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�PRESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
Eadie Shanker; Jenny; Adam; Michael; and Carl and his sister, Pearl; other family
members, and distinguished guests ...
On behalf of the First Lady, I want to thank the Shanker family for your courage and say
that we share both your sorrow and your loss.
We are gathered here today to celebrate the life of a great American. AI Shanker was one
of those rare individuals who recognized no limits and drew no boundaries in the fight for human
dignity. He was not only a union leader, he was a national leader and a world leader. Whether
building a strong teacher's union in New York, or challenging the status quo as head ofthe AFT
in Washington, or standing with other giants offreedom like Martin Luther King, Lech Walesa,
Cesar Chavez and Nelson Mandela, AI Shanker was always on the frontlines of the struggle for
justice.
But, first, last and always, AI Shanker was a teacher-- one ofthe most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: improving
public schools so that our young people could get the best education possible. AI believed
passionately that public education was the most powerful instrument of our democracy and
America's greatest gift to the world. ln my State of the Union Address this February, I declared a
national crusade for high standards in education, which had been AI' s rallying cry for so many
years. After my speech, I called to let him know that his crusade had become America's crusade.
AI used to say, "When I taught, my students would call out, "Will it be on the test? Will it
count?" I wanted to tell AI that his long years of work had counted -- counted for so very much.
1 am glad 1 was able to do that just 18 days before he passed away. I hope it helped put his mind
and soul at ease.
Al's ideas jolted the mind of a nation. He turned common sense into public policy and he
couldn't be fooled by fads or silver-bullet solutions. When a teacher would tell him that the
students in her class were complaining that she worked them too hard -- much harder than the
kids in another class, he would tell that teacher to keep up the good work. At's fight for
standards was a fight to make sure every student got the same chance to succeed. He did not
qelieve that quality of education should depend on an accident of birth: where you were born,
how much money your parents made or the color of your skin. "Standards," for him, was not
only an academic issue, it was an issue of fundamental equality.
AI used to answer those who claimed that setting standards would tie the hands of
�teachers, by equating it to surgery. There are standard procedures for every operation. I thought
about that when l had my knee surgery a few weeks ago. How would I have felt if my doctor had
told me, "I know there is a standard way to successfully set this knee, Mr. President, but this
hospital doesn't hold me to that standard. They understand, I need to do it my own way." I think
I would have said, I need another doctor.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
challenging national reading test for 4th graders, and a rigorous national math test for 8th graders
And we want to help I 00,000 more teachers, like Rebecca Palacios, become board certified
master teachers. When these changes are realized, we will have much of AI Shanker's plan for
public education in place. And 1 truly believe it will make our schools better. I suppose God had
good reasons for not letting AI join us in that promised land. But Jet us never forget that he was
the one who led us out of the desert.
AI Shanker was also fearless. That meant he could be unpredictable and drive us a little
crazy from time to time. He once said something about Bayard Rustin that many would say
applies equally to Shanker himself He said, "The great thing about Rustin was that he didn't put
up his finger to see which way the wind was blowing. He had the guts to say what he felt was
right, no matter how unpopular it was." AI could say something one day that would delight the
liberals and infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, as I do, that evety child can Jearn ... that no child should go through school without a
rigorous grounding in the basics. And he challenged teachers to accept their full share of
responsibility for the success or failure of our students.
ln the last ye~11·s of his life, AI Shanker wot·ked hard to bring the people of the world
togethel'. And he wanted teachet·s to lead the way. As the son of Russian immigrants, he
had a deep intet·est in the work of the United States Information Agency which has been
seitding Amet·ican teachers abroad ~111d bringing foreign teachers to America to support the
development of democntcy, especially in Central and Eastem Em·ope and the newly
independent states of the former Soviet Union. I am ple~tsed to announce today that
teachers who participate in these intemational programs in civic education will be
designated "Shanker Fellows." And that will be another wonderful part of Al's great
legacy. Some of the first Shanker Fellows at·e here with us today.
AI Shanker lived life to the fullest. He loved music and art and bread making and nature.
And he loved his family. He put as much love and energy into his wife and children as he did his
work. His life reflected the words of Herman Melville, who Ot~ce said, "We cannot live only for
ourselves. A thousand fibers connect us with our fellow men; and among those fibers, as
sympathetic threads, our actions run as causes, and they come back to us as effects."
2
�AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority ofthe American people. AI Shanker helped make it so. His life-- so full ofturmoil
and controversy and struggle -- ended in vindication and victory.
1t counted, AI.
Thank you and God bless you all.
3
�PRESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
Eadie Shanker; Jenny; Adam; Michael; and Carl and his sister, Pearl; other family
members, and distinguished guests ...
On behalfofthe First Lady, I want to thank the Shanker family for your courage and say
that we share both your sorrow and your loss.
