this high school and made it possible for you to have the opportunities to
pursue your own dreams and aspirations.
Now I've been told that this particular class is something special, not that's not
just because I know some of your parents and they're pretty high to me. But I've been
told that over and over again they pushed the academic curve up, and save that they
might have let it slip just a little bit this last semester. Perfectly understandable. That
you have led championship sports teams. Eleven of you are members of the record-
breaking girls' field hockey championship team. And soccer, and swimming, and track,
and tennis, you also excelled, led again by members of this class. I think it's kind of
unheard of to have three All-Met students from a school as small as B-CC. And so I
commend all of you who have made your mark on the athletic field. You've also helped
to stage first-rate dramatic performances, from "Death Takes a Holiday" to "Happy
Birthday Wanda June." You've managed to squeeze in National Honor Society activities
alongside other extracurriculars, like Chips, and Tattler, and Pine Tree, and Horizons,
NOW, and Baron Buddies.
I have seen and heard with my own ears the talented musicians and singers that
you have in this class as well. In addition, you have performed thousands of hours of
community service -- participated in foreign exchange programs with students from
- 2
Russia, Israel, France, Guatemala, and China. And, I know, that each of you who has
contributed to this class have a lot to look back on with satisfaction and a lot to be proud
of. I'd like to ask that all of those who performed for us today really, gave us the spirit
and the feeling of this class stand, so that we can thank them and Mr. Riley for the hard
work that went in to preparing for today.
You know, it was 62 years ago that one of my favorite predecessors broke
tradition at a B-CC graduation. Up until then, only B-CC seniors had participated as
speakers at the ceremony. But on that day, June 15, 1937, Eleanor Roosevelt spoke to the
graduates. She urged them to participate in their communities and reminded them that
"young people who think," with the emphasize on think, " are needed today to help
solve the problems of the nation." Well, I've learned from my years in the White House
that everywhere I go, Mrs. Roosevelt has been there first. If I am visiting a factory or a
social service project, or some far away celebrate(?), on this continent or elsewhere, I'm
likely to be greeted by the welcome, "Well you are the second First Lady to have come to
see us." And this year I cannot deny copying Mrs. Roosevelt and I told her I'd be here
today. She encouraged me merely to reread her speech, because the timeless words of
congratulations, and encouragements, and challenge that she set forth are just as timely
today as they were then because there is something about commencement ceremonies. I
know that sometimes that they are looked down as circumstance because people like me,
or your acting principle, or student speakers come before the event and an (sounds like
epicouth) the myriad of feelings that must be racing through each of you, your parents,
your family, and friends. I'm trying to put into words the very difficult moments, and I
know that sometimes in retrospect it is totally forgetable hard to remember who said
what, when did it happen at your graduation I don't have a clue who spoke at my
graduation in high school. I can remember the building being filled to capacity, I can
remember what began, I can remember that the (??) of the shoes I bought were to high
and that I tried to trip on my way down the aisle. Those were the memorable moments
but I was mostly concerned with what I could do after it was all over with my friends.
But there is a ritual to this, which is a product of time, a passing of generational advice,
of hope, that I understand that I have been out on both sides of it. And there are so many
people sitting in this great hall who have watched you grow to maturity who are
wondering how fast it could have gone in just a blink of an eye that this young child, this
great boy or girl that is now this young man and this young woman, and Annie Page from
(?) said, "You know, now I'm ready to go out on my own." I felt a catch in my throat
and I think I heard a (?) in the hall, because it is a daunting responsibility that you pay as
you move out of high school, but that we also pay as we look back in wonder how well-
prepared, how ready you are. Mrs. Roosevelt in her remarks recognized the
awesomeness and the talent of the B-CC graduates of 1937 and I feel that as well.
Because I am privileged to travel around our country and listen to young people in all
kinds of settings. And for years now I've been saying to any audience that I could reach
that we have the best young men and women, right here on America that I have ever
seen. Now that's not sometimes the way that you are portrayed because of stereotypes
and the sensational images of the one's that broke off and pushed away. And so if we
miss all of the triads of heroism, and hard work, of courage, of resilience that make us
more biased.
- 3 -
In the aftermath of the tragic shootings at Columbine High School in Littleton,
Colorado, many people asked me, themselves, and all of us should be what is it we
owe our young people? You are about to cross into a new stage in your lives, where
deaths will still be done, but you too will be seeking answers to some of these questions
about how to live a life of satisfaction for yourself, how to make commitments to work
above the evil to terrorize your community. That there should be and continue to be so
many opportunities.
When my husband and I were at Littleton, seeking in a gymnasium of a
neighboring high school, the students of Littleton and Humblebear(??) fellow high
school students from a nearby school. I looked out at all this and I saw faces very much
like yours.
I know that you talked about what happened there in some of your classes, and I
assume you talked about it with your friends, I hope you talked about it with a few of
your parents, and others as well. You did send letters of condolence and planted columbines
in memory of the dead. I was particularly impressed when I learned that a group of ninth-grade
girls went to Mrs. Haven to ask permission to form a club that would reach out to kids who might
feel alienated and alone. Those girls asked themselves the same hard question we all have to ask
- "What can we do?" But they didn't stop with a question. They looked deep into their own
hearts for an answer.
There are many ways you can respond. On the national level, the President and I,
reached out to people of a cross-section of Americans, asking them to come to the White House
to talk about what happened and what new possibilities the press(???) would make. There were
gun manufacturers and hunters with sports gears. There were media representatives from TV
networks, cable stations, video games and the Internet. There were parents' groups like the PTA
and community groups like the Boys' and Girls' Clubs. There were experts and researchers,
elected officials, police officers, educators and students. There was no acrimony, or personal
attack, or insult because the aftermath of this latest tragedy, we wanted to avoid getting
blamed(??), instead, to speak plainly, to bring people together on behalf of the young citizens of
America.
We all acknowledge that we might never truly know what motivated those two young
men - or indeed any other young people who turn weapons on themselves or others. But even if
we cannot fully understand, that does not absolve us of concern or responsibility. We are neither
helpless nor hopeless.
Each of you has demonstrated your own commitment to endorsing this, and I am
delighted that one of these students ended up back being at the White House, a senior at a local
high school, and a peer mediation counselor like many of you have been. She told us, "You
know, I'll probably get in trouble with some of my friends for saying this, but I think that kids do
really want parents to pay attention to them, to ask them questions about who their friends are,
where they are going and what they are doing. Even if we act like we really don't like it, we
really do want it." For a lot of us who are parents, that is an important reminder. On the one
hand, we must take more time with our children and listen to them. I recently learned that in
today's world, because of the pressures of work and commuting and other stresses on families,
whether it's a two parent family or a one parent family, parents are spending on average 22 fewer
hours with their children than they did 20 years ago. That is something we have to address, and
has to be addressed in a way that is organized, works, how we try to strike a better balance
between work and family and what our priorities are. There are, and we must never forget,
necessary limits and safegaurds that are important for adults to create and impose, so that young
people are better able to navigate that all forgotten course to adulthood safely.
