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FOIA Number: 2006-0462-F
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Speechwriting
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Summit on America's Future Philadelphia, PA [10]
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Maryland Student Service Alliance (partial) (3 pages)
04/04/97
RESTRICTION
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COLLECTION:
Clinton Presidential Records
Speechwriting
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OA/Box Number:
I 0986
FOLDER TITLE:
Summit on America's Future Philadelphia, PA [10]
2006-0462-F
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�APR-23 97 15:02
FROM:
2025652793
T0:94565709
PRGE:01
fax
CORPORATION
FOR NATIONAL
' '
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rJSERVICE
From the Office of PUBLIC AFFAIRS
LOCATION: ·71~
FAX #:
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PHONE#:. _ _ _ _ __
FROM: LISA BLOCH
FAX#: 202/565-2794
PHONE#: 202/606-5000 xl40
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�APR-23 97 15:01
FROM:
PAGE:01
T0:94565709
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fax
CORPORATION
FOR NATIONAL
CsERVICE
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LOCATION: -TV~
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�RPR-23 97 15:02
FROM:
2025652793
T0:94565709
AmeriCorps members are working in the following areas to assist with 'flood relief:
•
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•
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o
Sandbagging and cond11cting emergency rescue in Warren, MN
Conducting damage assessment in Fargo, NO and Moorhead, MN
W(,)rking with the Red Cross to supply tood and conduct family service case work in
Fargo, ND
Serving as mass care technicians in shelrers in Wahpeton, SD
Serving as EMTs in North and South Dakota
Staffing phones at emergency operation centers in Western Minnesota
l
There are a total of approximately 70 AmeriCorps members serving in this effort.
PRGE:02
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At !O:OOam, April 19th, the Coast Guard On Scene Operations Center in Fargo, ND received
information the main levee system in Grand Forks, NO had failed, flooding most of the city in
a matter of minutes. Disaster Response Unit #4 (DRU #4) was conducting rescues in East
Grand Forks, MN when the only bridge connecting East Grand Forks and Grand Forks was
flooded. DRU #1, led by CWO Randy Caverly was immediately deployed from Fargo, ND to
Grand Forks with a police escort. Upon arrival on scene, DRU #1 immediately launched two
flood punts and an air boat and began pulling persons from the freezing water and at 3:00pm
commenced rescuing persons from burning buildings. As each boat filled with victims, it
headed back to shallow water, loaded the victims into any available vehicle (usually a National
Guard truck), then returned for another load. When one National Guard truck became stuck in
a ditch at the loading point, CWO Caverly jumped in the truck and quickly freed the truck
from the ditch. When all persons in the area were finally evacuated at 1:OOam the next
morning, the DRU had conducted 157 trips out and back and rescued 373 persons. When a
Fargo, ND resident heard of this story, she made a flag to present to the ORU. The flag says,
"Caverly's Cavalry" and shows a Cavalryman on his horse racing across the water holding a
\ Coast Guard flag. This flag is ready to present to DRU 1.
J
Fire Pumps from Yorktown
The evening of Friday, April 18th, the Coast Guard On Scene Operations Center in Fargo, ND
predicted that fires were likely to occur in the flooded areas of eastern North Dakot4 and
western Minnesota and response by ftre trucks would be hampered due to high water levels.
City ftre hydrants were under four feet of flood water and could not be accessed and temporary
levees sealed off some neighborhoods. On Saturday, 19 April, the National Guard dispatched
a C26 Metroliner to pick up 3 Coast Guard P250 Fireflghting Pumps and 2 Coast Guard pump
operators (OCl Fair and DC2 Brown) from Coast Guard Reserve Training Center Yorktown,
VA. These pumps were originally planned to be staged in Fargo, ND but while enroute back
to Fargo a major downtown fire broke out in Grand Forks, ND. The Coast Guard On Scene
Operations Center in Fargo requested the plane divert to Grand Forks International Airport
where the pumps were delivered to the Grand Forks Fire Department by National Guard 5 ton
trucks. The Coast Guard pumps then aided in extinguishing the downtown inferno. These
pumps and others that were subsequently obtained by the Coast Guard are still being used to
fight fires in the area.
Helicopter Rescue
At 3:00am, Saturday, April 19th, the levees in East Grand Forks, MN failed. The Minnesota
National Guard began evacuations in the dark by helicopter in the flooded areas. Coast Guard
Helicopter 6535 from Traverse City, MI launched from Fargo, NO and assisted the National
Guard in evacuation of victims. The town was completely cut off by road and persons were
removed by air. The Coast Guard Helicopter flew 13 sorties rescuing 16 adults, 10 children, 4
dogs, and 1 cat.
,,
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909 N. WASHINGTON ST'REET, SuiTE 400
ALEXANORIA, VA 223 I 4-1 556
TEL: C70.3l684-4500 F'AX: (703>684-7328
FAX TRANSMITIAL
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8
(INCLUDING COVER PAGEl
�THE PRESIDENTS' SUMMIT FOR AMERICA'S FUTURE
INTRODUCTORY VIDEO CONFERENCE
April 2, 1997
The introductory video conference for The Presidents' Summit for America's
Future is being done to help prepare those community delegations that will attend the
Summit. The Summit is co-sponsored by The Points of Light Foundation and the
Corporation for National Service.
The two-hour video conference will impart a sense of urgency to the participants
but also a sense of optimism that, pulling together, we can solve the problems that affect
our nation's youth. Mrs. Clinton will speak to the audience following opening remarks
. by General Powell and just prior to a welcome to Philadelphia by Mayor Edward Rendell.
The video conference will walk the participants through the Summit process, .
describing the role of national commitments and will include a brief panel of national
nonprofit leaders who will discuss the importance of the commitment process and about
the opportunity the Summit provides to increase the involvement of citizens in
community service addressing the issues confronting young people.
Summit communities will be urged to begin looking at their communities in a
new way. The session will urge participants to begin looking beyond the problems in
their communities and help them identify the assets that can brought together to help
young people.
The session will include additional preparatory materials for the Summit
delegations and will include an announcement ofthe Alliance (America's Promise: The
. Alliance for Youth). Oprah Winfrey has prepared a two-minute video tape which will
appear early in the program.
The video conference is sponsored by The Points of Light Foundation and will be
hosted by the chair of the Foundation's Board, Marian Heard, President and CEQ of the
United Way ofthe Massachusetts Bay.
In addition to General Colin Poweii~_Qther-participants include:
�Page Two
Edward Rendell, Mayor, City of Philadelphia
Bill Shore, Executive Director, Share Our Strength
Harris Wofford, CEO, Corporation for National Service
·Robert K. Goodwin, President & CEO, The Poitns of Light Foundation
Dr. Dorothy Height, President, National Council ofNegro Women
Ron Kinnamon, Assistant National Executive Director, YMCA ofthe USA
Thomas McKenna, National Executive Director, Big Brothers Big Sisters of America
Beverly Arsht, Arsht/Aronson
Marilyn Sifford, President, Organizational Change
Karen Pittman, Director of Programs, International Youth Foundation
The Reverend Damon Lynch III, Pastor, New Prospect Baptist Church, Cincinnati, Ohio
Rick Little, President & CEO, International Youth Foundation
....
�,·-
Generic Summit Op-Ed
Some ·15 million of America's young people today are at risk of never having a chance at
a healthy, fulfilling and productive life, largely because they are not getting the kind of
nurturing care they deserve. The scope of the problem is enormous and will come to
haunt us all unless we agree that an unprecedented national effort must be mounted.
Fortunately. such an effort is in the works. It's the Presidents' Summit for America's
Future, and it will bring together all the living presidents, with former First Lady Nancy
Reagan representing her husband, along with more than 2500 delegates representing all
50 states. nearly 150 cities and towns, along with the leaders of a wide array of
corporations. religious, education, volunteer and service organizations.
The Summit. which will be held in Philadelphia from April 27 through April 29, will
offer us a forum that, at once, will be bi-partisan and nonpartisan. President Clinton and
former President Bush are the honorary co-chairs and retired General Colin Powell will
. serve as general chairman. I [or (name your state)] will be there [or (will be represented
there)] along with {or (by)] a [name your state] team that includes X, Y, and Z.
The Summit is to be a catalyst. It is aimed at inspiring and educating those in attendance.
The idea is to kickstart a grassroots campaign-- an effort reaching into the 21st Century
that will be called "America's Promise-- The Alliance for Youth."
This once-in-a-lifetime initiative is aimed at delivering to young people in need five
resources-- an ongoing relationship with a caring adult: mentor, tutor, coach; safe places
and structured activities during non-school hours to learn and grow; a healthy start; a
marketable skill through effective education; and an opportunity to give back through
community service-- that are considered essential prerequisites for a shot at the kind of
success America traditionally has offered its youth.
The Summit will be significant insofar as it shakes up our assumptions about our
responsibilities as citizens. It will challenge each of us to reflect on what we can do to
make our communities better places for all of us to live.
All the talk we hear of a new world order. a global economy, and the potential the
Internet provides us certainly is well and good. What should matter most us, however, is
what happens outside our own doorsteps -- what is going on in our communities and what
can be done to tum around some of the t_hing~ that are wrong.
-The question that has to be answered is: What can the Summit achieve? Much of the
delegates' time there will be spent discussing the problems facing many of our young-the things lacking in their lives that give rise to the appalling statistics with which we are
�all too familiar-- chronically high school drop out. substance abuse and teen pregnancy
rates.
However. Swnmit delegates also will have chances to examine "best practices;" that is.
proven methods for effectively delivering the resources that many of our young people
are lacking. At the same time, delegates will be provided with a host of ideas and
examples for engendering new promises from people and organizations within our
communities that traditionally may not have provided much support in the areas on which
the Summit is focused. Similarly, the Summit will give us all -- government officials as
well as leaders of volunteer, religious, educational and other non-profit organizations -the tools to forge new alliances with the corporate community so our overall effort has
the horsepower needed to succeed.
It must be remembered that the Summit is just a starting point. For [name your state],
the end of the Summit really will be the beginning of a campaign we intend to pursue
until every child born here has access to all five of the resources that are needed by every
child,
I'm looking forward to [name your state] being part of this event. More than that, I am
excited at the possibilities that lie ahead, and eager for the new ideas and new approaches
the summit should offer. Together, we can turn around lives at risk!
###
�J~l-14-00
03:44A
P.02
Presidents• Summit Videotonfcnncc
April 2, 1997
Sixth Treabnent • 3:00 PM, 411/97
<h'ervtew
The videoconfcrcnce is designed to send a clear message about the urgency of the work of the
Summit; to state the goal and approach; to build confidence in the approach before, at and after
the Summit: to challenge the state and community delegations to prepare in advance; to widen
the circle to include the broader corrununity in the work that the Summit is stimulating~ to
position the Alliance. It wiU be crisply scripted, energetic, clear about what is happening and
how we want othel'5 to respond.
Title Graphics
Summit Logo & Title
Sponsorship· Points of Light Foundation
Video Clip of January 24 White House Aanouacement (3 - 4 minutes)
Includes statements from Presidents Clinton and Bush. Bush talks about what is now happening
to solve problems in America, reinforcin& the idea that local action is effective. Clinton makes
statement about inability of government to solve all the problems. Ends with Clinton ·
announcing Summit. lntercut with network news reports.
Marian Heard (3 minutes)
Marian serves as host of the videoconfcrence. The purpose of this segment is to welcome the
audience, to crealc a sense of energy about what will happen during the next 90 minutes.
Reviews agenda; reviews nationwide scope of the videoconfcrence (uses graphic map). Explains
Q&A that will happen later.
Marian Heard
(1 minute)
Intros Oprah Winfrey tape.
Oprab Winfrey tape (l :30)
Marian Heard
Intros General Powell
(l minute)
�j~l-14-00
03:44A
P.03
General PoweU (S-7 minutes)
2
General Powell will serve as the primary spokesperson for the Summit/Alliance. He will:
( 1) reflect the urgency of the challenges facing young people and the immediacy of the moment now is the time to tum the tide for our young peoJ)le; (2) clearly state the goal of the Summit and
describe the process through which that goal will be achieved - broad public awareness and
support, commitments for specific action, local leadership; (3) position the Summit as one key
step in an ongoing effort to cneraize and mobilize the country; (4) highlight creation of the
Alliance; (5) issue a clear challenge to local communities to respond by assuming responsibility
for their share of the work. Ends with transition into Rosie Espinoza video: 'The question
always remains the same, 'What can I do in my own community?' Let me introduce you to a
· woman named Rosie whose garage has become a school and safe haven for children. .. ·
Video of Rosie'• Caraa:e (3 minutes)
(Genenl Powell remains on set to p-eet and introduce Mrs. Clinton]
Marian Heard
(1 minute)
Brief recap and hands to General Powell to intro Mn. Clinton.