We are gathered here today to celebrate the life of a great American. AI Shanker was one
of those rare individuals who recognized no limits and drew no boundaries in the fight for human
dignity. He was not only a union leader, he was a national leader and a world leader. Whether
building a strong teacher's union in New York, or challenging the status quo as head ofthe AFT
in Washington, or standing with other giants of freedom like Martin Luther King, Lech Walesa,
Cesar Chavez and Nelson Mandela, AI Shanker was always on the frontlines of the struggle for
justice.
But, first, last and always, AI Shanker was a teacher-- one of the most important
educators ofthe 20th century. He spent his life in pursuit ofthe noblest of causes: improving
public schools so that our young people could get the best education possible. AI believed .
passionately that public education was the most powerful instrument of our democracy and
America's greatest gift to the world. ln my State of the Union Address this February, I declared a
national crusade for high standards in education, which had been Al's rallying cry for so many
years. After my speech, I called to let him know that his crusade had become America's crusade.
AI used to say, "When l taught, my students would call out, "Will it be on the test? Will it
count?" 1 wanted to tell AI that his long years of work had counted -- counted for so very much.
1 am glad 1 was able to do that just 18 days before he passed away. l hope it helped put his mind
and soul at ease.
AI' s ideas jolted the mind of a nation. He turned common sense into public policy and he
couldn't be fooled by fads or silver-bullet solutions. When a teacher would tell him that the
students in her class were complaining that she worked them too hard -- much harder than the
kids in another class, he would tell that teacher to keep up the good work. Al's fight for
standards was a fight to make sure every student got the same chance to succeed. He did not
believe that quality of education should depend on an accident of birth: where you were born,
how much money your parents made or the color ofyour skin. "Standards," for him, was not
only an academic issue, it was an issue offundamental equality.
AI used to answer those who claimed that setting standards would tie the hands of
�teachers, by equating it to surgery. There are standard procedures for every operation. I thought
about that when l had my knee surgery a few weeks ago. How would I have felt if my doctor had
told me, "I know there is a standard way to successfully set this knee, Mr. President, but this
hospital doesn't hold me to that standard. They understand, l need to do it my own way." I think
l would have said, l need another doctor.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
challenging national reading test for 4th graders, and a rigorous nation!ll math test for 8th graders
And we want to help l 00,000 more teachers, like Rebecca Palacios, become board certified
master teachers. When these changes are realized, we will have much of AI Shanker's plan for
public education in place. And I truly believe it will make our schools better. I suppose God had
good reasons for not letting AI join us in that promised land. But let us never forget that he was
the one who led us out ofthe desert.
AI Shanker was also fearless. That meant he could be unpredictable and drive us a little
crazy from time to time. He once said something about Bayard Rustin that many would say
applies equally to Shanker himself He said, "The great thing about Rustin was that he didn't put
up his finger to see which way the wind was blowing. He had the guts to say what he felt was
right, no matter how unpopular it was." AI could say something one day that would delight the
liberals and infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, as 1 do, that every child can learn ... that no child should go through school without a
rigorous grounding in the basics. And he challenged teachers to accept their full share of
responsibility for the success or failure of our students.
ln the last years of his life, AI Shanker worked hard to bring the people of the world
together. And he wanted teachers to lead the way. As the son of Russian immigrants, he
had a deep interest in the wot·k of the United States lnfonnation Agency which has been
sending American teachers abroad and bringing foreign teachers to America to support the
development of democracy, especially in Central and Eastem Europe and the newly
independent states of the fonner Soviet Union. I am pleased to announce today that
teachers who participate in these international programs in civic education will be
designated "Shanker Fellows." And that will be another wonderful part of Al's great
legacy. Some of the fit·st Shanke•· Fellows arc here with us today.
AI Shanker lived life to the fullest. He loved music and art and bread making and nature.
And he loved his family. He put as much love and energy into his wife and children as he did his
work. His life reflected the words ofHerman Melville, who once said, "We cannot live only for
ourselves. A thousand fibers connect us with our fellow men; and among those fibers, as
sympathetic threads, our actions run as causes, and they come back to us as effects."
2
�A1 Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority of the American people. AI Shanker helped make it so. His life-- so full ofturmoil
and controversy and struggle-- ended in vindication and victory.
It counted, AI.
Thank you and God bless you all.
3
�,-----------
---- -----.
-------- -·--·---
-
THE WHITE HOUSE
WASHINGTON
\~~.-~
tJJ ~v~D ~
\~ ~r
--
~~
�/
PHOTOCOPY
fPREScRV.A110N
�PR_ESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
�Eadie Shanker; Jenny; Adam; Michael; and Carl and
his sister, Pearl; other family members, and distinguished
guests ...
On behalf of the First Lady, I want to thank the
Shanker family for your courage and say that we share
both your sorrow and your loss.