- 4
When I met with the families that lost loved ones at Littleton, I went from family
group to family group, I was so struck, not by the grief which was evident, but their
capacity to reach out through hugs and stories, but their will to congregation, that they
would commit themselves to do what they could to make sure to avoid tragedies like this
to commit ourselves to be open and faithful, realistic and helpful to young people
everywhere. We cannot roll back the clock and undo the tragic events not only of
(sounds like) Bradstate and Columby(?) but in other school shootings, and other violent
activities that take the lives of our young people too soon. But we can involve ourselves
to fight the cynicism and apathy that keeps us from being active participants in our own
communities. We can reach out, teaching children to care about one another, empathize
with people in different situations than themselves, to avoid hate as an excuse for
working for some better resolution. We can also do those simple things that sometimes
are easy to forget, but minimize you know, we can offer a kind word, we can offer to
bridge the differences that come to often between us, we can look for the small ways to
change if possible.
You've certainly established a tradition of service to your school and community
- that not only helps others, but, I would hope, serves to reduce that necessary human
condition that strikes all of us from time to time - feeling alone or disconnected. You
have performed at least 60 hours of community service and I commend the state of
Maryland for the service learning requirements that you had to fulfill. But, many of you
have done much more, working with Amnesty International, or Youth Ending Hunger
and the Cancer Awareness Club. You have collected food and clothing for the victims of
Hurricane Mitch and the Kosovar refugees. You have worked in nursing homes and day
care centers. You have coached soccer teams and baseball teams of younger kids. And
with every hour of service, the thread tying you to, not only your community and your
school, but to your fellow human beings, has made you stronger. I hope, as you leave B-
CC and go on to college or job, or whatever your future holds, that you don't give up that
sense of service because it's no longer required. I hope it is a habit you don't want to
kick, because it is a way, especially in America today, of making sure we come together,
that we work towards community and inclusion as opposed to divisiveness and extreme.
This is not a new problem for America. I went to a very large public high school
and there were corridors I was afraid to walk down. There were so many different
groups, there were, in those days, the greasers and preppy and the hoods, and all kinds of
other people labeled by themselves or labeled by others. The things we called each
other might have been different and the music we listened to might have been different,
although I am absolutely sure that, from my own experience, my college disliked the
music I listened to as much as maybe some of your parents dislike what you listen to.
But despite those superficial differences, every problem that we had to address then as
well. I remember very well that the administration of my school decided the fights, the
pushes, the throws, the active civil confrontations, couldn't go on and created something
that was then called a Cultural Values Committee, like the welcoming diversity
committee. Our job was to listen to people we considered different and it was a real eye-
opening experience for me. I was on that committee sitting with people whom I'd never
exchanged a word with, whom I'd never come anywhere near before I was forced to be
around the table with them. And I was so surprised to learn that they were just as worried
and put off by me as I was by them. And as I listened to them and we broke down the
- 5
barriers between us and my feelings of fear and alienation began to melt away. And I
recognized there was a lot we all had in common. for high school but for all
Americans.) Yours is the last class of this century. And you maybe must feel really
special you're the last class of the millennium. And much of the rest of the country is
preparing to celebrate the transition from 1999 to 2000, and you're here in the B-CC
community pondering the move from an old building to a 21rst century school. But as
the last school to graduate from this excellent school, I know you'll carry with you a lot
of the questions, the values, and the traditions, not just outdoors, but, I hope, far into the
future.
I'll be traveling to Boston this weekend for my 30ᵗʰ college reunion. Reunions are a time
for people to come together to think about what we've done, to honor the past but also
imagine the future. There's a lot to imagine, we have SO many blessings in America
today. We need people who will think hard about how to make those blessings continue
for all Americans and deepen our commitment to what makes us such a unique
experiment for the history of the human race. You'll play your part in that. There are
many values and traditions that make B-CC a strong community and I would hope to see
them as the same kind of strong values traditions that America needs for you now. I kept
in touch with my high school friends. In fact, they've been a great source of support and
friendship for me over the last few years, particularly the high school group. Sometimes
when the headlines are not so happy or positive, I'll be proud to be somewhere and I'll be
met by a group of my friends from high school who are carrying comfort with my deep
dish pizza. And we'll sit around and we'll talk about everything else, but what's in the
headlines. But I was sent here for a reason, and when I was back in Chicago, and it was
around the time of my birthday and a bunch of my friends had rented out the place we
used to go to with the incredibly politically incorrect name of Boobies. So there we all
were, at Boobies, eating my (????) with about 30 of my high school friends, eating the
same fat-laden, wonderful food we used to eat when we could afford to do SO. And a
man whom I hadn't seen much of in the years since I had graduated from high school,
named "Teeny," and he had been one of those greasers. He had been a really big, hulky
guy, who, kinda put the fear of whatever in his heart. And I struck up an acquaintance
with him, and I had began talking with him, oh in the halls and maybe I'd seen him in the
cafeteria. He was a wrestler and I ran into him one time and he said he was wrestling that
day and I went to see him - nobody would ever go to see him; they had their family or
their sports (???). But I had lost touch with him I knew that he had been drafted and he
would serve in Vietnam had trouble with his life and finally got himself together
married; now the father of children he is very proud of. He came to see me in (???) and
he said, "You know, years and years ago when I was back at Horace High, one of my
teachers, and I was a teacher, took me aside and gave me this book, and it was a
collection of memories of your brother." An unlikely gift from a young man, I would
have thought, but this teaches that there can, there is a lot here that will help you pave the
path for the new millennium. When he came to see me, he had this dog-eared (....).
And he said, "You know, in those years a long time ago when I stopped and talked with
you (....) and I want you to have this book now. Take it back to the White House and
share it with the President (....). I guess, not that he'll ever show up in transcripts, not
anybody even left any notes or remarks about his graduation. But it was those human
connections that mutually cross those lines that too often divide us, whether its race, or
- 6
ethnicity, or religious ties, or class, or any other difference. (Last sentence
unintelligible). Thank you all very much!
June 2, 1999
BETHESDA-CHEVY CHASE HIGH SCHOOL COMMENCEMENT
DATE:
Thursday, June 3
TIME:
9:45 a.m. - 11:40 a.m.
LOCATION:
Constitution Hall
Washington, D.C.
FROM:
Brenda Costello and
Natasha McMahan
I.
PURPOSE
To deliver the 1999 commencement address at the Bethesda-Chevy Chase High School
graduation ceremony.
II.
BACKGROUND
On Friday morning, you will address more than 260 students who are scheduled to receive
their diplomas at Bethesda-Chevy Chase (B-CC) High School. As you may know, one of
the three students who invited you to speak at B-CC's commencement is Carol Beach's son
(see attached letter). In fact, these students took it upon themselves to invite you to speak
at their commencement without the school administrators' knowledge.
Bethesda-Chevy Chase High School
Established in 1926, Bethesda-Chevy Chase (B-CC) is located in downtown Bethesda and
has students from more than 55 countries -- 58% Caucasian, 21% African-American, 13%
Hispanic, 7% Asian and 1% Native American. With an enrollment of 1,100 students, B-CC
serves the communities of Bethesda, Chevy Chase, and Silver Spring in Montgomery
County, Maryland. From fall 1999 through spring 2001, B-CC will be housed at the
Norwood High School in Wheaton because of renovations. In the fall of 2001, B-CC will
move into a newly renovated facility which will combine old historical and new modern
structures, including a new gym and auditorium.
As you may know, one historical note of B-CC is that Eleanor Roosevelt addressed the B-
CC's graduating class on June 15, 1937.
B-CC is a comprehensive public senior high school and offers a wide variety of course
offerings to its student body. The students may choose among five foreign languages,
including French, Spanish, Latin, Russian and Chinese. B-CC also offers technology classes
and AP courses. B-CC's elective choices include Peace Studies, Psychology, Law, Black
Experience, Latin and Russian History. B-CC also offers opportunities for students to
participate in internships and cooperative work experiences. B-CC is accredited by the
Middle States Association of Colleges and Secondary Schools and by the Maryland State
Department of Education.