General Powell
Intros Mrs. Clinton.
Mrs. Clinton
(4-6 minutes)
Mrs. Clinton wiJJ reflect the imen:st and support of the President. Drawing on her own
experience, she will reinforce the cballengcs facinc children and the ncccssity of each
community. each organization, each individual takina responsibility for contributing to finding
solutions. She also will talk about the critical importance of seein& young people themselves as
rc!outecs for action, not simply the recipients of others' actions.
Marian Heard
(1 minute)
Thanks Mrs. Clinton; sets up Philadelphia as Site of Summit and intros Mayor Rendell.
[General Powell remains on set and greeti-Maror Rendell)
..
�~~l-14-00
03:44A
P.04
Mayor ReDdell
3
(3 minutes)
Gives official welcome on behalf of rhe city of Philadelphia. Talks about how they are preparing
for the Summit: to welcome auests; day of service; local commitments for continued action.
.. When is the Summit over? In the year 2000 - and we will be happy to welcome everyone back
to Philadelphia then to report to the American people on the progress we've made.••
Marian Heard
(:30)
Thanks Mayor Rendell and introduc~s video: why kids need responsible adults in their lives.
Video of young people talking about why they need mentors
"Goinc Nowhere" PSA from YMCA
(:30) ·
(:45)
·
Purpose is to reinforce the challenge from perspective of youth and to suggest solutions that are
realistic.
[Geaeral Powellleava aet)
Marian Heard and younc penon (3 minutes)
Purpose is to personalize the Summit, to sec that young people are what this is about. In
dialogue, Marian and young person will diJcuss reality of young person's life and impact of
mentor in his or her life. Thanks youni person and sets up video clip.
I
.
"Just the Two of Us" PSA from Bic Brotben/Big Sisten
Marian Heard
(:60)
(1 minute)
Recaps overall approach to the Summit; bf'inls focus to commitments for action, rcferrin& to
Philadelphia anci national commitments; intros Billy Shore.
Billy Shore .(3 minutes)
Explains goal of commitments. work that is now underway, gives examples of commitments
. already received, challenges local communities to set up their own commitment-making process.
Have with us three outstandin& examples of non~ fit organizations thac have made
· commitments to action in support of the fundimc:ntal resources.
Billy reinforces importance of commitments that arc being made as reflection of ways in which
organizations arc taking new approach to the way they do business.lntros Dr. Dorothy Height,
National Council ofNegro Women; Tom McKenna. Big Brothers Bii Sisters of America; Ron
Kinnamon, YMCA of the USA.
'•
�~U1-l4-00
03:45A
P.os
BiiJy Sbore et al
(6-8 minutes)
4
Billy will uk them to comment on the commitments they have made: why have they chosen to
do it; what arc the implications for their organiDtions and their local affiliates. Will indicate that
each arc part of the CoMect America &rOUP of 30+ organizations working in support of the
Summit. He'll ask them why t~ Summit is important to their organizations' missions; what are
· the implications to their national organization and local chapters; why this is different from other
national efforu. Leads back to General Powell.
[General Powell to •eeond set durin& panel) .
General Powell
(3-4 minutes)
General Powell will summari2c the key messages: the goal, the need for everyone to assume
responsibility for a share of the work, the importance of making quantifiable c:Ommitments and·
accepting accountability for fulfiUing them, the critical role of local community leadership in
. translating the promise of the Summit into high impact work. Ends with invitation and challenge
to community and state delegatioM to fully prepare for the Summit, noting that while he must
lea,.,e, videoconferencc will now tum to how that preparation is happenina.
Marian Heard
(1 minute)
Thanks General PoweiJ. Makes transition into second half of the videoconference, explaining
that focus will now be on the details of Philadelphia. on how communities already are
responding an~ on how we hope communities will prepare for Philadelphia. Reminds that kids
are not only recipients of service; they also can be involved.
Video of kids talking about how they cive back (:45)
.. Video Games"
PSA from VFW
(1 minute)
Marian Heard and younc penon (3 minutes)
Marian talks with a youn& person who serves as a mentor, talking both about the nature of their
work and its value to them as a mentor.
Leads into concept of local action in response to Summit challenge. Sets up following segment
that focu~ on what cornmunitie1 are alrea<4y doing and. on how they are beginning to think
differently about themselves and their resources. · ·
�Jul-14-oo 03:4SA
Karea Pittman
P.06
(3-4 minutes)
Explairu new approach to thlnkina about communities and their assets. Uses motion graphics in
which picc:cs are added to support her presentation. Emphasizes importance of integrated
approach to the fundamental resources. Transitions to Rev. Damon Lynch; before Damon. take a
took at the violence many of our children. especially in urban areas face every clay.
Video: "Wh•n Have all the Childma Gone?"
(:30
(3-5 minutes)
Rev. Damon Lynch
Talks about communities that have actually chan~eci their way of thinking and are worlcing more
effectively through the new approach.
Karen Pittman
(1 minute)
Recaps and leads into Tucson tape.
Tucson tape
(:90)
Tells story of how Volunteer Center is pulling together young people and other organizations to
empower youth and to insure that each who wishes has access to a mentor. Ends with challenge
to other communities to do the same; pointS out that Philadelphia is begiMing of ongoing effort.
Marian Heard
(I minute)
Wraps up Tucson tape and introduces Stuart ShaJ'iro.
Stuart Shap_iro
(4 minutes)
Quic:.k day by day walkthrouJh. empbasizinK how each segment builds toward desired result:
each community and each state will have a plan in place for how they will energize and mobilize
to provide the five fundamental resources and meet the overall Summit goals.
Marian Heard et al
Emphasizes importance of pre-Surnmit prep for local delegations. lntros Beverly Arsht and
Marilyn Sifford. Talks with them about the Wink pi'eeess ·that will be used in Philadelphja; the
. overall preparation for local delegations to do; the specific discussion to take= place immediately
ilfter the videoconfcrence.
�~ul-14-00
03:46A
Mariaa Heard
P.07
(1 minute)
6·
Recap and talk about roles of state and local delegations and the -work they will do in
Philadelphia. Suesses the importance of their prc-wcrk. lntros Harris Wofford and positions
Corporation for National Service as co-sponsor of Summit.
Harris Wolford
(34 minutes)
Emphasizes importance of coordinated state action. Calls on state delegations to get together in
advance and prepare. Discusses Corporation's ongoing commitment to "get things done" for
youth through service:.
Marian Heard
(2 minutes)
Mentions that while 140 communities attending Swnmit. many more will become involved in the ·
process. Vancouver is already working towards the Summit goals.·..
Question ud Answer
(S-6 minutes)
Marian will field questions from around the countcy, eirhec given to her on cards or live via
telephone. They will have been pre-screened and answers will have been prepared.
MariaD Heard
(:30)
Intros .. Steps'' video; the importance of the basic need for human connections.
"SttPJ"
PSA from the Points ofLipt Foaadatloa (:30)
Marian Heard
(1 minute)
Recaps. Stresses the importance of the support Summit is getting from so many other
organizations. Sets up Points of Light Foundation as co-sponsor and Connect America
partnership u one of the ways that the energy will be sustained after Philadelphia. Intros Bob
Goodwin.
Bob Goodwin
(4 minutes)
Discusses Foundation's c:ommiunc:nt to the Summit; commitments being made by Connect
America partners; role of Connect America partners in carrying the work forward, particularly
through mobilization of their networks of local affiliates.. Sets up importance of the follow-up
work and intros the concept of the ·Alliance through intro of Alliance announcement video .
...
[Harris walks out and joins Bob on Set 1.]
�.Jul-14-oo o3 =4t5A
P.oa
1
Video of ADiaace umouncemeDt (2·3 minutes)
Cut from tape shot at Monday momina announcement of the Alliance. Includes comments by
Rebecca Rimel of Pew Foundation announcing their contribution.
Marian Heard
(I minute)
Emphasizes importance of follow-up. lntros Rick Little.
Rick Little
(4 minutes)
Presents the concept and approach of the Alliance. Reiterates that streflith of the Alliance will
come not from a centralized operation but from the work of everyone • individuals,
organizations, communities. Clearly restates the goal. our expectation for what communities will
do? challenge to community and state delcptions to prepare before coming to Philadelphia.
Marian Heard .
(2 minutes)
Overall recap. Announces 100# and web site address. Final statement of challenge to state and
community delegations. Thanks everyone. including sponsors of the vidc:oconfcrcnce.
Credits with "Behind the Scena• and B-roU of children
(2·3 minutes)
Quick cuts of what's happening in the Swnmit offices to prepare; excerpts from live feeds; etc.
High energy transition.
�(J)
General Powel~ C+.H•.:...1 ;>•it\ts)
VVhat Is this Summit all about? Let me put tt as simply as I can.
A couple of years back, I spoke to some schoolchildren in Dallas
On that occa=tlon, I was able to spend few minutes talking with a troubled a lad
who was about ten years old.
I didn't think a whole lot about the episode at the time, but a few weeks ago I was back in Dallas to give a speech at Southern Methodist University.
The moderator who introduced me told the audience that that 10-year old had
gone on to amaze his teachers by suddenly improving his attitude, his work
habits, his grades, and his general deportment
After a few weeks of this, when the teachers were sure that the change was
deep-rooted and not just a short-lived burst of enthusiasm, they asked him why
he was doing his best.
And he replied: ·eecause General Powell will be unhappy with me if I don't•
Now this story is not about me. It's about a caring adult entering the life of ~
child and telling him or her, "I care about you .. .I want you to make it... This is what
you need to do in order to succeed in life. •
That's what I did, and that kid grabbed on to what I told him like a lifesaver.
And this is what we want to do for millions of youngsters by the end of the year
2000.
We want to reach out to them, and prove to them that we care enough about
them to get Involved with their lives.
P.og
�P.lo
That is What this summit is re;fly all about. It's about saving a generation of our
youth- making sure that they believe in America, and that America believes in
them.
If we don"t, we're going to lose them -- lose them to drugs, crime, disease, and
the terrible social pathologies of our time,
We can't provide every American child with a perfect set of parents, or a perfect
environment. But we an provide them with enough of the essentials they need
to have successful lives. We can give them:
-
A caring adult -- a mentor, coach, tutor;
-Safe plaoes to learn and grow;
- A healthy start
- A marketable skill: and
-A chance to give back to the community that has given to them.
The Presidents' Summit is a chance to do all this on an unprecedented scale.
Right now, all of you are part of the greatest mobilization of resources ever
·
assembled on behalf of our nation's youth.
-Corporate and non-profit;
- Edu~:ators, health providers, service organizations;
- Government at all levels;
- The enthusiastic support of every living President of the United States;
- And the enthusiastic support of every one of you!
Working ·together. we have the power to transform the lives of our youth - and to
transform our nation in the process.
.-
-We can reach across racial, ethnic, social, and economic gaps that divide us.
- We can recover our sense of community - of being a nation of neighbors who
care.
�JLI1 -14-00 ,0,3: 47A
- We can revive the concept of service, by redt!dicatlng ourselves to serving the
nation we all love.
We can do this - but only if we regard the summit as the beginning and not the
climax of our efforts.
- The summit is only the start
- The real work is going tc be done after the Summit- when people like you go
back to your communities tc implement the Summtrs goals.
- The success of the Summit is not going to be determined by what happens
over three days in Philadelphia - Its success wUI be determined by the kind of
job we do over the three years that follow. Later on this morning, you'll be
hearing specifics about our plans to follow-up on the Summit
- We've pledged to give two milflon cf our young people the five resources they
· need to make it in today's world by the year 2000.
- That is going to be the measure of success - that and whether we reach the
ten million additional youngsters we plan to reach by the end of the year 2010.
P.ll
�.
.
~ul~l4-00
-······ ....