We are gathered here today to celebrate the life of a
great American. AI Shanker was one of those rare
individuals who recognized no Ii.mits and drew no
boundaries in the fight for hutnan dignity.
2
�He was not only a union leader, he was a national
leader and a world leader. Whether building a strong
teacher's union in New York, or challenging the status
. quo as head of the AFT in Washington, or standing with
other giants of freedotn 1ike Martin Luther King, Lech
Walesa, Cesar Chavez and Nelson Mandela, AI Shanker
was always on the frontl ines of the struggle for justice.
But, first, last and always, AI Shanker was a teacher -one of the most important educators of the 20th century.
He spent his life in pursuit of the noblest of causes:
itnproving public schools so that our young people could
get the best education possible.
3
�AI believed passionately that public education was
the most powerful instrument of our democracy and
America's greatest gift to the world. In my State of the
Union Address this February, I declared a national
crusade for high standards in education, which had been
Al's rallying cry for so tnany years. After my speech, I
called to let him know that his crusade had become
America's crusade.
AI used to say, "When I taught, my students would
call out, "Will it be on the test? Will it count?" I wanted
to tell AI that his long years of work had counted -counted for so very much.
4
�I am glad I was able to do that just 18 days before he
passed away. I hope it helped put his mind and soul at
ease.
Al's ideas jolted the tnind of a nation. He turned
com_tnon sense into public policy and he couldn't be
fooled by fads or silver-bullet solutions. When a teacher
would tell him that the students in her class were
complaining that she worked them too hard -- much
harder than the kids in another class, he would tell that
teacher to keep up the good work. Al's fight for standards
was a fight to tnake sure every student got the same
chance to succeed.
5
�He did not believe that quality of education should
depend on an accident of birth: where you were born,
how much tnoney your parents made or the color of your
skin. "Standards," for him, was not only an academic
issue, it was an issue of fundatnental equality.
AI used to answer those who claimed that setting
standards would tie the hands of teachers, by equating it to
surgery. There are standard procedures for every
operation. I thought about that when I had my knee
surgery a few weeks ago.
6
�How would I have felt if my doctor had told me, "I
know there is a standard way to successfully set this knee,
Mr. President, but this hospital doesn't hold me to that
standard. They understand, I need to do it my own way."
I think I would have said, I need another doctor.
So we have learned that lesson, and now we are
putting it into practice. I have proposed a challenging
national reading test for 4th graders, and a rigorous
nationaltnath test for 8th graders And we want to help
100,000 .tnore teachers, like Rebecca Palacios, become
board certified 1naster teachers.
7
�When these changes are realized, we will have much
of Al Shanker's plan for public education in place. And I
truly believe it will make our schools better. I suppose
God had good reasons for not letting Al join us in that
pro1nised land. But let us never forget that he was the one
who led us out of the desert.
AI Shanker was also fearless. That meant he could be
unpredictable and drive us a 1ittle crazy from time to time.
He once said sotneth ing about Bayard Rustin that many
would say applies equally to Shanker himself.
8
�He said, "The great thing about Rustin was that he
didn't put up his finger to see which way the wind was
blowing. He had the guts to say what he felt was right, no
matter how unpopular it was." AI could say something
one day that would delight the liberals and infuriate the
conservatives. Then the next day he would make the
liberals mad and the conservatives happy. Al wasn't right
wing or left wing. AI was AI. He found his own way to
the truth.
And he had one overarching concern: what was in
the best interest of students.
9
�He believed, as I do, that every child can learn ... that
no child should go through school without a rigorous
grounding in the basics. And he challenged teachers to
accept their full share of responsibility for the success or
failure of our students.
· In the last years of his life, AI Shanker worked
hard to bring the people of the world together. And
()
he wanted teachers to lead the way.
10
�As the son of Russian immigrants, he had a deep
interest in the work of the United States Information
Agency which has been sending American teachers
abroad and bringing foreign teachers to America to
support the development of democracy, especially in
Central and Eastern Europe and the newly
independent states of the former Soviet Union. I am
pleased to announce today that teachers who
participate in these international programs in civic
education will be designated "Shanker Fellows." And
that will be another wonderful part of At's great
legacy. Some of the first Shanker Fellows are here
with us today.
11
I
�AI Shanker lived life to the fullest. He loved music
and art and bread making and nature. And he loved his
family. He put as much love and energy into his wife and
children as he did his work. His life reflected the words
ofHennan Melville, who once said, "We cannot live only
for ourselves. A thousand fibers connect us with our
fellow tnen; and atnong those fibers, as sympathetic
threads, our actions run as causes, and they come back to
us as effects."
AI Shanker's cause was education, and through it he
lifted up our children, our schools, our workers, our
nation, our world. He was our master teacher.
12
�Today, education is the number one priority of the
American people.
AI Shanker helped make it so. His life-- so full of
turmoi I and controversy and struggle -- ended in
vindication and victory.