B-CC Programs
B-CC' International Baccalaureate Program (IB), a program which educates young people
to act intelligently and responsibly in a complex global society, offers students an
internationally recognized program characterized by an academically rigorous curriculum,
such as IB students writing extended essays which demonstrates their understanding of
their topic and reflects their ability to gather data, focus, and synthesize material. IB is a
program for those students who are motivated and dedicated in their educational pursuits.
On Friday morning, the International Baccalaureate Program will bestow diplomas to its
first group of B-CC students. In addition, students must become active and responsible
members in school and in the community-at-large.
B-CC's Lazarus Leadership Program combines leadership training with community service.
After completing a series of eight leadership training seminars, each participant develops
a 200-hour project designed to bring about positive change in the community. As you may
be aware, Lieutenant Governor Kathleen Kennedy Townsend implemented a Student
Service Learning requirement for students in Maryland making it mandatory for each
student to devote at least 60 hours to community service.
The B-CC Class of 1999 consists of 7 National Merit Semifinalists, 20 Commended Students,
1 National Achievement Scholar Semifinalist, 1 National Hispanic Scholar, and 26
Maryland Distinguished Scholars.
Format
Upon your arrival, you will briefly meet with 40 people -- friends and family of Carol
Beach, Marna Tucker, and Kathy Ruckman (children wrote attached letter). You will then
be accompanied to your position on stage (see attached list of stage participants) by Acting
Principal Jean Haven, Assistant Principals Richard Meagher and Susan Murray, Associate
Superintendent Steven Seleznow, Director of Office of School Administration William
Wilhoyte, and Senior Class Sponsor/Teacher Jeffrey Hanson.
Jean Haven will make welcoming remarks and introduces Sarah Rosenbaum, Senior Class
Publicity Chair. Ms. Rosenbaum will then make welcoming remarks. Following the
National Anthem, Special thanks, the presentation of the class gift, and musical selections,
you will deliver your commencement address. Upon conclusion, you will proceed back
to your seat. Following the Class of 1999 recession, you will depart. There will be 3,300
guests present.
III.
PARTICIPANTS
Meet and Greet
-The First Lady
-Jean Haven, Principal, Bethesda-Chevy Chase High School
-Richard Meagher (pronounced Mayor), Assistant Principal, B-CC and Phil Verveer's
College Roommate.
-Carol Beach
-Carter Beach, Carol's son and graduate
-Ben Beach
-John Beach
-Jeane Mast
-Joanne Mast
-Peggy Mast
-Jack Zigler
-David Mast
-Brownee Kennedy
-Kathy Smith Ruckman
-Jonathan Ruckman, Kathy's son and graduate
-Roger Ruckman
-Robert Ruckman
-Stephen Ruckman
-Karen Ruckman
-Bonnie Derbyshire
-Erin Cooper-Gay
-Marna Tucker
-Micah Baskir, Marna's son and graduate
-Larry Baskir
-Cecily Baskir
-Debbie Tucker
-Tom Rall
-Brady Rall
-Colin Finan
-Stephen Finan
-Griffin Finan
-Mary Finan
-Vincent Finan
-Nancy LeaMond
-Carol Peasley
IV.
SEQUENCE OF EVENTS
Upon your arrival, you will briefly meet with 40 people -- friends and family of
Carol Beach, Marna Tucker, and Kathy Ruckman (children wrote attached letter).
You will then be accompanied to your position on stage (see attached list of stage
participants) by Acting Principal Jean Haven, Assistant Principals Richard Meagher
and Susan Murray, Associate Superintendent Steven Seleznow, Director of Office
of School Administration William Wilhoyte, and Senior Class Sponsor/Teacher
Jeffrey Hanson.
Jean Haven will make welcoming remarks and introduces Sarah Rosenbaum, Senior
Class Publicity Chair.
Ms. Rosenbaum will then make welcoming remarks.
Following the National Anthem, Special thanks, the presentation of the class gift,
and musical selections, you will deliver your commencement address.
Upon conclusion, you will proceed back to your seat.
Following the Class of 1999 recession, you will depart.
V.
PRESS
Meet and Greet
Closed Press/WH Photo.
Ceremony
Open Press/WH Photo.
VI.
REMARKS
To be provided by Carol Beach.
04/19/99 MON 15:08 FAX
0 00:
FROM : Beach House
PHONE NO. : 3019510340
Mar. 05 1999 05:02PM P2
Smith
Maina Tucher
Carol Beach
Wathy, puckman
Micah Baskir
Carter Beach
Jonathan Ruckman
3715 Bradley Lane
7207 Denton Road
7607 Maple Avenue
Chevy Chase, MD 20814
Bethesda, MD 20814
Chevy Chase, MD 20814
January 3, 1999
Dear Mrs. Clinton,
We are seniors at Bethesda-Chevy Chase High School, the best high school in
Montgomery County (maybe in the State of Maryland). The three of us have known each
other for many years, but we keep finding out new things that we have in common.
This year, we found out that our moms are all friends of yours. Now we're sure
that fate has brought us together. That same fate has now given us the courage to ask if
you would speak at our graduation. We know how busy you are and how many speaking
invitations you receive each day, but this one is just a five-minute walk from your house.
Our commencement ceremonies are scheduled for June 3 at 10 a.m. at Constitution Hall.
Your presence will give all of us a graduation to remember.
Perhaps it will help you make up your mind if we give you a little information
about our school.
Built in 1926, B-CC is one of the oldest schools in the county. Located in
downtown Bethesda, it has always been an integral part of the community, benefiting
from the large talent pool and cultural diversity of the area. We have students from more
than 55 countries; 58% of the population is Caucausian, 21% is African American, 13%
is Hispanic, 7% is Asian and 1% is Native American.
One historical note that will interest you: Eleanor Roosevelt addressed B-CC's
graduating class on June 15, 1937.
For the next two years, B-CC's buildings will be renovated and classes will be
held at the Northwood holding facility in Wheaton. As the millennium ends, so, too, will
an era at B-CC. But everyone here is looking forward to starting fresh in a state-of-the-
art facility with modern labs, new athletic facilities, a roof that doesn't leak and a heating
system that works. We, like you, are seriously engaged in Honoring Our Past and
Imagining our Future these days.
B-CC has a great faculty, including columnist Colman McCarthy, who teaches
one of the most popular courses at the school- Peace Studies. Ninety percent of our
classmates go to college, and B-CC prepares us rigorously for the future with
honors classes, AP classes, a very active chapter of the National Honor Society and an
International Baccalaureate degree and certificate program.
As you probably know, the State of Maryland, under the leadership of our great
Lieutenant Governor, Kathleen Kennedy Townsend, has implemented a Student Service
04/19/99 MON 15:08 FAX
5
003
FROM : Beach House
PHONE NO. : 3019510340
Mar. 05 1999 05:03PM P3
First Lady Hillary Rodham Clinion, page 2
Learning requirement, so each of us devotes at least 60 hours to community service. But
many do much more. We are very proud of the Lazarus Leadership Program, which
combines leadership training with community service. After completing a series of eight
leadership training seminars, each participant develops a 200-hour project designed to
bring about positive changes in our community. Last year's projects included creating
and teaching a drama program for inner city children, painting a mural over graffiti in a
run-down neighborhood (with the help of neighborhood kids), and a program to bring
senior citizens and B-CC students together through their love of animals.