03:47A
P.12
'···.
GeneraJ Powell
·-·--
T
··-·-- .. .... '-
As I've traveled around the country, I've sensed an enormous enthusiasm for
what we're doing.
- Not just for the Summit. because the Summit everyone knows that the Summit
is only the beginning.
- I've also sensed a great enthusiasm for what is to follow: Americ:a's Promise:
The Alliance for Youth- the organization that Is going to follow through with the
start we make in PhHadelphia ..
·summtr is an appropriate name for what we'll be doing In Philadelphia.
- We go to the •summir - the mountain-tops - for Inspiration, for a broader
perspective, to scout the landscape and determine what we need to do.
- But we live our lives In the valleys - that is where the real wori< takes place.
- Just as the real work Is going to begin when you return form Philadelphia and
begin Implementing the Summirs goals In your neighborhoods.
And •America's Promise: the Alliance for Youth• fs an appropriate name for the
campaign to follow - because promises are worthless unlesS we keep them.
- we are making tremendous promises to our youth and to our nation.
-We can't let them down- and with the help of great people like you. we won't!
..
�-
J4 1--·14- 00
03 : 48A
Harris:
Talking points for your part of the. video conference should include the
following:
· 1.
What is the Corpc)ration for National Service - unless you want
Marian Heard to do this in her intro of you.
2,
Role of the National Service Network
3.
Relationship to the S goals
4.
Service as a strategy for the S &oals
5.
State plans of Service
. 6.
Role of state networks includin& ours.
P.13
�Agenda
White House Pre-Summit
Presidential Activity
Other principals
Press
Non-White House Pre-Summit
Americorps stuff
Summit cooperation
Summit
Events at and around summit (theirs and ours separately)
Charter
President's Speech (other speeches?)
-tf
11f •
.
'·
.
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~
·~ !:~CECORPS
MEMORANDUM
To:
Diana Fortuna
Steve Silverman
From:
Hams Wofford and Mark Gearan
Re:
Presidential Radio Address- National Service Week
Date:
April 3, 1997
Over the past several days, the Corporation and the Peace Corps have
been working collaboratively to determine some of the more tangible service
activities underway by Americorps members, Americorps alumni and
returned Peace Corps Volunteers during National Service Week. A draft
description of these projects is attached.
Most of these projects .have already been planned, and.. as we·ve
indicated in previous discussions, represent a sample of the myriad service
projects that Americorps members and returned Peace Corps Volunteers carry
.out every day.
That said, we also believe that the President can announce a
tremendous "value added" to these service activities being planned across the
country. In an effort to both encourage and provide young people 'With an
opportunity to serve - the fifth goal of the Presidents' Summit - Americo02s
members, Americorps alumni and returned Peace Corps Volunteers across
the country will reach out to youth in their communities, to join them in
planned service projects during National Service Week. With Americorps
and Peace Corps organizing activities in more than 15 states, and in hundreds
of communities, we could eypect an estimated 3.ooo· to 4,000 youth to be newly
engaged in service during_National Service Week.
We also recommend that the.President announce the establishment of
a service site on the "White House web page, to enable people interested in
service to gather information on existing service projects, and to connect into
service activities in their communities.
1990 K STREET •. N.W.
WASHINGTON •.. D.C. 20526
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Q PEACECORPS
MEMORANDUM
To:
Michael Wal~.
From:
Andre Oliv~
Re:
President's Radio Address
Date:
4 April1997
-----~-----------------------------------------------
Greetings Michael.
Mark asked me to get some verbiage on the Peace Corps to you. rve included
a couple of items:
Suggested talking points;
the idea memo from Mark and Harris, recommending that the
President announce that Americorps and Peace Corps will engage
youth during National Service Week;
·
the President's speech on the Peace Corps from June 1996.
Let me know if I can be of any assistance. I'm at (20.2) 606-3904; Mark can be
reached at (202) 606:3270.
~tregards.
attadtments
1990 K STREET. N,W,
WASHINGTON. D.C. 20526
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Suggested Peace Corps Talking Points
•
The Peace Corps symbolizes everything that inspired my generation to
service, and a powerful symbol of our future. It was based on a simple
yet powerful idea: that none of us alone will ever be as strong as we can
be if we all work together. None of us can reach our full potential
while others are left behind. Community counts, and every member of
our rommunity matters at home and on this small planet we share.
•
The Peace Corps represents the highest ideals of service: since it was
founded 36 years ago, more than 145,000 Americans have joined as
Volunteers, serving in 130 developing countries around the globe.
Peace Corps Volunteers live and work at the same level as the people
they serve, all in the spirit of progress and friendship. They return to
the United States enriched v.rith the knowledge of other cultures, and
with a keen understanding that the best way to help others is often one
mdividual, and one community at a time.
•
These fine Americans continue to serve our country well after their
Peace Corps days are over, in dties and communities throughout the
United States. Some are leaders in journalism, business and education..
Some serve as members of Congress, both Republican and Democratic.
And some are members of my own Administration, like Secretary of
Health and Human Services DOnna Shalala. But as importantly,
returned Volunteers serve at the community level, working with
hundreds of schools to teach children about world in which we live,
building homes in poorer areas through organizations like Habitat for
Humanity, and working for charitable and religious organizations
throughout the country.
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PEACE CORPS
Andre Oliver
Director of Communications
Office of Communications
1990 KStreet, N.W.
Washington, DC 20526
Web Site: http://www.peacecorps.gov
FACSIMILE TRANSMISSION
Phone: (202) 606-3904
Fax: (202) 606-3110
~-~----~_A_~-~----
FaxNumber _ _
~/~,1/;4~
Date
Uh9._)>~~
To __~~------------~----------------------------------------
SentBy~----~----0 -~--·-/.-~--~-~---~~----------------------Number of Pages (including cover sheet) __~_if
____
Messages
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We believe that Saturday, April12 is the most appropriate date for the
President to announce these initiatives, closer to the start of National Service
Week. However, we would be pleased to join the President, with Am.ericorps
and Peace Corps service leaders, at a radio address on AprilS.
attachments
cc
John Gomperts
Andre Oliver
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RPCV seroice activities during
National Volunteer Week
Colorado
On April 12, a group of Colorado RPCVs will be assisting in an urban
reforestation project called Denver Digs Trees. The program is sponsored by a
foundation called The Park People, which raises money for Denver's parks
and public trees. RPCVs .will distribute and plant trees along urban streets
where elderly property owners are physically unable to do it themselves. The
project director of Denver Digs Trees is an RPCV named Gertie Grant, who
was a PCV in Malaysia between 1967-69.
Connecticut
On April19, over 20 RPCVs in Connecticut will be helping to restore a Red
Cross Family Housing shelter by painting, cleaning, gardening, and
constructing shelves. The shelter, located at 107 Daddario Road, Middletown,
houses approximately 14 homeless families at any given time, and it also
runs an after school program for the sheltered children. The event is being
organized by Lucy McMillan, the director of the shelter, who was a Peace
Corps Volunteer in Togo between 1986-1989.
Northern California
oFor the past 5 years, RPCVs in Northern California have been helping to
restore trails at Point Reyes National Seashore, north of San Francisco. This
April 26, about 20 RPCVs will continue this collaboration with the National
Park Service, by cutting and hauling out underbrush to make trails passable
for hikers.
•About 15 RPCVs in Northern California will be also assisting in Christmas
in April on April26, in Contra Costa County nonprofit group that mobilizes
volunteers to paint, repair, and renovate houses in underserved
communities and amongst the elderly..
On Aprill2, about 10 RPCVs will be helping the California State Park
Service to restore a hiking trail on Mt. Diablo, in Contra Costa County. This is
part of an ongoing monthly collaboration.
o
Louisiana
On April19, about 50 RPCVs will assist in an urban beautification project by
razing an abandoned house situated on a scenic Louisiana bayou. The project
is organized by a group called Les Reflections de Bayou, and it seeks to
maintain the environmental quality of bayous in the Mississippi delta area.
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Massachussetts
On May 10 and 11, the Boston Area Returned Peace Corps Volunteers are
sponsoring a community service project with another all-volunteer
organization in Boston, People Making a Difference through Community
Service, Lori Tsuruda, director. The project will involve 20 or more RPCVs
working to improve a community garden located at Washington and
Rutland St. in Boston's south end. Among other things, RPCVs will be
digging a long. deep trench to allow proper drainage of water run-off from an
adjoining parking lot to prevent erosion of the community garden.
NewJeiSey
On April 19th, 1997, the Philadelphia Area Returned Peace Corps Volunteers
will be volunteering to assist Habitat for Humanity in the construction of a
house at 7th and Clinton St., Camden, N.J. An estimated 20 RPCVs will be
participating.
New York
. RPCVs of Greater New York will join local soup kitchens in providing food
to the homeless. On April 10 and May 8, they will be at the Central
Synagogue, at 55th Street and Lexington, and on Sundays April 13 and May
11, they will be at the St. Xavier's Church, 55 W. 15th Street, between 5th and
6th. The contact for these projects is Ingrid Buntschuh, 212-678-2380.
New York and Chicago
New York and Chicago RPCVs are involved in the Global Awareness
Program, a project that is sending a student ambassador from each of 34 high
schools in New York (25) and Chicago (9), representing over 16,000 students,
to Navajo reservation schools in New Mexico and Arizona. Specifically, the
students will be going to Wingate, New Mexico and in Arizona, to Tuba City
and Dennehotso. They will be visiting the schools between April 12-22. The
program has been in operation since 1986. These students are chosen based on
essays they submitted as part of a selection process. In addition, the Navajo
reservation will be sending representatives from their schools to New York
and Chicago this year, beginning on April 6.
Ohio
On April19, 10 to 20 Cincinnati RPCVs will be joining with assisting in
general fix-up and repairs at the Kirby Elementary School, located at 1710
Bruce Ave., is part of a city-wide school restoration day organized by
Cincinnati Public Schools.
Oregon
•On April9, West Cascade RPCVs will beproviding 16 volunteers for the
"Chefs Night Out,'' a fund-raiser for Food for Lane County, the local food
bank. The event will be held at the Hult Center in Eugene.
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• Starting AprilS, West Cascade RPCVs will be providing a volunteer each .
Saturday to help supervise the First Place Family Shelter, at 1996 Amazon
Parkway. The RPCV group has donated $1,000 to the center, which handles
40-50 people/day, and this marks the beginning of an ongoing collaboration
whereby the group has pleadged 500 volW\teer hours to the shelter over the
next year.
•On April 26th, about 10 RPCVs will be painting the childcare center at the
First Place Family Shelter.
Pennsylvania
•The-Philadelphia Area Returned Peace Corps Volunteers will be assisting
the Greater Philadelphia Food Bank on Saturday, Aprill9, 1997. Between 10
to 20 RPCVs will be breaking down large btilk food packages, sorting and then
repacking the food for distribution to the most needy citizens of Philadelphia.
The work project will occur at the Food Bank warehouse at 3rd and Berks St.
in Philadelphia, starting at 10:00 a.m. and continuing until 2:00 p.m.
•On April 19th, the Philadelphia Area Returned Peace Corps Volunteers will
be assisting a women's shelter, the Agape House for Women, to renew and
refurbish the garden/ community area the RPCVs developed for the shelter
last year. They will be planting, raking, adding wood chips, cleaning and
painting. The Agape house is located at 2020 North Woodstock Street in
Philadelphia. Approximately 20-30 RPCVs will participate, starting at 10:00
a.m. The entire garden area has become an important community center,
with open space, picnic tables, and benches. The shelteri with support from
the Archdiocese of Philadelphia, does a lot of community outreach including
meals and activities for neighborhood children.
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National yolgnteer week/AmeriCorgs
AmeriCorps projecrs in stares in which RPCV' s are already engaged
Colorado
Denver. NCCC is already joining the RPCV urban reforestation projecL And members
and volunteers will converge upon the Sheridan Family Resomce Center to build new plors
for a community garden, to lead children in pairing a mural on the garden's fence. to
construct paths throughout, and to host other community groups in a se:rYice fajr to attract
more volunteers of all ages.
I...akewooc:t
national service and community volunteers are building _mile of new trail in
Green MoUn.bin Park. Repair and renovation of existing trail includes closing off ••social
trails" and repairing seasonal damage.