That's enough for now. If you have any more questions about us or about our
school, please feel free to call. We hope you'll accept our invitation and that we'll see
you on June 3.
Sincerely,
COBe
Jamb R
Carter
Jonathan
Micah
301-951-9643
301-951-8432
301-652-1456
Jun-02-99 02:48pm From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-882 P.02/07 F-658
Bethesda-Chevy Chase
High School
Seventy-second
Commencement Exercises
Thursday, June 3, 1999
10:00 A.M.
D.A.R. Constitution Hall
Washington, D.C.
Jun-02-99 02:48pm
From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-882
P.03/07
F-658
PROCESSIONAL
B-CC Combined Band & Strings
"Pomp and Circumstance March #1"
Edward Elgar
Principal's Greeting
Mrs. Jean Haven
Welcome
Sarah Rosenbaum
National Anthem
Senior Quartet
Katherine Bromberg, soprano
Emily Ogden, alto
Seth Herring, tenor
Robert Crotty, bass
Special Thanks
Sarah Schwertner
"Let The River Run"
B-CC Madrigals
Carly Simon
Matthew Hartman. Conductor
Adapted by J. Davidson
Presentation of Class Gift
Sarah Wright
Mural by Jeff Wainwright
"Funky Cha Cha"
B-CC Jazz Ensemble
Arturo Sandoval
Led by Marshall White
Class President
Anne Hancock
"Set Me as a Seal"
B-CC Madrigals
René Clausen
Marthew Hartman, Conductor
Guest Speaker
Mrs. Hillary Rodham Clinton
The First Lady
Board of Education Guest
Mr. Steve Abrams
Presentation of Diplomas and Certificates
Closing
Susan Jada Jones
RECESSIONAL
B-CC String
"Spring" The Four Seasons
Marshall White. Conductor.
by Antonio Vivaldi
PLEASE REMAIN AT YOUR SEATS
UNTIL CONCLUSION OF RECESSIONAL
There is to be no videotaping or still photography
from seats, aisles or the stage.
Boxes 1 through 12 have been reserved for
filming only. Thank you.
Special Request:
Please hold your applause until all graduates
have received their diplomas so that the names of
all graduates can be heard by the audience.
Jun-02-99 02:48pm
From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-882
P.04/07
F-658
Mrs. Hillary Rodham Clinton, Guest Speaker
Dr. Paul J. Vance, MCPS Superintendent of Schools
Mr. David G. Fischer, Associate Superintendent
Dr. William Wilhoyte, Director
Mr. Steve Abrams, Member of the Board of Education member
Ms. Janice Mostow, Principal
Mrs. Jean Haven, Acting Principal
Mr. Richard Meagher, Assistant Principal
Mrs. Susan Murray, Acting Assistant Principal
Mr. Richard Bishop, Assistant Principal
Mrs. Irene Dzubak, Principal's Secretary
Mrs. Barbara LeFevre, Business Manager
Mrs. Joya Fields, Former Financial Assistant
Ms. Jackie Torrey, Financial Assistant
Mrs. Melissa Roller, Attendance Secretary
Ms. Joanna Greer, Former Assistant Principals' Secretary
Ms. Nancy Ehrenreich, Assistant Principals' Secretary
Mrs. Claire Gargano, Main Office Secretary
Mrs. Noreen Fair, Main Office Secretary
Mr. Peter Flynn, Lighting Specialist
Mr. Matthew Hartman, Music Department
Mr. Marshall White, Music Department
Mrs. Kathy Kirk, Graduation Assistant
Ms. Evanthia Lambrakopoulos. Graduation Assistant
Mr. David Zimmerman, Graphic Communications
Mrs. Gail Edie, B-CC PTSA
Mrs. Mary Allen. B-CC PTSA President
Mrs. Patty Jensen, After Prom Breakfast Coordinator
Mrs. Niki Yianilos, After Prom Breakfast
Mrs. Pamela Mertz, After Prom Breakfast
Mrs. Joan Zwack, Cover Artist
Mrs. Reather Kelly, Career Center Coordinator
Ms. Harriet Haber. B-CC Alumni Association
Bethesda Urban Partnership
Mr. Lawrence Levin, SGA Sponsor
Mr. Ed Mullaney, Class Sponsor '95-'96
Ms. Christina Kyong, Class Sponsor '96-'97
Mr. Damon Monteleone, Class Sponsor '97-'98
Mr. Jeffrey Hanson. Class Sponsor and Graduation Coordinator '98-'99
and
to all of our parents, families, teachers. staff and friends
who have helped to make this day possible.
Senior Class Officers
President
Anne Hancock
Vice President
Jared Prushansky
Treasurer
Sarah Wright
Corresponding Secretary
Susan Jada Jones
Recording Secretary
Vital Nero
Publicity Chair
Sarah Rosenbaum
Community Service Chair
Sarah Schwertner
Special Affairs Coordinator
Kebeh Akwafo
Administration
Acting Principal
Mrs. Jean Haven
Assistant Principal
Mr. Richard Meagher
Acting Assistant Principal
Mrs. Susan Murray
Business Manager
Mrs. Barbara LeFevre
Jun-02-99 02:48pm
From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-882
P.05/07
F-658
Adam Najimi Adebisi
Christopher Fors Davis
Micheal Akintunde Akinbolaji
Daniel Robert Davis
Kebeh E. Akwafo
Karel Alois DeCock
Salim Joseph Alam
Erin Lynn DeSabla
Nicholas Sewell Allen
Ronaldo Vasquez Diaz
Jacqueline S. Amobi
Edivaldo J. DosSantos
Gabriela Antunes
Andrew Eisenberg Doyle
Nicolas Alberto Arnal
Marcus Dwanye Duncan
+
Julius Harry Aruna
+
Abigail Helene Dwyer
Yosra Faisal Awad Alla
Anna T. Awosika
Joanna Clark Edie
Brandon Jared Eisenman
Susan Nicole Barker
Marina Issa El-Ghoul
David Barrios
Atakan Ergin
+
Micah Tucker Baskir
José Maximino Escobar
+
Carter Mast Beach
+
Edwin H. Evans
Steven J. Beale
Kristen Elizabeth Evans
+
Lauren Alexandra Beck
Erika Yamileth Beltran
+
Leslie Ruth Farren
+
Thomas Bergan
Rebecca B. Fertziger
Katherine Coale Bergman
Yanoulla Matos Fialho
Ezha A. Berhanu
+
Colin Stephen LeaMond Finan
Melissa Eileen Bertenthal
James Patrick Finlay, III
Anika Locke Binnendijk
Zak Forrest
Charles Durham Boyd
Ricardo Fort
Evan Charles Brewster
Peter Daniel Fox
+
Katherine Lauren Robins Bromberg
Luis Burguillo
+
Louise Elizabeth Galiher
Micheal Christopher Burke
+
Sarah Jane Gallo
Jonathan Tyler Burton
Kemah Mayo Gbolokai