Connecticut
Hartford: national service members are hosting a volunteer fair at the Staie Capitol
Concourse, with a focus on reCruiting more youth to service.
California
Nonhem
San Francisco: Bay Area AmeriCorps members and volunteers will serve at the Presidio.
with landscaping and the removal of non-native plants. trees. and debris at three different
sires at the Golden Gate National Recreation Area. Linking San Francisco is holding a fair
for 250 children who attend their after-school programs.
San Jose: AmeiiCorps Members and InnVisions, a local nonprofit. will begin renovating
the Julian Street Inn. ,a shelter for the mentally ill homeless.
I
.
Sacramento: for the first two weeks in April members will collect new and used books to
promote literacy and develop an interest in reading among at-risk youth. Collected books
will benefit several after-school tutoring and mentorlng programs in the county.
Central
Salinas: Ameri.Corps Members are worldng with the City of Salinas to clean up Natividad
and Gabilan Creek bike path of debris, s~ and trash, repair damaged paving.
Southern
Los Angeles: over 250 young people are participating in a youth smnnrit to provide
recommendations to the Los Angeles delegatio~ to the Presidents' Summit for America's
Future.
Pomona: over 4$)00 elementary and middle school children will be participating in Youth
Relay Days, a variety of track and field events organized by AmeriCorps members and
community volwueers from the Kiwanis and Key Oubs.
m
Encinitas: on Aprlll5, schools the Encinitas Union School District will conduct a
variety of literacy activities with a theme of ..We are reading. we are learning we are
seiving". Teachers are designing a reading Curriculum with cross-age tutoring.
intergenerational volun~ reflections and awards.
Louisiana
Grand Isle/Fouchon: over 200 AmeriCoxps members from across the STate are converging
to help a USDA project to prevent coastal erosion in the Fou.chon Beach area at the tip of
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the toe of the state. Louisiana loses fifty square miles of land each year to erosion.
Members and volunteers will plant grasse~ build retaining walls, and build a 5,000 foot
sand fence. Chevron Oil Company is donating funds for the materials.
New York
Pennsylvania
·Philadelphia: sovice projects in conjunction with the President"s Summit include a full
cleanup of eight miles of Gennantown Avenue. community murals. replacing litter strewn
lots with community gardens,.building community playgrounds. The NCCC is
rehabilitating a fon:ne:r bathhouse at the Cruz Recreation Center, and turning it into a
youth/community center. This new space will support the expansion of the after school
tutoring program, where cozpsmembers and volunteers serve daily from 3-Spm.
On April26. 100 AmeriCOips alumni from across the country will be traveling to
Philadelphia for their fust national conference. Plans are unde!way to spend Saturday
volunteering at HOPE for Healthy Kids Day performing door-to-door outreach to educate
parents on health issues. including immunization. asthma and lead poisoning. Sunday
alumni will volunteer at the Germantown Avenue project.
Harrisburg: high school students and AmeriCO:rps members are participating in a statewide
service celebration. In the state capitol, students will be displaying their volunteer projects
from the past year. will be recruiting new youth volunteers, and will host a college fair
promoting Pennsylvania colleges.which provide service as a part of the cmriculum.
Ohio
Oeveland and other dries ... not yet heard back from John Poole
Texas
Houston: Save Houston Day will construct an outdoor education center at James H. Law
Elementary School with AmeriCorps. commuriity volunteers. and employee volunteers
from the Prudential The center, more than just a par~ will provide needed educational
resources as well as recreational opportunities for school children and local families.
Planned park improvements include planting tress and shrubs, assembling and erecting bird
houses. assembling and placing the benches and stage for the amphitheater~ constructing
small playground equipment, and a water collection center. The Serve Houston Youth
Corps is also coordinating 100 projects for the city of Houston for young people and others
to give something back to the.ir community.
San Antonio: AmeriCorps and the Y's and Scouts are volunteering for a range of projects
for the city: clearing trnsh and raising the canopy from the creek of Los Lanos city park.
renovating homes of low income senior citizens. beautifying a local national historical
mission. celebrating service with orphaned children by hosting a service event with the
children. leading entertainment and recreation programs for senior citizens. and a host of
other projects in and around the city's schools.
Austin: the University ofT~as is hosting seventy one service projects.
VVashington
·
11
Hands On DC (lzt ) is a one day work:-a-thon to repair DC public schools and to raise
scholarship funds. Three thousand volunteers will be working on· tbiny district public
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schools. And volunteers are sel'Ving with NCCC members at Jubilee Housing, renovating
low income housing, and supporting the. afterschool tutoring program.
other interesting projects wu:Jerway with AmeriCorps rhat could hosr RPCV" s
Rhode Island
Providence: hundreds of national sexv:ice members and community volunteers will actively
participate in a week-long reading improvement initiative aaoss the state. Thousands of
new books will be Collected to fill the shelves oc.·community libr.uies". These libraries
will be constructed in community centers which presendy have limited or no reading
resources. Ben and Jeny's 'Will be donating the ice--cream.
Georgia
Atlanta: Hands on Atlanta is hosting a ..Sexve it UP" concen and sernce day as a kick off
to national volunteer week activities. Students at Marshall Middle School are developing a
service project with AmeriCorps Members ... painting~ lockers. and landscaping the
school yard. 1be project is being designed and implemented by the smdents themselves.
Ben & Jeny"s is providing ice cream for the 500 volunteers..
Indiana
Fort Wayne: 21st Century Scholan is am ArneriCorps progr3Ill that will offer after school
tutorials for youth at local libraries throughout the week. Scholars will help other youth
with homework and will hold group discussions on how an education builds a strong
future.
Wisconsin
Milwaukee: The YMCA is hosting a cityWide clean up project and is expecting 1,000
young people to participate, all recruited from the Y' s.
Michigan
F.rendale/Oakland CoWlty: AmeriCorpsmem~ and volunteers will pain murals on the
exterior walls of the Pike Street Boys and Girls Oub. Past experience has convinced this
town that xnw:als designed and painted by young people are a deterrent to gang gratliri.
The first mural painted by this pannership has remained graffiti-free for three years.
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Thirty-five yeArs ago,
in a Rose Garden cer~ony,
President John F. Kennedy
dispatched the first Pellce Corps Volunteers
to Ghana and Tanzania.
Thirty-five years later,
President Bill Clinton addressed
the new gruup of Ghana Volunteers
from the Rose Garden, joined by
Sargent Shriver, the first Ghana Volunteers, members of Congress who ha:oe
seroed in the Peace Corps, and other notable
returned Peace Corps Volunteers.
Together, they celebrated
the enduring legacy of
the Peace Corps.
The Peace Corps, for 35 years, has shown America at its best. In the
summer of 1961 there were 80 young Americans standing where these
Americans stand today. Wearing their Sunday best, they waited excitedly to
meet President Kennedy, and I understand they were chatting occasionally
amo:r;tg themselves in Twi, the language they would have to use more
frequently as they moved along.
More than half of them were preparing to leave for Ghana, about to
launch one of the greatest exper~ments in service to humanity in all human
history. They would live as the people of Ghana lived and be active as a part
of the communities they served. They were trained to teach, but they were
going to learn and to bridge the gaps of development and custom with sturdy
bonds of friendship and compassion.
On that day, President Kennedy said, ''The future of the Peace Corps really
rests with you. If you do well, then the Peace Corps will be developed, and
more and more Americans will go abroad, and we will find a greater and
greater response to serving our country." The men and women of "'Ghana
One'' did the President, the Peace Corps, and America proud~ I am very
grateful to all of you and I'm glad to have you back in the Rose Garden today,
35 years later.
"When President Kennedy created the Peace Corps 35 years ago with the
extraordinary support of Sargent Shriver, Harris Wofford, Ted Sorenson and
many others, he tapped an overflowing reservoir of energy and idealism.
Thousands of young people answered the call to serve at the vanguard of the
new frontier. Among the first was the Vice President's beloved sister, Nancy
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Gore Hunger. They gave of themselves to help others around the world to
become the best they could be, and to bring to them the message, by the
example of their lives, that our nation is a great country standing for great
ideals, a country that cares about human progress everywhere in the world.
The Peace Corps symbolized everything that inspired xny generation to
service. It was based on a simple yet powerful idea: that none of us alone will
ever be as strong as we can all be if we all work together. None of us can reach
our full potential while others are left behind. Community counts, and every
member of our community matters at home and on this small planet we
share. · · · ·
·
Since 1961, more than 140,000 Americans have served as Peace Corps
Volunteers. Today, the Peace Corps' towering task is just as vital as ever. I am
very grateful for those who serve today. Their mission is just as important
today as it was 35 years ago. Even as we meet, the Peace Corps is hard at work
in countries few could have imagined going to back in 1961. Indeed, the Peace
Corps is hard at work today in countries that did not exist in 1961.
It has traced the rising tide of freedom to meet new needs around the
globe from Central America to Central Europe to Central Asia, sharing the
skills of private enterprise in nations struggling to build market economies:
empowering women, protecting the environment, and always showing
others the path to help themselves. I'm proud to say that in April, after an
absence of nearly five years,·Peace Corps Volunteers returned to Haiti to help
the Haitian people make the most of their hard-won freedom. Just a couple of
days ago, the First Lady and I had the honor to welcome to the White House
for a brief visit former President Aristide and his wife. He talked in glowing
terms about the citizenship of the Americans who have come to help Haiti,
from those who came in uniform, in~luding 200 Haitian-Americans who
could speak Creole to the people of Haiti, to the Peace Corps Volunteers who
labor there today.
With the agreement that the Vice President signed last December, our
Peace Corps Volunteers will go this year to serve in South Africa for the first
time. They must be so excited. So many others have gone before them, but
they can prove that South Africa can make its dreams and its promise real.
I'm also proud to announce the establishment of a Crisis Corps within the
Peace Corps to help the relief· community to cope with international
emergencies. It will draw on the Peace Corps' recent successful experience in
helping people affected by disasters, such as rebuilding homes in Antigua that
were destroyed by Hurricane Luis and helping Rwandan refugees to grow
their own food.
The dedicated service of Peace Corps Volunteers does not end when their
two-year tour is over. Today, returned Peace Corps Volunteers are making a
difference in our administration, in the Cabinet, like Seaetary of Health and
Human Services Donna Shalala, or those on Capitol Hill. And I want to
thank them all, Republicans and Democrats alike. I wish we had them up
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here explaining what the role of their service in the Peace Corps was in
animating their future careers in public service. There are many who are
leaders in journalism, in business, and education. Thousands of returned
Volunteers serve in their communities or offer their time to teach school
children about the world in which they live and were fortunate enough to
explore at an earlier time in their lives.
Their spirit of service is the spirit of America. In that sense, it's more than
35 years old; it's as old as our country itself. And I can't help but note that not
all our 140,000 Volunteers have been so young. They just had to be young at
heart, young in spirit, young in imagination. We all remember the legendary
. mother of former President Carter and her wonderful stories of how the
Peace Corps changed her life. The Peace Corps is for all Americans who wish
to serve.
When I became President, we challenged America to rekindle that spirit
of service. I thank Senator Wofford for working to support the creation of
AmeriCorps in 1993, to give young people a chance to serve their country
here at home, and for doing more by running the Corporation for National
Service today. In addition to the 140,000 of you who have worked in the Peace
Corps,. we've had 40,000 y01.mg Americans lifting their own lives by dealing
'With problems here in the United States.
Last month when I spoke at Penn State University, I asked our people to
further spread the ethic of service throughout our nation. I asked America's
institutions of higher education to use more of their work-study money to
promote community service here at home .. And I challenge every
community to get our students to answer the call of service. With our help, a
year from now we want service scholars to be honored at every high ~chool
graduation in America. We have to take the spirit of the Peace Corps into the
lives of every young person in this country. Every dtizen needs to know that
we give and we get, that we grow by giving and serving.
So let us always remember that the truest measure of the: Peace Corps'
greatness has been more than its impact on development. The real gift of the
Peace Corps is the gift of the human heart~ pulsing with the spirit of civic
responsibility that is the core of Amerka's character. It is forever an antidote
to cynicism, a living challenge to intolerance, an enduring promise that the
future can be better1 and that people can live richer lives if we have the faith
and strength and compassion and good sense to work together.
Thank you all for making that live in our country. God bless you.
June 19, 1996
14/14
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�04/03/97
THTJ 13:48 FAX 202 565 2783
~003
C.N.S. CEO
Learn and Serve America
Service-learning Makes Better Students-Better Citizens
April 2, 1997
co R Po RATIoN
FOR NATIONAL
I'JSERVICE
Well-designed service-learning programs can strengthen civic attitudes, promote service
activities, and improve learning in young people according to a recent repmt by Brandeis
~iversity's Center for Human Resources and Abt Associates Inc. for the Corporation for
National Service.
Intended to measure the success of well-designed, fully-implemented service-learning prugrams,
this study provides incentives to educators to create effective service-learning programs in which
students can achieve tangible benefits.
The K-12 report is the first national study to show significant gains in academic achievement by
high school and middle school students as a result of participating in service-learning programs.
Highlights from the Brandeis/Abt report are as follows:
Students who participated in the service-learning programs studied:
•
•
•
•
•
•
•
had higher grades in social studies, math, and science
were more committed to service
were more aware of the needs in their comm~nity
were more personally and socially responsible
were more accepting of cultural diversity
were more likely to want to go to a four-year college
felt better about their school experience
than the comparison group of stu.dents in the study.
Service-learning combines meaningful service activities with formal educational curriculum and
structured time for students to reflect on their service experiences. For more information about
the Brandeis/Aht report, see the following summary or call:
Jill Sander
Office of Public Affairs
202-606-5000 ext. 293
1201 New York Avenue, NW
Wuhlngton, DC 20525
Telephone J!OZ.006.5000
Getting Things Dune.
Amer1Corps, National Service
Leam and Serve America
National Senior Service Corps
�04/03/97
THTI 13:49 FAX 202 565 2783
141004
C.N.S. CEO
DRAFT
EXECUTIVE SUMMARY
Interim Evaluation Report
Learn and Serve America School and Community-Based Programs
Since 1994, Brandeis University's Center for Human Resources and Abt Associates Inc.
have been conducting an evaluation of th~ national Learn and Serve America School and
Community-Based Programs for the Corporation for National Service. The evaluation is
designed to address four fundamental questions:
1.
2.
3. ·
4.
W1uJt is the impact of program participation on program partlclpams?
What are the institutional impacts?
. What impacts do Learn and Serve programs have on their communities?
What is the return (in dollar terms) on the Learn and Serve investment?
To answer these questions, the evaluation is examining programs in seventeen sites across
the country using a variety of quantitative and qualitative methods. These include analysis
of pre- and post-program survey and school record data for approximately 1,000 Learn and
Serve participants and comparison group members, teacher and community agency surveys,
and on-site interviews and observation. The major focus for the evaluation is the 1995-96
school year, with student and teacher follow-up taking place during 1996-97.
The Interim Report summarized here presents the results from the first year of participant
and community impact studies, focusing primarily on short-term participant impacts and
service activities. The final report will include data on longer-term impacts, an analysis of
institutional impacts, and an analysis of program return on investment
It is important to note that, in contrast to many national evaluations, this study does not
focus on a representative sample of Learn and Serve programs. Instead, the evaluation
focuses on a specific subset of "well-implemented" or "high quality'' programs. All of th~
programs selected for the· study had been in operation for more than one year and reported'
higher than average service hours and regular use of written and oral reflection. All were
also .school-based initiatives and linked to a formal course curriculum. As such, this
evaluation is not intended to address the average impact of all Learn and Serve programs.
but rather to identify the impacts that can be reasonably expected from mature, fullyimplemented, school-based service-learning efforts.
The major findings in the Interim Report are as follows:
PARTICIPANT IMPACI'S
Based on the data from the 1995-96 school year, the Learn and Serve programs in this study
have had significant, positive impacts on the civic and educational development of program
participants (see pages 4-5 for a table summarizing the participant impacts)~ Specific
findings are as follows:
·
Brandeis University, Center for Human Resources
and Abt Associates Inc.
Leom and Serve EvalutJlion/lnterim Report
.1
�04/03/97
THTJ 13:50 FAX 202 565 2783
~005
C.N.S. CEO
•
Learn and Serve participants in the study showed positive, statistically significant
impacts on all of the measures of civic attitudes used in the study, including
measures of personal and social responsibility, acceptance of cultural diversity, and
service leadership (defined as the degree to which students feel they are aware of
needs in a community, are able to deve'lop and implement a service project, and are
committed to service now and later in life).
•
Program participants were also 30% more likely than comparison group members to
have been involved in some form of volunteer service during the previous six months
and provided more than 2.6 times as many hours of service as comparison group
members during that time period. The data on hours show that service programs are
not simply diverting students from other volunteer opportunities. Rather, they are
increasing the number of students involved in service and significantly increasing the
hours of service they provide.
•
Program participants scored significantly higher than comparison group students on
four out of ten measures of educational impact. The four measures were: school
engagement, school grades (with impacts on math, social studies and science grades),
core grade point average (calculated as the average of English, Math, Science, and
Social Studies grades), and education~! aspirations (wanting to graduate a four year
college). Participants also showed marginally significant positive impacts on three
additional measures: overall GPA (which includes electives and other courses),
course failure, and a measure of educational competence (which reflects a student's
assessment of his or her own capacity to succeed in school). 1
•
There were no statistically significant impacts for the participants as a whole on the
measures of social or personal development, including communications skills, work
orientation, or involvement in risk behaviors. However, there was a marginally
significant impact on teenage pregnancy. The finding on teenage pregnancy, when
coupled with results from other studies, suggests that while service alone may not
dramatically reduce risk behaviors, service may contribute to the ~ffectiveness of
more comprehensive programs targeted to reducing those behaviors among schoolaged youth.
•
In general, service-learning programs appear to benefit a wide range of youth (white,
minority, male and female, educationally and economically disadvantaged, etc.).
Students who are already involved in serVice also appear to continue to benefit from
involvement in a formal program.
STUDENT ASSESSMENTS OF 1HE PROGRAM EXPERIENCE
The generally' strong performance of these programs w~s also reflected in the positive
student assesSments of their program experience as well.
For the purposes of this study, impacts are considered statisticaUy significant if they are significant
at the .05 level or higher. However, we will report impacts that are "marginaUy significant" (that is, significant
at the .10 level) if they are consistent with a broader pattern of significant impacts.
·
Brandeis University, Center for Human Reso~rr:es
and Abr Associates Inc.
Learn and Serve Evaluation/Interim Report
2
�04/03/97
141006
C.N.S. CF.O
'l'HTI 13:51 FAX 202 565 2783
•
More .than 95% of the program participants reported that they were satisfied with
their community service experience and that the service they performed was helpful
to the community and the individuals they served.
•
87% of the participants believed that they learned a skill that would be useful in the
future, and 75% said that they learned more than in a typical class.
•
75% reported developing a good personal relationship through service, generally with
other students or a service beneficiary.
·
•
Over 90% felt that students should be encouraged (though not required) to
participate in community service. ·
..
SERVICE
IN TilE COMMUNITY
_,;
The services provided by the Learn and Serve programs were highly rated by the commu.nity
agencies, schools; hospitals, and other agencies where students provided assistance.
of
•
99%
the agencies rated their overall experience with the local Learn and Serve
program as "good11 or "excellent."
•
97% of the agencies indicated that they would pay at least minimum wage for the
work being done, and 96% reported that they would use participants from the
program again.
•
90% of the agencies indicated that the Learn and Serve volunteers had helped the
agency improve their services to clients and the community, and 68% said the use
of the volunteers had increased the agency's capacity to take on new projects;
•
66% reported that the experience bad increased the agency's interest in using student
volunteers;
·
•
56% said that participating -in the. program had produced new relationships-with
public schools, and 66% said that it had fostered a more positive attitude towards
working with the public schools; and
•
82% reported that the Learn and Serve program had helped to build a more positive
·
attitude towards youth in the community.
CONCLUSIONS
The data from the first year of the evaluation suggest that these programs are having a
positive ·impact on program participants and the comm~nitj. While these are interim
findings, they begin to point to the importance of program quality and maturity as an
element in program impact The results from this study of "high quality" programs suggest
that the Corporation and the states continue their emphasis on improving the quality of
local service-learning programs. The more that Learn and Serve programs begin to
resemble the more intensive, fully-implemented service-learning efforts in this study, the
more likely those programs will meet the goals of the national community service legislation.
Brandeis University, Center for Humun Resources
and Abt Associales Inc.
Learn and Serve Evaluation/Interim Report
3
�04/03/97
141007
C.N.S. CF.O
THTJ 13:52 FAX 202 565 2783
SUMMARY OF PARTICIPANT IMPACTs•
(Continued on next page)
-~~!~:f!~!!~~~:~~~~~~!
!"i, .!}~~-~-~~~
Civic/SoCial Attitudes aad Behavior
Personal and Social Responsibility (Search
Institute Scale)
Social Welfare Subscale
Community Involvement Subscale
Total Personal/Social Responsibility Scale
Acceptance of Cultural Diversity
(Search Institute Scale)
Service
Leade~hip~her
scale)
+++
+++
+++
++
+++
+++
++
+++
+++
+++
+++
+
+++
+++
+++
Volunteer Behavior
Volunteered for a Community Organization
or Got Involved in Other Community Service
in Last 6 Months
+++
+++
+++
Average Hours Doing Volunteer Work or
·i~ Service in Last 6 Months
+++
+++
+
+++
+
+++
+
++
+++
+++
++
++
+++
+++
++
n
Educatioaal~pach
(Connell Scales)
School Engagement
Educational Competence
Course Grades
English Grade
Math Grade
Social Studies Grade
Science Grade
• +I- indicates positive or negative impacL +is statisti~lly significant at the 0.10 level;++ at the .OS level;+++ at the .Ollevel (twotailed test).
Brandeis University, Center for Human Resources
and Abt Associates Inc.
Learn and Serve Evaluation/Interim Reporl
4
�04/03/97
~OOR
C.N.S. CF.O
THTI 13:53 FAX 202 565 271!3
SUMMARY OF PARTICIPANT IMPACI'S, CONTINUED•
Educadonallmpac:ts, Cont'd.
+
OveraiJ/School GPA
+++
CoreGPAb
Fail! or More Courses
+++
+
+
++
+
Days Absent' .
Want to Graduate 4- Year rn.n~:-- or Beyond
Homework: 3 Hours or More Per Week
Social-
·•
,I~n'•~n~,:•·vetme,t_llt,witb
Risk Behavior
Psychosocial Maturity (Greenberger scale):
Communications Skills Subscale
Work Orientation Subscale
++
Consumed any Alcohol in Last 30 Days
Used illegal Drugs in Last 30 Days
Arrested in the Last 6 Mos.
+
Ever Pregnant or Made Someone Pregnant
Fought, Hurt or Used Weapon in the Last 6
Mos.
~
•
d
+
+I· indicates positive or negative impact. + is statistically significant at the 0.10 level; + + at the .M level; + + + at the .01level (twotailed test).
Core GPA is calculated as the average or EnRlisll; Math, Social Studies, and Science Grades.
Three (3) programs excluded from the analysis of days absent due to incomplete reparting: Hillside HS, Taos
HS, and Nocona MS.
Seven (7) programs excluded from the analysis of day;. suspended due to incomplete reparting: Hillside HS,
Scotia-Glenville HS, Hempstead HS, Nathaniel Rochester MS, McDowell HS, Caprock HS, and Wanamaker
MS.
of baseline and post-program surveys of 608 program
participants and 444 comparison group members (N 1052). High School impact analysis based on 435 high school
participants and 298 comparison group members (N=733). Middle school analysis based on 173 participants and
146 comparison group members (N =319).
Sourv:e: Impacts on "All Participants" based on analysis
=
Brandeis University, Center for Human Resources
and Abt Associates Inc.
·
Leam and Serve Evaluation/Interim Report
5
�13:53 FAX 202 565 27R3
lea r n and
School-
a n
~009
C.N.S. CEO
d
Serve
America
Community-Based
Programs
Learn and Serve America
Admin,istered by the Corporation for National Service. Learh and Serve America is a federal grants
program that seeks to promote youth as resources in their schools and communities through servicelearning. Funds support school-based and community-based programs that engage youth in grades
K-12 as well as out-of-school youth ages 5 through 17. Schools and community organizations collaborate to plan, implement, or replicate existing programs as well as to sustain service-learning
through training and adult volunteer programs. Learn and Serve America programs engage youth in
service activities that meet local needs in the areas of education. public safety, the environment.
and other human needs.