Jason Michael Butler
James Gillespie
+
Kathleen Jonelle Godfrey
Rith Calixte
Amy Catherine Golladay
Brian Matthew Callery
Carlos Wilson Gomez
+
Scott Houk Camillo
Nathaniel Maurice Gordon
Margaret Elizabeth Campbell
+
Katharine Lammert Carlson
André David Gueory
Kisha D. Carlyle
Raj Gupta
Richard J. Carter
Lissa Marie Gutierrez
Marwan F. Castellani
Mayra Faria Castro
Tarig O. Haboub
+
Danielle Denice Cauthen
+
Katherine Rachel Hais
+
Andrew Spring Caylor
Lily Alice Hammond
Angie Michelle Chang
+
Anne Carlisle Hancock
Gladys Anwi-Anga Chi
Justin Jamaar Harried
+
Brooke Dawn Clarkson
+
Peter Hart
Mario Crmaric
Bobbie Lynn Hawkins
+
Robert Sean Crotty
+
Seth Benjamin Herring
Katherine Dimatatac Cruz
+
Julia Amanda Hian
+
Magdalena Beattie Hill
+
Pepper Marie Daigler
Tanner Maximilian Holbrook
+
Lydia E. Dale
Erin Juanita Holloway
+
Jonathan Philip Dandois
+
Susan Dunham Hoppock
Jun-02-99
02:49pm
From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-882
P.06/07
F-658
Cuast nigh SCHOOL
Class of 1999
Allison Cathleen Houseworth
German Amilcar Martinez
Joi Monique Howard
Tamas Marton
+
John Kenneth Hughes
Jennifer D. Carmen Mata
Shawn Paul Jesse Hunter
Nelson Werstein Matos
Jocelyn Tayem Mattalug
Obafemi Idowu
Lusvin Mayen
Matthew C. Irey
Mynor Mayen
Jeremy W. McDougal
Joshua Thomas Johnson
Timothy P. McGoldrick
+
Susan Jada Jones
Lindsay Anne McKinney
Susan Melissa Julien
Angela Anastacia Mejia
Reyna Isabel Mejia
+
Daniel Evan Kalick
Victor Alberto Melara
Anya Hooff Kamara
David Christopher Melton
Tomoko Kanamitsu
David Haym Mincberg
Celestin Mbane Kane
+
Jessica F. Mockrin
+
Peter Karalis
Courtney Elizabeth Moore
Klara Kavanova
Shatisha Weodella Burrell Moore
Keon Kelly
Ivan Leite Morais
+
Lisa Johanna Keskitalo
Claudia G. Morales
Pratamaporn Kesomthong
Josue Morales
Abdul Salam Khan
+
Megan Catherine Moran
Megan Sara Kingery
John Murnane, Jr.
Meredith Lean Kinner
Megan Cadbury Murphy
John Paul Klaffky
Shelley Noor Musleh
Liana B. Knight
Nathan I. Krauthamer
Julia Catherine Nelson
Megan Ariel Kressler
+
Martha Irene Nelson
Lenka Kristofová
Vital William Nero
Rita P. Kumi
John Kwabena Nkansah
+
Kay Olson Kutzke
Nicole Jennifer Nocerino
Christine Therese Nolan
Bicry David La France
Ricardo Cruz Nolasco
Daniel Joseph La Porta
+
Kendall Elizabeth Normyle
Kevin Michael Lanik
+
A. Zarinah Nuri
Graziella Gina Lantella
Vincent Laporta
Liam Harwood O'Malley
+
Scott Patrick Lee
Haben A. Ocbamichael
Michelle R. Leigh
+
Emily Bonneville Ogden
Joshua Paul Lennon
Cindy O. Onyekwere
Edward Christopher Lewis-Smith
Monalisa Onyekwere
Jason Arthur Linnehan
Kwame Dei Otoo
Lu Lu
+
Michael William Ort
Edwin Giovanni Lutin
Samantha Mae Panton
Pierre Daniel Manshande
Maria V. Parshin
+
Lauren Elisa Mansky
Hardy Lee Pearce, III
Ligia Carina Fernandes Alfonso
Nina Antoinette Perry
Manuel
Dejan Perreski
Caitlin Ann Mara
Laura Gardner Petrillo
+
Erin Irene Martin
Nicholas Allen Petty
Holly Ann Martin
Jun-02-99
02:49pm
From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-882
P.07/07
F-658
Joel Whitford Pincock
Susanna Tsukerman
+
Jared Benjamin Prushansky
Katrina D. Urso
Rebecca Jeanne Radovsky
Rashard Jaie Raigns
Marlyn Felicia Valerio.
+
Amit Ram Reddi
+
Lilit Vardanian
+
Anand Reddi
Melissa Abreu Vaz
Jose S. Reyes
Keith Robert Vess
Emilia Winifred Rockwell
James Patrick Vollono
+
Kathleen Romeo
Ana M. Romero
Jeffry Wainwright
+
Sarah Jennifer Rosenbaum
Laura Rachel Waldman
Camille Roussel
Jun Wang
Jonathan Roger Ruckman
Catherine Rebecca Wanko
Kim Vanessa Watson
Nida Sahr
+
Bethanic Gail Weitz
Sydney Kojo Salakpi
+
Chase Scott Wells
+
Ranmal Aleka Samarasinghe
Meghan Campbell Welsh
Dazia Victoria Sanchez
+
Emma Claire Werner
+
Svetlana Sanovich
Miriam White
Naela Saraireh
Benjamin Wielgosz
+
Christina Lea Saunders
+ Deborah Lauren Wiesenfelder
+
Rebecca Merrill Schatzkin
Yonas Habtegiongis Woldemicael
+
Margit Elizabeth Schiffman
+
David Samuel Wolfowitz
Matthew Henry Schoellhamer
Ana Wolk
+
Sarah Louise Schwertner
Katarzyna Maria Wolska
Jed Furst Seifert
+
Marion Elke Womack
+
Andrea R. Seltzer
+ Sarah Elinor Wright
Pieter Shapar
Ayana B. Wylie-Forth
+
Jessica Lynn Sharrow
Michelle Robin Silberstein
+
Xiao Yang Yang
Daniel Koshes Simms
+
Ming Ye
Richard Skeem
Yuriy 1. Yurlov
+
Meredith Lynn Slesinger
Joshua J. Smalls
+
Olga Zimonjic
Lydia Wheaton Slater Smith
Michael O. Sogunro
+ Chao Song
Mattea Elizabeth Soreng
+
Alexander Marcus Steiner
+
National Honor Society
+ Caroline Rogers Sten
Henrik Martin Stenvall
Peter Stewart
Shawntáe Everte Still
+
Hilary Anne Strahota
Meredith Anne Suniewick
Patricia Targete
+
Erin Audrey Taylor
Jonathan Stanley Taylor
Haymanot Tesfaye
Emily Thomson
Name
Position
Adults on Stage
Mrs. Jean Haven
Acting Principal
Bethesda-Chevy Chase High School
Mr. Richard S. Meagher
Assistant Principal
Bethesda-Chevy Chase High School
Mrs. Susan K. Murray
Assistant Principal
Bethesda-Chevy Chase High School
Dr. Steven G. Seleznow
Associate Superintendent,
Office of School Administration
Dr. William P. Wilhoyte
Director,
Office of School Administration
Mr. Jeffrey Hanson
Senior Class Sponser, Teacher,
Bethesda-Chevy Chase High School
Mrs. Diane Hanson
Spouse, Senior Class Sponsor
Mr. Marshall White
Instrumental Music Director,
Bethesda-Chevy Chase High School
Mr. Ronald Joyner
Security Team Leader,
Bethesda-Chevy Chase High School
Mr. Robert J. Freeman
Security Team Member,
Bethesda-Chevy Chase High School
Mr. James Britton Jr.