What is Service-Learning?
Community-Based Programs
Service-learning is the integration of service
In nonprofit and community-based organiza-
activities in the community with classroom
tions, service-learning is an approach to youth
learning and youth programming. Youth
development and positive community change
participants take the lead in designing,
whereby youth enhance personal skills and self-
planning, and implementing activities that
esteem while improving the quality of life in
harness their skills, knowledge, and abilities
their communities. Community-based pro-
as resources in addressing real-life problems.
grams are funded locally by state commissions
Programs combine service and learning
on national and community service and by
through carefully constructed formal and
nonprofit organizations.
informal curricula with clear learning outcomes that provide both opportunities for
youth and benefits for the community.
PRO'GRAM
PROFILE
.··;·. ,·.
· kz fiscrtl199fi _Leam tl.nrl Sen•e America:
School-Based Programs
In elementary and secondary schools, servicelearning is an educational method that integrates service with the academic curriculum,
stretching the learning arena of students
from the classroom to the world beyond.
School-based programs are funded locally by
• re~tchcd more than 750,000 youth
.
'
.
~
"
.
'
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f~·ndctl isG. g~~~~t~es in 50 states, .
'·· Pistdct.of Colunibia, Indian tdbcs,
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U.s: ·-t~~rit~rics;
a~td
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state educational agencies; Indian tribes, U.S.
For more information or an application, call
territories, and nonprofit organizations.
202'"606-500 xl36.
Corporation for National Service 1201 New York Ave, NW Washington. DC 20525 Phone: 202.606-5000 http://www.cns.gov
�04/03/97
THTJ 13:55 FAX 202 565 2783
C.N.S. CF.O
141010
Overview
CORPORATION FOR
NATIONAl SERVICE
T
he Corporation for National Service was established in 1993 to engage
Americans of all ages and backgrounds in community- based service. It sup-
ports a range of national and community service programs, providing opportunities for participants to serve full- time and part- time, with or without pay, as
individuals or as a part of a team. Learn and Serve America integrates service
into the academic life of over 800, 000 students in all fifty states. The National
Senior Service Corps utilizes the skills, talents, and experiences of nearly
500, 000 older Americans to help make communities stronger, safer, healthier
and smarter. AmeriCorps engages thousands of young Americans on a full or
part- time basis to help communities address their toughest challenge.'! while
earning support for college, graduate school or job training. AmeriCorps joins a
long tradition of programs encouraging and rewarding service -
programs like
the Civilian Conservation Corps, the Montgomery GI Bill and the Peace Corps.
AVAILABLE FUNDS
T
he Corporation for National Service announces the availability of funds
for high quality Learn and Serve America service- learning programs.
Learn and Serve America is composed of Higher Education and School and
Community- based programs. This application addresses only school and community- based programs. Learn and Serve America will award grants on a
competitive basis to programs that provide school- aged youth from kinder. garten through 12th grade with classroom and community opportunities to
develop their academic and civic skills by addressing real life problems in
their communities.
Learn and Serve America expects successful projects to address and help
meet local community needs in one or more of the following four areas of pri. ority: education, public safety, environment or other hwnan needs.
lEARN AND SERVE AMERICA
l
earn and Serve America funds programs that develop good citizens,
. improve the Aducational system and create positive community change
through partnerships with local, state, non- profit and private sector organizations. Over 800, 000 students in all fifty states as well as U.S. Territories
participate in programs. Learn and Serve America aims to:
l) support life-long service beginning at an early age that fosters service as
an important value both in schools and in communities;
2) promote service as an integral part of learning;
3) create a learning environment in which young people are engaged in service from kindergarten through higher education;
Learn and Serve America 1997
3
�04/03/97
THTI 13:56 FAX 202 565 2783
.·
C.N.S. CEO
Service-Learning .
In Ma:rylan~ we envision service as a vehicle through which our citizens gain
knowledge, skills, and understanding, and share our learning with others. For the
purposes of Maryland's funded programs, Service*Leaming is defined as:
A method under which students learn and develop through active participation 1n
thoughtfully organized service that:
( 1)
is conducted in, meets the needs of, and utilizes the resowces of a community
and is coordinated by the program;
·
(2)
helps foster civic responsibility~
(3)
is integrated into and enhances the educational components of the
program/cuniculum in which the participants are enrolled;
·
(4)
provides the training, skills, and knowledge necessary to perform the tasks
required in their respectiv~: savice projects;
(5)
includes structmed time for participants to reflect upon their service
experiences; and
(6)
encourages participants to share the learning derived through service.
~ 011
�Withdrawal/Redaction Marl(er
Clinton Library
DOCUMENT NO.
AND TYPE
00 I. report
SUBJECT/TITLE
DATE
Maryland Student Service Alliance (partial) (3 pages)
04/04/97
RESTRICTION
P6/b(6)
COLLECTION:
Clinton Presidential Records
Speechwri ting
Terry Edmonds
OA/Box Number:
I 0986
FOLDER TITLE:
Summit on America's Future Philadelphia, PA [ 10)
2006-0462-F
ry660
RESTRICTION CODES
Prrsilkntial Rrcords Act- 144 U.S.C. 2204(a)J
Freedom of Information Act -IS U.S.C. 552(b)l
National Security Classified lnformationj(a)(l) of the PRAI
Relating to the appointment to Federal office J(a)(2) of the PRAI
Release would violate a Federal statute J(a)(3) of the PRAI
Relellse would disclose tJ·ade secrets or confidential commercial or
linancial information J(a)(4) of the PRAJ
1'5 Release would disclose confidential advice between the President
ami his :tdvisors, or between such advisors Ja)(S) of the PRAI
1'6 Release would constitute a clearly unwarranted invasion of
personal privacy j(a)(6) of the PRAI
b(l) National security classified informationj(b)(l) of the FOIAJ
b(2) Release would disclose internal personnel rules and practices of
an agency l(b)(2) of the FOIAI
b(3) Release would violate a Federal statute l(b)(3) of the FOIAJ
b(4) Release would disclose trade secrets or confidential or financial
information J(b)(4) of the FOIAI
b(6) Release would constitute a clearly unwarranted invasion of
11ersonal privacy J(b)(6) of the FOIAJ
b(7) Release would disclose information compiled for law enforcement
purposes l(b)(7) of the FOIAI
b(ll) Release would disclose information concerning the regulation of
financial institutions J(b)(S) of the FOIAI
b(9) Release would disclose geological or geophysical information
concerning wells l(b)(9) of the FOIAI
PI
1'2
P3
1'4
C. Closed in accordance with restrictions contained in donor's deed
of gift.
I'Ri\'1. Personal record mistile deli ned in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�04/04/1997
-
14:50
410-974-5882
LT GOVERNORS OFFICE
fli-0-E
FROM : L II"':iES/~
I'(),
;
4lla6260828
PAGE
APR,
1Z14 l'::''::'f
i::Jt1;
02
J.~I'J
,...o:::
Youth RepresentatiVe$ Involved in Service-ieaming Education (Youth R1SE)
Alison S. Limogos, Coordinator
INFORMATION
llboUt ~r You1h RISE •tudlltnte in Maryland who will ahrtd
the~· Radio program on Saturday, April 5, 1997
"Building a e.ttltf' World, Piece by Peace." South River High School's Class of
1997 servica.-leamlng motto. was displayed expertly by the project of 1996, done in
conjunction with Habttat for Humanity's Christmas Families. Planned. executed, and
refltctod on by tho studenb, ttl It endeavor invoNed the gatner1ng of food, clothing. and
gifts to be given to local needy famutes during the holiday season. Aft~r my
tnvowement in the project, I was left with a greater respect for the impact servicelearning can tuav. on thoae In neod, as wull a rsuali2:ation of the ouantial roleA played
by loosl etudenta in building a better wor1d through their daily actions.
~~~
Sh.r1Booker
15 years old, a freshman at Baltimore City College High School
resides in Baltimore, MD
OOB ··I
(b)(6)
I
551-l
(b){6)
servlce--leamtng has lnspiroo me and givon me the opportunity to help oth9rs
mentally, ph~~lly, financially and Amotionally. I personally have participated in
Mnllce-loarning actlvltlos by helping people with their taxes. by reading stories to the
etderty, by aullting wfth canned rood and clothing drives, and by making kits and
school auppliea for rrf1 fellow students in Africa.
1
�04/04/1997
..
..-
14:50
410-974-5882
LT GOVERNORS OFFICE
PHN: NO. : 4106260028
FROM : LI I'()GES;'PA
PAGE
APR. 64 lYYt
11tj;
03
l<H'I
Youth RISE, page two.
SoottLMry
18 years old, • senior at South River High School
retldea In Riva. MD
DOS --[{b)(G)=:J
$U ··I
,
(b)(6l
My servi~learning experiences have involved numerous activities lt'lat are of
great benefit to the community. From school beautification efforts to toy drtves for
needy famlllft .t Christmas, MNI'»feaming tlas become a vital part of rrtj life. '"
addition to the MJVIc;:e u,.t is required of me for graduation, I have also devoted much
-( of my time educlltlng othera about aervic:e-leamlng through workshope, presentat~ons,
and teetimonl•l•. Education is extremely Important for Service-Leaming today, for the
greatest problem faCing it today is a lack of knowtedge and understanding.
Krbtl lllllrtln
18 yean~ old, a senior at Severna Park High School
resides in Severna Perk, MD __· __
DOB -f-(b)(·6·l~]
SSt -C ,(b)(6) ·
~l.JJfel ~~
One rea.on serviCe-teaming Is Important to rM is that during my life I have been
the recipient of a good deal of service. I was diagnosed as gifted and dyslexic in the
third grade. Many people have given of their time, talent and energy to help me learn
to comper1sate for rtPJ dlaablllty. I feel a debt of gratitude toward them and toward a
community that ttn rNde It pos.1ible for me to grow and leam successfully. Through
my wortc in MrVice ac:tvocacy with the Maryland Stlldent Secvlca Alliance. I have been
, atrorded many opporlunftles to develop skills such as leadership, public speaking, and
communication. I have used these skills to mentor other learning disabled students
and in the Mu111 I hope to hsvo a career in publie policy or education law and use my
knowledge and experience to continue to serve others.
2
t'..)
�04/04/1997
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14:50
</&:.:
..C,.QI'I""""I"I
410-974-5882
'··-
•. ,
, . _ • · •··--·
·.
·.
·,
LT GOVERNORS OFFICE
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04
�THE WHITE HOUSE
Office of the Press Secretary
(University Park, P~nnsylvania)
For Immediate Release
May 10, 1996
REMARKS BY THE PRESIDENT
PENNSYLVANIA STATE UNIVERSITY
GRADUATE SCHOOL COMMENCEMENT
Bryce Jordan Center
Pennsylvania State University
3:11P.M. EDT
THE PRESIDENT: Thank you very much. Ladies and gentlemen, thank you for that
very warm welcome. Thank you, President Spanier. Thank you, Mr. Arnelle, Dr. Brighton, Dr.
Erickson, Mr. Hollander. I thank the University Brass for playing so well for me. It made me
want to take them back to the White House.
Ladies and gentlemen, I am delighted to be here for many very personal reasons, many
of which are obvious. I'm very honored to receive the University Scholars Medal and to be the
first non-Penn State alumnus to receive it.
As it was said earlier, my family has a long history with this state and with this great
University. Hillary's family is from Scranton and both my father-in-law and brother-in-law
attended Penn State and both played football here. Back in the '30s, according to my
father-in-law, he had to play offense and defense. (Laughter.) That's sort of what I do, so I
understand that. (Laughter and applause.)
I have had some other good personal associations with this University, and for all those
I am very grateful. I am grateful for the establishment of a scholarship at the College of
Education in my late father-in-law's name. It means a great deal to my wife and to me and to our
daughter. And I am grateful to be here because of what Penn State represents.