Security Team Member,
Bethesda-Chevy Chase High School
Mr. Matthew Hartman
Choral Music Teacher,
Bethesda-Chevy Chase High School
Camera Man
Senior Class Officers (on stage)
Anne Hancock
President
Jared Prushansky
Vice President
Sarah Wright
Treasurer
Kebeh Akwafo
Special Affairs
Sarah Schwertner
Community Service
Sarah Rosenbaum
Publicity Chair
Vital Nero
Recording Secretary
Susan Jones
Corresponding Secretary
Lauren Beck
Special Assistant
Other Students Who MAY Be on Stage (Sent Student Letter to Mrs. Clinton)
Carter Beach
Student
Micah Baskir
Student
Jonathan Ruckman
Student
Jun-01-99 10:24am
From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-863 P.07/10 F-617
VITA
JEAN HAVEN
1 Cherbourt Court
Potomac, MD 20854
301-299-8525 (Home)
301-657-4909 (Work)
EDUCATION
1970
M.A.
French
The George Washington University
Washington, DC
1968
B.A.
French
Cornell University
Ithaca, NY
TRAINING/POST-MASTERS EDUCATION
1990-1994
Graduate level courses in administration and supervision at Johns Hopkins
University, Hood College and Trinity College.
1978-1990
Graduate level courses in English (for dual certification), curriculum
development, reading, and special education at University of Maryland and
through MCPS in-service courses.
Additional workshops in cooperative learning, team teaching, legal issues in
education, student service learning, Title IX, multi cultural education, special
education inclusion issues and technology.
CERTIFICATION
Maryland Advanced Professional: French (7-12), English (5-12); Secondary Principal and Supervisor
WORK HISTORY
1999-present
Acting Principal
B-CC HS
MCPS
1994-1998
Assistant Principal
B-CC HS
MCPS
1989-1994
Instructional Team Leader
Hoover MS
MCPS
1980-1989
Resource Teacher
Tilden JHS
MCPS
1977-1980
Teacher
Broome MS
MCPS
1976-1977
Teacher
Georgetown Prep HS
Rockville, MD
1972-1976
Child Care
1971-1972
Teacher
Ballou HS
Washington, DC
1970-1971
Teacher
Cathedral Latin HS
Washington, DC
Jun-01-99 10:24am From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-863 P.08/10 F-617
1968-1970
Instructor
The George Washington University
Washington,
DC
SELECTED PROFESSIONAL EXPERIENCE
Management and Supervision
As Acting Principal (January 1999-present)
Supervise and evaluate: Resource Teachers, Assistant Principals, Business
Manager/Financial Assistant; provide on going communication with supporting services
staff including secretaries. security team members, custodians, cafeteria staff
Supervise special programs: International Baccalaureate program, School/Business
Partnerships, Lazarus Leadership program, all academic support programs (TAP,CAPP,
Baron Buddies, National Honor Society tutoring, Study Skill)
Oversee curriculum and program development including the master schedule as well as all
staffing efforts to hire and replace professional and supporting services personnel best
qualified to achieve school wide instructional goals and objectives
Supervise SGA, school newspaper, yearbook, literary magazine, drama/Thespian activities,
National Honor Society
Supervise all modernization/relocation efforts
Coordinate articulation activities of feeder elementary and middle schools
Provide administrative support to Soviet Exchange and French Exchange programs
Coordinate activities with the PISA and other community organizations
Plan and coordinate all Faculty meetings, Leadership Team Meetings and school in-service
programs
Oversee maintenance and use of facilities
Manage and direct all financial activities and capital projects in collaboration with the
Business Manager
Supervise all Awards/Recognition activities
As Assistant Principal:
Coordinated and implemented B-CC's master schedule
Middle States Steering Committee member
Designed and assembled the student handbook as well as The B-CC Course Offerings
booklet
Helped organize BASE (Bethesda Area Student Enrichment) program for suspended students
(with Walter Johnson High School at Bethesda Presbyterian Church)
Coordinated all senior class activities (Prom, After Prom Breakfast, Graduation, Senior Day)
Supervised B-CC's Cultural Diversity Project (N.C.B.L sponsorship)
Supervised and co-chaired B-CC's Global Access Technology Committee. Planned and
implemented technology training for 90 professional and support services staff.
Participation in school and community drug programs (MSAP and Bethesda Area Network)
Developed new teacher orientation and support program at B-CC
B-CC Modernization/Relocation Team member
Supervised and evaluated support services staff, Foreign Language, English, Science, Math,
Social Studies, ESOL, Special Education, Technology Education, Physical Education, Home
Economics, Music, Art, and Computer Science departments
Jun-01-99
10:24am From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-863
P.09/10
F-617
Member of MCPS's new teacher recruitment team (chosen to travel to college campuses to
interview prospective new teachers)
Curriculum Development/Training
Helped initiate the International Baccalaureate program at B-CC
Helped reorganize the computer science/technology program at B-CC (support of web page,
enriched curriculum with beginning and advanced programming classes in C++, Computer
Maintenance and Repair, training initiatives for staff)
Revised and implemented the MCPS Foreign Language Program of Studies
Developed curriculum for sixth grade introduction to language program (POL)
Planned in-service programs for staff on Title IX, Interdisciplinary Instruction, Technology
Served as presenter on team teaching techniques for state and national middle school
conferences
Served as panel member for new resource teacher/IRT training
Community
Selected as Maryland State Assistant Principal of the Year (1998) (NASSP/McDonald's
Corporation)
Selected as Finalist for the NASSP/Mc Donald's Corporation's Assistant Principal of the
Year Award (1997)
Appointed by the Montgomery County Board of Education to the Advisory Committee on
Counseling and Guidance (1997)
Member of B-CC Cluster's Character Education committee
Served as a member of B.A.N. (Bethesda Area Network)
Selected as Teacher of the Year by the Potomac Almanac (1994)
Coordinated school partnerships with Kaiser Permanente and McDonald's Corporation
Coordinated B-CC's Health Fair (ten health related organizations and 800 students involved)
Organized first annual memorial basketball game at Hoover MS (raised $4000 for pediatric
cancer research)
Hosted MCPS cable TV show "Cultural Exchange"
Jun-01-99 10:23am From BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-863 P.04/10 F-617
RICHARD S. MEAGHER
14631 Pinto Lane Rockville, MD 20850 301-294-2412
EDUCATION
1971
M.S.
Major: Linguistics, Minor: German
Georgetown University
Washington, DC
1966
B.S.
Major: Linguistics, Minor: German
Georgetown University
Washington, DC
CERTIFICATION
Maryland Advanced Professional Certificate:
English Grades 5-12
Secondary Principal and Supervisor
German Grades 7-12
English for Speakers of Other Languages (ESOL) Grades K-12
WORK HISTORY
1997-Present
Assistant Principal, Bethesda-Chevy Chase High School, Montgomery County Public Schools (MCPS)
1995-1997
Assistant to Associate Superintendent, Office for Instruction and Program Development. MCPS
Assistant Principal, Earle B. Wood MS, MCPS
1992-1995
1982-1992
Teacher Specialist, Division of ESOL/Bilingual Programs, MCPS
1981-1982
ESOL Resource Teacher, Montgomery Blair HS, MCPS
1978-1981
ESOL Teacher, Division of ESOL/Bilingual Programs, MCPS
1977-1978
Fulbright Exchange Teacher, Würzburg, Germany
1973-1977
Teacher, Archbishop Rummel High School, Metairie, LA
LEADERSHIP EXPERIENCE
Bethesda-Chevy Chase High School
Supervise Provide administration/supervision for students in all grade levels, schoolwide testing, transportation substitute Initiative teach-
and evaluate staff in English, science, art, physical education/health, ESOL, technology
ers and emergency class coverage, athletic program, extracurricular activities, Technology/Global Access
Chair ARD, EMT. parent, staff, and committee meetings and participate in PTA and community meetings
Chair Career Communications Technology, Health and Safety, Assemblies, and Special Activities Committees
Assist in development of master schedule
Earle B. Wood Middle School
Supervised/evaluated Grade 8 teams, special education, deaf/hard of hearing, special needs, media center, counseling substi-
Provided administration/supervision for teams Grades 6-8, schoolwide testing, school calendar, transportation,
tute teachers, staff handbook, implementation of Comprehensive Behavior Management training
Developed master schedule of classes working closely with school leadership
Provided administrative/instructional leadership to world studies, science, ESOL, and special education departments
as well as the deaf and hard of hearing and alternarive programs
Assisted in development/implementation of improved system for providing identified students with free or reduced meals
Coordinated training for all staff and provided workshop for parents
Chaired ARD, EMT, parent, staff, and committee meetings and participated in PTA and community meetings
Office for Assisted Instruction in the administration/coordination and Program Development of the work of the Office for Instruction and Program Development (OIPD)
Coordinated expansion of the computer network at central office and outlying sites for OIPD staff
Worked closely with OIPD department and division directors, coordinators, and supervisors on development of papers
for the Board of Education, correspondence, and directives from the associate süperintendent
Coordinated production of the MCPS Course Bulletin
Assisted as with preparation of MCPS instructional budget as well as the operational budgets for OIPD units
Served executive secretary 10 the Council on Instruction
Division of ESOL/Bilingual Programs
Developed and maintained computer data management system on 6,500+ Limited English Proficient students, 300
Coordinated 14 Intensive English Language Centers with 2,200+ students, Grades 9-12
ESOL members, accounts, inventories, and other data
Coordinated staff entry/exit testing on 4,000+ limited English proficient students at ESOL Testing Center and in 150 schools
Other Leadership Experiences
Developed/taught two graduate-level courses and three MCPS in-service courses in linguistics/ESOL
Chaired curriculum subcomminee for Mid-level Task Force
Worked as assistant to director, Georgetown University Summer Program, Salzburg, Austria
Served as president of Louisiana Chapter of the American Association of Teachers of German
AWARD
Received Above and Beyond the Call of Duty (ABCD) award for development of computer data management system
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
005. resume
re: Susan K. Murray [Personally Identifiable Information] [partial] (1
06/01/1999
b(6)
page)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19009
FOLDER TITLE:
Education #8 [Binder] [1]
2013-0534-S
rc1874
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Jun-01-99 10:25am From-BETHESDA CHEVY CHASE HIGH SCHOOL
3016574903
T-863 P.10/10 F-617
Susan K. Murray
5912 Welborn Drive
Bethesda, MD 20816
(00 S I
(b)(6)
Education
Albertus Magnus College
BA
June, 1968
Georgetown University
MA
June, 1973
Employment
Bethesda-Chevy Chase High School
Acting Assistant Principal
February, 1999-Present
Social Studies Resource Teacher
July, 1994-February, 1999
Teacher
July, 1982-June, 1986
Poolesville High School
July, 1987-June 1994
Resource Teacher
Westland Middle School
Resource Teacher
July, 1986-June, 1987
John F. Kennedy High School
February, 1977-June, 1982
Teacher
President's Commission on Olympic Sports January, 1976-February, 1977
Acting Assistant Director of Communications
D.C Public Schools
Terrill Junior High School September, 1971-June, 1973
September, 1973- June, 1974
Wilson High School
February, 1971-June, 1971
Izmir American High School, Izmir, Turkey August, 1973-June, 1974
Defense Department School System
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
6/10/99 VH1
Divider Title:
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
FINAL
NEW YORK, NEW YORK/ EWING, NEW JERSEY/ WASHINGTON, D.C.
NEW YORK
LEAD ADVANCE:
ROB ROSEN
ROOM 23-M
WALDORF-ASTORIA HOTEL
212/355-3000
PHONE
716/776-0197
FAX
800/759-8888
PAGER
PIN #210-3266
202/607-6204
CELL
NEW YORK
SITE ADVANCE:
ROBERT MCLARTY
NEW YORK
PRESS ADVANCE:
ALLISON CHADWICK
NEW YORK RON:
CHARLIE GERY
ROOM 611
NEW JERSEY
LEAD ADVANCE:
DAVE SOBLEMAN
ROOM 432
HOLIDAY INN
609/452-2400
PHONE
609/452-2494
FAX
800/618-1195
PAGER
NEW JERSEY
SITE ADVANCE:
KATHLEEN CONNERY
ROOM 336
NEW JERSEY
PRESS ADVANCE:
LARS ERICKSON
SCHEDULER:
WENDY ARENDS
202/456-7007
PHONE
202/456-5340
FAX
202/518-8209
HOME
WHCA PAGER
#4781
PREV RON
Waldorf-Astoria Hotel
New York, New York
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 2
7:35am
DEPART Waldorf-Astoria Hotel
VIA Motorcade
EN ROUTE The Today Show Studio
[Drive time: 5 minutes]
7:40am
ARRIVE The Today Show Studio
35 West 48th Street
New York, New York
7:40am
PROCEED to Hold
7:45am-
HOLD
7:55am
HRC Hold: Dressing Room A
Phone: 212/664-3806
Fax: 212/664-6238
Staff Hold: Dressing Room A
8:00am-
INTERVIEW WITH THE TODAY SHOW
8:16am
The Today Show Studio
CLOSED PRESS/WH PHOTO
FORMAT:
(8:00am)
-The First Lady, accompanied by John Sykes,
President, VH-1, Katie Couric, Matt Lauer, and
Al Roker, proceeds outside to receive instruments
from the public.
(8:04am)
-Upon conclusion, the First Lady, accompanied by
John Sykes and Katie Couric, proceeds indoors.
(8:09am)
-The First Lady and John Sykes are interviewed by
Katie Couric.
(8:16am)
-Upon conclusion, the First Lady and John Sykes
depart.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 3
PARTICIPANTS:
The First Lady
Katie Couric, Anchor, The Today Show
John Sykes, President, VH-1
8:25am
DEPART The Today Show Studio
EN ROUTE P.S. 72M
[Drive time: 25 minutes]
8:50am
ARRIVE P.S. 72M
131 East 104th Street at Lexington Avenue
New York, New York
GREETERS:
Irada Hada, Principal, P.S. 72M
8:50am-
MEET AND GREET
9:05am
Lunchroom
P.S. 72M
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 40 guests
9:05am-
PULL-ASIDE WITH VH-1 CAMERA
9:10am
Lunchroom
P.S. 72M
CLOSED PRESS/WH PHOTO
9:15am-
VH-1 ANNOUNCMENT
10:00am
Auditorium
P.S. 72M
HRC Hold: School Administration Office
Phone: 212/860-5831
Fax: 212/423-9436
Staff Hold: School Administration Office
OPEN PRESS/WH PHOTO
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 4
FORMAT:
-The P.S. 157 band performs.