This school was made a land grant school in the darkest hours of our nation's history,
because President Lincoln and his contemporaries knew even then that our nation's future
depended upon the widest possible dispersion of kno~ledge. Though faced with the possibility
of the very union of our states breaking up, our leaders were still thinking about the future. And
to all the graduates here with advanced degrees, I say, a great nation must always be thinking
1
�about tomorrow. Therefore, even as you relish this day, I ask you. to join me just for a few
moments in thinking about tomorrow, for you will live a great deal of your lives in the 21st
century, the most remarkable age of possibility in human history.
I have been told that today every student at Penn State is given an e-mail account and that
more than one million e-mail messages are sent every day. That is just a taste of the world to
come -- a dazzling, new global economy, giving more and more people a chance to work with
their minds instead of their backs throughout a career, many of you in jobs that you have not even
invented yet. You will have incredible choices in where you live and how you work. You will
be able to raise ·your children in greater peace and freedom and in the most diverse and vibrant
democracy history has ever known. At least that's what I want our country to be like as we move
into the 21st century.
Almost five years ago at my alma mater, Georgetown, I gave three speeches about my
vision of America's future in the 21st century and a strategy for how I thought we ought to
achieve that future. I said then and I'd like to repeat now that my vision is pretty simple and
straightforward: I want an America in which all Americans, without regard to their race or their
gender or their station in life, who are willing to work hard have a chance to live out their
dreams. I want an America that remains the world's strongest force for peace and freedom and
prosperity. And I want an America that is no longer being driven apart by our differences, but
instead is ,coming together around our shared values and respect for out diversity.
As my wife says in her book, I really believe it takes a village of all of our people working
together to make the most of our lives. To build that kind of America, we have to be able to
honestly meet our challenges and protect our values. We have to find ways to create these
opportunities for all Americans. We have to find ways to build strong communities and we have
got to find ways to get more personal responsibility from all of our citizens. Opportunity,
responsibility, community -- these are values that have made our country strong, that have built
great institutions like Penn State, that guide my actions as President. I believe they must guide
our nation as we prepare for the tomorrows of the 21st century.
What I want to do here and in the other commencement addresses I will be making is to
talk about what has occurred in the last four years and, even more importantly, what must still
occur if we are going to realize this vision -- to give opportunities to everybody willing to work
for them, to keep our country the strongest force for peace and freedom, and to rebuild our sense
of unity and community around a shared ethic of responsibility.
Compared to four years ago, there is clearly more opportunity, a much lower deficit,
increased access to education, a renewed commitment to a clean environment and safer streets,
8.5 million new jobs, low inflation, record numbers of new exports in businesses. But we all
know there are also a lot of problems in. this new economy, a lot of uncertainty, and much more
to do to give all our people a chance to succeed.
2
�Compared to four years ago the world is more peaceful and safer. The nuclear threat has
diminished. Peace and freedom are taking hold from Haiti to South Africa to Northern Ireland
to Bosnia to the Middle East. But there is a lot more to do to make the American people safe
from the 21st century threats of terrorism, organized crime and drug-running, weapons
proliferation and global environmental threats.
In future speeches I'll discuss both these things at greater length. Today I'd like to ask
you to kind of travel along with me as we look at America's present and its future in terms of that
third objective -- inspiring a stronger, more united American community, rooted in a greater
commitment to personal responsibility and community service.
What you have done here today is in and of itself an act of responsibility. By getting this
advanced degree you have honored yourselves and your families, and you have helped America.
We need more people -- many, many more people -- with much higher levels of education and,
even more importantly, with the developed ability to learn for a lifetime. We need this kind of
personal responsibility from all of our citizens, doing the best to make the most of their own lives.
And we must apply the lessons of your success as individuals to our common work as a nation.
I believe we are living through a period of most profound change in the way we work, the
way we live, the way we relate to each other and the rest of the world in 100 years -- since we
moved from the agricultural into the industrial age. At the turn ofthe century about 100 years
ago, people who for generations had lived their lives by the rising and the setting of the sun
moved from the country to the city, where they woke to the din of the streetcar and went home
to the sound of the factory whistle. That time presented enormous opportunities, but also great
challenges. A hundred years ago many people's lives were uprooted, but not improved. And for
many, not only their livelihoods but the values by which they lived were threatened by the changes
of the day.
In response to the challenges of that time, a gifted generation of reformers, led first by
Theodore Roosevelt and then by Woodrow Wilson, worked to harness the power of our nation's
government so that it could extend the benefits of the industrial era to all Americans, curb the
excesses of the era, and enable our people to preserve their family and community values. They
launched what we now call the Progressive Era. They brought us the antitrust laws, the earliest
environment protection laws. They were all designed to harness the positive forces of the new
age to give everyone a fair chance to protect the values of the American people.
Think what has happened in the 100 years since. The progressives built the foundation
of what became known as the American Century -- a century in which America won two world
wars and the Cold War, overcame the Great Depression, achieved decades of sustained economic
growth, scientific breakthroughs, more opportunities for women and minorities, a cleaner
environment, remarkable security and good health for senior citizens, and the largest and most
prosperous middle class in human history. It all began in the Progressive Era.
3
�Today we're living through another time of profound change. Like the dawn of the
Industrial Age, the Information Age offers vast new opportunities. Today technology and
information are dominating every form of work including agriculture, as I'm sure anyone in the
College of Agriculture here can attest to.
But this time also presents great challenges --people whose lives are uprooted, but not
improved; and cherished values strained by the pace and the scope of change. I'd like to talk
about that a little today.
When I was growing up, Americans could pretty much walk the streets of any city without
fear of being hurt by violent crime .. Having children out of wedlock was rare and a source of
shame. Welfare was a temporary weigh station for widows and their orphans. It was far from
a perfect time, the '40s and '50s and early '60s. Women and minorities didn't have the
opportunities they have today. But in neighborhoods all across America, people knew it when you
were born, cared about you while you lived, and missed you when you died.
For too many young people growing up today, that world exists only in black and white
reruns on television. In our toughest neighborhoods and our meanest streets, we've seen a
stunning and simultaneous breakdown of community, fa~ily and work -- the heart and soul of a
civilized society. We've seen a buildup of crime and gangs and drugs, as young people turn to
things that will destroy them, ultimately, in part because they are raising themselves without
enough to say yes to.
We've s~en so much of this now we've almost become numb to it. A lot of us may even
be resigned to it. But I want to ask you to think today about what you want America to look like
in the 21st century, and I want you to say to yourself, I refuse to accept this as a normal and
unavoidable and irreversible condition. I believe we can mend our social fabric. We've done it
before, and we have to do it today.
If we're moving into an era in which we will be judged and our success will be determined
by how well we use our minds, we must first be able to function as orderly, law-abiding, decent
human beings. We have to, in short, not only meet the changes of the day, but reaffirm our
enduring values.
In this, to be sure, our government still has a role to play. But it's not the same role that
government had to play in the beginning of the 20th century because the problems are different.
The world of today has moved away from big, centralized bureaucracies and top-down solutions.
So has your federal government. Indeed, there are 240,000 fewer people working for the United
States government today than there were the day I became President of this great country.
But we still need a government that is strong enough to give people the tools they need to
make the most of their own lives, to enable them to seize opportunities when they are responsible.
That's why I have fought so hard for things like the student loan programs, the Pell Grant
4
�programs, the scholarship programs, the research programs, because we cannot, on the one hand,·
tell the American people, go out and be responsible, and on the other hand, jerk the rug out from
under them. We have to give people the tools they need to make the most of their own lives.
(Applause.)
And whenever we fight for a strong economy, or a clean environment, or safe streets, or
investment in research and technology, or give a child a chance with the Head Start program, we
are doing nothing more or less than giving people an environment in which they still have to make
the most of their own lives.
And so what I ask you today is to think about that. What is the role of the individual
citizen in making the America of our dreams in the 21st century? What is the role of the
individual citizen in making sure that we will move into this global society,· with everyone having
the chance to live up to his or her dreams? It is clear to me that government alone cannot solve
this problem. (Applause.)
If you look at any society's most fundamental requirements -- strong families and safe
streets -- and you ask yourselves, what are all the causes for the stresses on those things in our
country, you may come up with a whole laundry list of things that government can do about them.
I know I have. But in your heart of hearts you know that many, many of the things from which
we suffer are caused by the lack of personal responsibility on the part of millions of American
citizens.
The teen mother who leaves school for a life on welfare, a father who walks away from
or abuses a family, a criminal who preys upon the rest of us, the neighbors who turn their backs
on the children in need -- I say to you we cannot tolerate this anymore if you really want your
vision of the 21st century to become real. We have to be willing to give people a chance to
escape lives that are destructive for them and costly for the rest of us. That is our responsibility.
But we most also insist that people help themselves and assume responsibility for making their
own lives and the life of this great nation better.
If you just take the welfare system, for example, you can see the point I'm trying to make.
I took office believing that a lot of people on welfare were dying to get off it and were trapped
in it. I still believe that. It's a system that is too weighted toward a lifetime of dependency
instead of demanding responsibility; too willing to let fathers bring children into the world, turn
their backs and walk away and load all the burden onto the young mothers who are left behind;
too willing to give the young mothers a check to move out on their own if they have a child
instead of staying at home, staying in school and strengthening the family.
For 15 years, going back to my service as governor, I have sat in welfare offices, talked
to people on welfare, asked them what it would take to turn their lives around, asked them what
had happened. I have worked to reform and change welfare from a system that encourages
dependency to one that encourages independence, from one that does not encourage work to one
5
�that insists upon work, but also supports responsible parenting.
If you look at all these people here with their advanced degrees, why are we so proud of
them? Because we believe they will be able to succeed not only in the world of work, but they
will be good role models for the American society. Their children will be able to succeed. They
will be able to look at their children and their children will be able to look at them, and they will
be able to do great things together. That is what we should want for people on welfare -- the
simple ability to succeed at work and to succeed at home, to be able to contribute their portion
of the American Dream.
Now, in the past three years, by executive actions, we've been working on what The New
York Times called "a quiet revolution on welfare." We've cut red tape for 37 states and now let
75 percent of the people in this country on welfare be a part of welfare reform experiments with
little fanfare and no new legislation. We've done things like impose time limits and require work,
an~ we've worked much harder to enforce the national government's role in child support
enforcement across national lines.
And you know what? The welfare rolls have dropped by more than a million. The food
stamp rolls are down by a million and a half. Child support collections are up 40 percent to $11
billion a year. And the teen pregnancy rate has even started to go down a bit. (Applause.)
What does all this have to do with you? They are part of your country. If their children
wind up in your prisons, you will pay for them instead of investing more money in scientific
laboratories at Penn State, or giving children a chance to work in a program to earn a scholarship,
. or otherwise building our future. When others regularly and systematically violate the values we
. all say we share, it weakens America and it weakens the future of your vision and your dreams.
We still have a lot to do. Nearly a third of our babies today are born 01,1t of wedlock; a
whole lot of them end up on welfare. A few days ago, we took an action which should force more
responsibility. Every state will have to require teen mothers to stay in school and to sign a
personal responsibility contract and to stay at home unless the environment is abusive, so that they
must work to turn their lives around if they want to keep those benefits.
I'm still working with members of Congress in both parties to pass legislation to overhaul
the entire welfare system. And I hope we can do it even though this is an election year. There's
really no call for a work stoppage, and by the time November comes around you'll have more
politics than you can stand. Meanwhile, you ought to be working to give those people what we
want for ourselves-- independence, work and responsible parenting. (Applause.)
But what I want to say to all of you -- you say, well, what's that got to do with me? I'll
never be on welfare, I've got a Ph.D. today. (Laughter.) They are your fellow Americans.
Those children are your future. And what I want to say is, it doesn't matter what laws we pass
6
�.------------------------------ - - - - - - -
or what programs we put in place, we carniot reverse decades and patterns of behavior unless
more of our citizens are willing to take some responsibility for other people's kids in the
near-term. (Applause.)
We have to inspire our communities to support programs and adults to participate in
programs that we know now will dramatically reduce teen pregnancy. They're out there, they're
just not in every community. The hard truth is, too many of our young people don't have the kind
of discipline or love, guidance or support that it takes to grow up into responsible adults. Church
groups and neighbors and parents all need to send a clear message to all children, not just their
own: We care about you, but you have to take care of yourself. Don't get pregnant or father a
'child until you're ready to take responsibility. But if you do, we'll help you as long as you are
responsible. (Applause.) And you can't walk away from that responsibility. If you do, we'll
make you assume it. (Applause.)