-Irada Hada, Principal, P.S. 72M, makes welcoming
remarks and introduces Barry Rosenblum,
President, Time-Warner Cablevision.
-Barry Rosenblum makes remarks and introduces
Aaron Lisboa, Student.
-Aaron Lisboa makes remarks.
-John Sykes, President, VH-1, makes remarks and
introduces Rudy Crew, Chancellor, New York City
Public Schools.
-Rudy Crew makes remarks.
-John Sykes introduces Jewel.
-Jewel makes remarks.
-John Sykes introduces the First Lady.
-The First Lady makes remarks.
-Upon conclusion, Barry Rosenblum and John Sykes
present a check to Rudy Crew.
-Upon conclusion, the First Lady has the option to
work a ropeline.
-The First Lady proceeds to the lunchroom.
PARTICIPANTS: 400 guests
10:00am-
DROP-BY OVERFLOW ROOM
10:10am
Lunchroom
P.S. 72M
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 200 students
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 5
10:15am
DEPART P.S. 72M
VIA Motorcade
EN ROUTE La Guardia International Airport
[Drive time: 30 minutes]
10:45am
ARRIVE La Guardia International Airport
11:00am
WHEELS UP La Guardia International Airport
EN ROUTE Trenton-Mercer County Airport
[Flight time: 30 minutes]
11:30am
WHEELS DOWN Trenton-Mercer County Airport,
New Jersey
FBO: Ronson Aviation
Phone: 609/771-9500
CLOSED PRESS/CLOSED PUBLIC
GREETERS:
House Minority Leader Joseph Doria, Jr.
State Senator Shirley Turner
State Assembly Member Bonnie Coleman
State Assembly Member Reed Gusciora
Mayor Alfred Bridges, Ewing Township
Council Member Donald Apai
Council Member Michael LaRossa
Council Member Doreitha Madden
Council Member Kathleen Wollert
Freeholder Keith Hamilton
Freeholder Brian Hughes
Freeholder Tony Carabelli
Freeholder James McManimon
Freeholder Tony Mack
Freeholder Lucylle Walter
Dr. Barbara Gittenstein, President, College of New
Jersey
Millija Lovett, Julie Mason's Grandmother
Lois Weiner Butt
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 6
11:40am
DEPART Trenton-Mercer County Airport
VIA Motorcade
EN ROUTE Greenacres Country Club
[Drive time: 10 minutes]
11:50am
ARRIVE Greenacres Country Club
2170 Route 206
Lawrenceville, New Jersey
GREETERS:
Representative Rush Holt
5-7 Event Co-Chairs
Larry Bienapfle, General Manager
11:55am-
RECEIVING LINE for Representative Rush Holt
12:20pm
Bar
Greenacres Country Club
CLOSED PRESS/HOLT PHOTO
PARTICIPANTS: 40 guests
12:20pm-
POLICE AND DRIVER PHOTOGRAPHS
12:25pm
Hallway
Greenacres Country Club
12:25pm-
RECEPTION for Representative Rush Holt
12:55pm
Main Ballroom
Greenacres
HRC Hold: General Manager's Office
Phone: 609/896-0259
Fax: 609/896-1622
Staff Hold: General Manager's Office
OPEN PRESS/HOLT PHOTO
FORMAT:
-Mayor Pat Colivita makes welcoming remarks and
introduces Lonnie Kaplan, Past National President,
AIPAC.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 7
-Lonnie Kaplan makes welcoming remarks and
introduces Representative Rush Holt.
-Representative Holt makes remarks and introduces
the First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady has the option
to work a ropeline.
PARTICIPANTS: 250-300 guests
1:00pm
DEPART Greenacres Country Club
VIA Motorcade
EN ROUTE Fisher Middle School
[Drive time: 10 minutes]
1:10pm
ARRIVE Fisher Middle School
1325 Lower Ferry Road
Ewing, New Jersey 08618
GREETERS:
Alfred Bridges, Mayor, Ewing Township
Timothy Wade, Superintendent
Warren Schuster, Principal, Fisher Middle School
1:15pm-
YOUTH VIOLENCE EVENT
1:45pm
Auditorium
Fisher Middle School
HRC Hold: Vice Principal's Office
Phone: 609/538-9800, x3003
Fax: 609/637-9753
Staff Hold: Principal's Office
OPEN PRESS/WH PHOTO
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 8
FORMAT:
-Tyrus Bush, Student Body President, makes
welcoming remarks and introduces Warren Schuster,
Principal, Fisher Middle School.
-Warren Schuster makes brief remarks and
introduces Representative Rush Holt.
-Representative Rush Holt makes remarks and
introduces Ameerah McBride, 18 years old.
-Ameerah McBride makes remarks and introduces the
First Lady.
-The First Lady makes remarks.
-Upon conclusion, the First Lady has the option
to work a ropeline.
-The First Lady proceeds to the Gymnasium.
PARTICIPANTS: 540 guests
1:45pm-
DROP-BY overflow room
1:55pm
Gymnasium
Fisher Middle School
CLOSED PRESS/WH PHOTO
PARTICIPANTS: 300 guests
2:00pm
DEPART Fisher Middle School
VIA Motorcade
EN ROUTE Trenton-Mercer County Airport
[Drive time: 10 minutes]
2:10pm
ARRIVE Trenton-Mercer County Airport
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 9
2:20pm
WHEELS UP Trenton-Mercer County Airport,
New Jersey
EN ROUTE Andrews Air Force Base
[Flight time: 40 minutes]
00pm
WHEELS DOWN Andrews Air Force Base
3:10pm
DEPART Andrews Air Force Base
VIA Motorcade
EN ROUTE South Portico
[Drive time: 20 minutes]
30pm
ARRIVE South Portico
4: :30pm-
PRIVATE MEETING
00pm
Map Room
CLOSED PRESS/WH PHOTO
:00pm-
BRIEFING [W/POTUS]
5: 05pm
Blue Room
CLOSED PRESS/WH PHOTO
5:05pm-
RECEIVING LINE [W/POTUS]
5:45pm
Blue Room
CLOSED PRESS/WH PHOTO
5:50pm-
NEW YORK YANKEES EVENT [W/POTUS]
6: 15pm
South Portico
OPEN PRESS/WH PHOTO
FORMAT:
-The President and the First Lady, accompanied by
event participants and the New York Yankees, are
announced to honors from the Red Room door and
proceed down the South Portico steps.
-The First Lady makes remarks and introduces
George Steinbrenner, Owner, New York Yankees.
-George Steinbrenner makes remarks and introduces
Joe Torre, Manager, New York Yankees.
SCHEDULE FOR HILLARY RODHAM CLINTON
THURSDAY, JUNE 10, 1999
PAGE 10
-Joe Torre makes remarks and introduces David
Cone, Pitcher, New York Yankees.
-David Cone makes remarks and presents gifts to
the President and the First Lady.
-The President makes remarks.
-Upon conclusion, the President and the First Lady
take a group photograph with the team and depart
via the Diplomatic Reception Room.
PARTICIPANTS: 400 guests
RON
The White House
To:
Mrs. Clinton
Fr:
Marsha Berry
Re:
VH1 Interview on June 10
After greeting the overflow crowd of students at P.S. 72M, you will participate in a very brief
pull-aside interview with a VH1 camera crew.
The questions include:
1)
Why was it important for you to become involved with the VH1 Save the Music program?
2)
How important do you think music education is for our children? Why?