Let me say that, in addition to welfare, I have the same view of the crime problem, and
remarkably similar. Only if we take responsibility for our own communities can we really
achieve our objective in crime. We'll never thoroughly transform human nature, but even if you
have a Ph.D., you don't want to be a victim of a crime; you don't want your children to be unsafe
going to and from school; you don't want to have to worry your heart out if your kids drive to
a city to see a play; you don't want to have any kind of country other than one in which crime is
an exception.
it~ s
Someone said to me the other day, Mr. President, you talk about all this all the time, but
you will never eliminate crime. I said, that's not my goal. My goal is to create an America so
that when people turn on the evening news and they see a report of a serious crime, they are
surprised and shocked, instead of yawning about it. (Applause.)
Now, there are things that government can do. There are things that government can do.
In 1994, we passed a crime bill and a Brady Bill. The Brady Bill has already stopped 60,000
felons and fugitives with criminal records from getting handguns-- 60,000. (Applause.) We took
19 deadly assault weapons off the street and not a single hunter in Pennsylvania or in my native
state of Arkansas missed a deer season or a duck season or had to have a different weapon. They
didn't lose anything. (Applause.)
We said to repeat violent criminals, three strikes and you're out. We said if you kill law
enforcement officials, the death penalty is there. (Applause.) But we also said what every police
officer in America knows, the best way to fight crime is to reach young people before they turn
to crime in the first place. (Applause.)
Now, you all clap for that, but if you believe it, what it means is that you cannot leave the
work of making our streets safe to the police alone. Citizens have the responsibility. Citizens
have a responsibility. You can take advantage of opportunities provided in our education bills to
keep schools open late so teens have someplace to go besides the streets; or to launch community
7
�drug courts to give nonviolent offenders a chance to get off drugs before they end up in jail; or
to make community policing work, something that's making the rounds in Pennsylvania today.
Our crime bill fulfilled a commitment I made to the American people to put 100,000 new
police officers on the street in community policing. It's an old-fashioned idea, really. It means
put the police back on the street, in. the neighborhood, working with neighbors to spot criminals,
shutting down crack houses, stopping crime before it happens, getting to know children on the
street and encouraging them to stay away from crime. But community policing only works by
definition when there is a community for the police to work with. (Applause.)
Now, whenever this happens crime comes down. Violent crimes have dropped in this
country for three years in a row now because we're finally getting enough police out there on the
street and because people are working with them. In Lancaster County, a two-hour drive from
here, our community police program put 12 new officers into the downtown area-- listen to this
-- they patrolled on foot, bicycle and horseback, they worked with the community, the crime
dropped by 67 percent. Pretty soon they'll be surprised when they hear a report of crime.
(Applause.)
This can be done. But I have to tell you, there's a big hurdle up the road and it can't be
solved without more citizen help. Because in spite of the fact that the crime rate had dropped for
three years in a row, the violent crime rate ~y people under 18 is still going up. And any of you
who are in education know that there is a huge group of young people under 18, now coming into
g~ade school, coming up through our system of education-- a higher percentage of them than any
previous generation, born out of wedlock, born without the guidance of two parents, born into
difficult family situations, out there having to raise themselves.
So even if you have a Ph.D., you've got to care about these kids. They're your kids;
they're coming home to your roost and they will affect your country and ·your children's future
and what kind of America we live in. And we cannot solve the problem of rising crime among
young people -- even with our antidrug strategy, even with our antigang strategy, even with
100,000 more police -- unless there are citizens who are willing to step into the gap in those
children's lives to teach them right from wrong, to give them a good future to look forward to,
to give them the character and values to walk into that future, to make it possible for them to
imagine that one day they might get a degree from a place like Penn State. You have to be willing
to do that wherever you live. (Applause.)
I will just give you one simple example. There are 20,000 neighborhood crime watch
groups in America-- 20,000. If 50 people join each one of these groups we would have a citizen
force of a million new community activists to work with those 100,000 police officers --not just
to catch criminals, but to keep kids away from crime. Fifty people in every group, a million
Americans reaching out to children, stopping crimes, catching criminals. If that happened --and
no government program can make it happen -- if that happened in community after community
after community in the United States, people would be surprised when they heard at night a news
8
�-----~------
-------
report of a serious crime. And America would be a better place. We'd be a lot closer to our
shared vision of America in the 21st century. (Applause.)
And that brings me to the last point I wish to make. We have a lot of challenges as a
people to rebuild the strength of our communities and our national community. We're still too
divided over racial matters. We're still too divided over religious disputes. We still have other
problems that are simply unmet that can't be met by government. Helping children on welfare
to move off of welfare, helping communities to reduce the crime rate -- these are not the only
areas in which we desperately need more citizen involvement to make America the place it ought
to be.
Those of you have college degrees, those of you who may earn a great deal of money will
still find that in too many ways where you live the bonds of community have been weakened.
There are too many places where people are working harder, moving more often, spending less
time with each other and more time exhausted in front of the television. Even prosperous, happy
neighborhoods often find that not everybody knows their neighbors.
So I say to you: With this wonderful, precious commodity of a fine education, I hope you
will go out into your community and find some way to give back some of what your country has
given to you. No matter what you do or how busy you are, there is always a way to serve a
larger community. The story of your generation should be the story of we restore broken lives
and shattered promises through citizen service.
We're going to balance this budget over the next six years. We're going to have a big
fight about how to do it, as you know. (Laughter.) But don't let that obscure the fact --this
deficit is less than half of what it was four years ago. And it's coming down. Don't obscure the
real fact. (Applause.)
And that's very important because as we move to balance the budget, we can keep interest rates
down and we can keep investment and create jobs for the American people -- and get incomes
rising again, which has been the source of constant anxiety in places like Pennsylvania where .
people lost really good jobs and couldn't get other jobs paying at the same or better wages. It's
an important thing to do.
I will do my best to protect our investments in education, in the environment, in the quality
and character of the Medicare and Medicaid programs. But make no mistake about it: As we
shrink government, until we balance the budget, there will be even more reliance on citizen
servants to meet the needs of the American people because we can't shrink from our challenges
on the grounds that we're shrinking the deficit.
There's an emerging consensus in Washington, believe it or not, across party lines that we
ought to do more to help charities and religious institutions and families and individuals to step
in where government can't anymore or where it shouldn't. I'll give you just a few examples.
Leaders in both parties, from Senator Joe Lieberman, a Democrat of Connecticut, to Senator Dan
9
�-------------------
Coats, a Republican from Indiana, have proposed reforms to encourage private citizens to assume
responsibilities that are not and cannot be fulfilled by government agencies alone. For example,
making sure every child has a loving home is a national priority. But government doesn't raise
children, only good parents can do that. That's why earlier this week-- (applause) --earlier this
week I urged Congress to enact one of these bipartisan proposals, a $5,000 tax credit to help
families, working families, adopt children. (Applause.)
And just a few hours ago, that proposal passed with an almost unanimous vote in the
House of Representatives. It is going to become the law of the land. (Applause.)
We created AmeriCorps, the national service program, in 1993, so we could give our
young people a chance to earn their way through college by giving something back to their
community and their country. Since that time AmeriCorps has given more than 40,000 young
people all across this country a chance to serve, to work with troubled teenagers, immunize
children, help seniors who don't have enough support, clean up the environment, do countless
other things. I have met so many of these young people around the country who tell me that the
experience literally changed their lives, and they'll never spend another year of their life without
taking some time to rebuild their community. That is the kind of spirit we need to create in all
of America.
I want to thank your former Senator, Harris Wofford, for agreeing to head the AmeriCorps
program and for ensuring its continuation. (Applause.)
I want to thank our constructive critics, like Senator Charles Grassley of Iowa, the
Republican Senator from Iowa, who worked with Senator Wofford to strengthen the AmeriCorps
program and to preserve it.
Let me just suggest three other things that we could do to get more young people involved.
First, I've asked Congress to increase funding for work-study programs for students so that we
can have a million students earning their way through college by the year 2000. (Applause.)
Today I'd like to ask Penn State and every other institution of higher education in the country to
consider using more of this money to promote service -- to put thousands of college students to
work in community service. If it's good for students to earn money by putting books back in
library shelves or working in the Dean's Office, surely it makes sense for them to earn money
helping teen mothers handle their responsibilities, helping older people get around, helping young
people to look to a brighter future. (Applause.)
Second, I challenge every high school in America to make service a part of its basic ethic.
Every high school student who can do so should do some community service. There are some
schools, both public and private, that require community service as a part of their curriculum.
I say, good for them. Commitment to community should be an ethic we learn as possible so we
carry it throughout our lives. (Applause.)
10
�And third, I challenge every community to help those high school students answer the call
of service. Today I'm prepared to make an offer and challenge any school district or civic
organization in the country to match it: If you will raise $500 to reward a high school student
who has done significant work to help your community, the federal government will match your
$500 and help that student go on to college. (Applause.) That woulcl7cost us, by the way, about
$10 million if every high school in the country did it. It would be the best $10 million we ever
spent. We would get hundreds of millions of dollars -- of improved quality of life and service to
people as a result of it. (Applause.)
This fall I'll announce the winners of a nationwide competition to identify schools that
have done the best job in encouraging this kind of service. Students at those schools will become
National Service Scholars. A year from now I want it to be even bigger. I want every principal
in America to be able to stand up before a graduating class and announce the name of a National
Service Scholar. We should make service to the community a part of every high school in
America and a part of life of every dedicated citizen in the United States. (Applause.)
So, my fellow Americans, in spite of all we have to do to create more opportunity, we also
must fmd a way to urge, cajole, plead, generate, demand more responsibility for ourselves, our
families, our communities and our country.
This summer in Atlanta we will celebrate the centennial of the Modern Olympics. It's a
great honor to host those Olympics in the United States. But I ask you to think when you see
these young people come out about more than medals and who will win and lose. The real
meaning of the Olympics is what miracles happen to people when they make a deep and profound
commitment to take personal responsibility for just becoming the best that they can be, and when
they're willing to work with teammates to make their common endeavors even greater. That is
the great strength of America. (Applause.)
You know, the president mentioned earlier that -- or maybe it was the chairman of your
board-- about Pennsylvania's role in starting this country. And I want you to think about this as
I close. Our founding fathers, who did so much of their work right here in Pennsylvania, would
not be surprised that in this new era, with all of its possibilities, there are still a lot of tough
problems. They were very smart. They knew there would never be a perfect problem-free time.
They wouldn't be surprised at all. But they would be very surprised and bitterly disappointed if
. we were to give into pessimism about these problems, deny their existence and walk away from
them. They knew -- you can read it in the Federalist Papers, you can read it in the founding
documents -- they knew that freedom requires responsibility and service for personal prosperity
and for the common good.
You graduates have been blessed with the richest educational experience the world can
offer. As Americans, you've been blessed to inherit the greatest country on Earth. Now you
have to honor that debt by asking yourselves, what do I want my country to be like in the 21st
century and what am I prepared to do to make it a reality?
11
�I will do all I can to give you the opportunities to make the most of your lives, but you
must do all you can to assume responsibility for yourselves, your families and your communities.
If you do that, I believe your life will be a lot happier and richer, and you will surely make the
21st century America's greatest days.
Thank you. God bless you, and God bless America. (Applause.)
END
3:25P.M. EDT
12
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Terry Edmonds
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
James (Terry) Edmonds
Date
A point or period of time associated with an event in the lifecycle of the resource
1995-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36090" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763294" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2006-0462-F
Description
An account of the resource
Terry Edmonds worked as a speechwriter from 1995-2001. He became the Assistant to the President and Director of Speechwriting in 1999. His speechwriting focused on domestic topics such as race relations, veterans issues, education, paralympics, gun control, youth, and senior citizens. He also contributed to the President’s State of the Union speeches, radio addresses, commencement speeches, and special dinners and events. The records include speeches, letters, memorandum, schedules, reports, articles, and clippings.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
635 folders in 52 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Summit on America’s Future Philadelphia, PA [10]
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
James (Terry) Edmonds
Identifier
An unambiguous reference to the resource within a given context
2006-0462-F
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 31
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/2006/2006-0462-F.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763294" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
12/9/2014
Source
A related resource from which the described resource is derived
42-t-7763294-20060462F-031-009-2014
7763294