It counted, A I.
Thank you and God bless yqu all.
13
�..---------------------------------------
Clinton Presidential Records
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�..----------------------- - - - - - - - - - -
kv,r\ n,,rr{la. · ,
f\ v I \C I\\._., l•,! l
�April1997
Volume 81, No. 7
The legacy of
Al Shanker
Page2
Always setting
the standard
Page3
Collective
bargaining: Laying
the foundation
Page 7
Fighting for freedom
around the world
Page IO
Bridging the
worlds of!abor
and dvil rights
Page 12
Building a
broader union
Page 14
Adding rooms to
the House of Labor
Page 16
Where We Stand:
800 words of
weekly wisdom
Page 18
On the Hill:
The great persuader
Page 19
A passion
for life
Page 20
Keeping
public education
together
Page 24
�APR. 7. 1997 8:43AM
OFFICE OF SECRETARY
NO. 0148
P. 2/5
DRAFT
Remarks by
the President
AI Shanker Memorial Service
Lisner Auditorium, George Washington University
Washington. D. C.
Wednesday, AprillO, 1997
[Greetings, acknowledgments: AFT SecretaJy-Treasurer Edward McElroy; AFT Vice
President Sandra Feldman; NEA President Bob Chase; former AFL-CIOPresident Lane
Kirkland; Vice President Gore; Secretary Riley; George Washington University President
Steven Trachtenberg; Sen. Moynihan; Rep. Eleanor Holmes Norton.]
Mrs. Shanker; Jelllly, Adam, Carl Sabath, and Michael; and members of the family-
On behalf of Mrs. Clinton and the nation, I want to thank you and say that we share your
sorrow and loss.
There are so many people in America today who are thinking of you and Al. And there
are many around the world as well. AI brought his message of education and democracy
to many nations. He went from union leader to national leader to world leader.
I also want to offer special greetings to those of you who were with AI from the start and
fought alongside him in so many battles. You knew him in those early days, when he
was a teacher and union leader in East Harlem. In Queens. In jail.
Today we pay tribute to a remarkable man who was one of the most important educators
of the 20th cennuy -- a man who saw us into the Information Age. set our course, and left
us too soon.
We are all feeling a little emotional, and I'm sure we will shed some tears. There were
certainly plenty of tears last August, when AI gave his last "State of the Union" address at
the A.F.T. convention. Everyone could see that Al was frail, but he summoned up his
strength and gave his last full measure of devotion to America's teachers and kids.
In my own State of the Union address this February, I declared a national crusade for
high standards in education, which had been Al's rallying cxy for so many years. After
my speec~ I called to let him know that his crusade had become America's crusade.
�challenging national reading test for 4th graders, and a rigorous national math test for 8th graders
And we want to help I 00,000 teachers to become board cetiified master teachers. When these
changes are realized, we will have much of AI Shanker's plan for education in place. And I truly
believe it will make our schools better. l suppose God had good reasons for not letting AI join us
in that promised land. But let us never forget that he was the one who led us out of the desert.
But AI was also fearless. That meant he could be unpredictable and drive us a little crazy
from time to time. He once said something about Bayard Rustin that many would say applies to
Shanker himself. He said, "The great thing about Rustin was that he didn't put up his finger to
see which way the wind was blowing. He had the guts to say what he felt was right, no matter
how unpopular it was." AI could say something one day that would delight the liberals and
infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, as l do, that every child can learn ... that no child should go through school without
learning the basics. And he challenged teachers to accept their full share of responsibility for the
success or failure of our students.
1n the last years of his life, AI Shanker worked hard to bring the people of the world
together. And he wanted teachers to lead the way. As the son ofRussian immigrants, he had a
deep interest in the work of the United States Information Agency which has been sending
American teachers abroad and bringing foreign teachers to America to suppoti the development
of democracy, especially in Central and Eastern Europe and the newly independent states of the
former Soviet Union. 1 am pleased to announce today that teachers who participate in these
international programs in civic education will be designated "Shanker Fell .
nd tlpt will,be
~1e~l.tl~·t-ffAI'sgreat.Iegacy. <;'~ ~
~~the
AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority ofthe American people. AI Shanker helped make it so. His life-- so full of turmoil
and controversy and struggle -- ended in vindication and victory.
Thank you and God bless you all.
fl.
S~ ~
AI Shanker
fullest. He loved music and art and cooking and nature.
And he loved his family. He lived the words of Herman Melville, who once said, "We cannot live
only for ourselves. A thousand tibers connect us with our fellow men; and among those fibers, as
sympathetic threads, our actions run as causes, and they come back to us as effects."
lt counted, AI.
r-
�PRESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
Mrs. Shanker; Jenny, Adam; Carl Sabath; and Michael; other family members, and
distinguished guests ...
On behalf of the First Lady and all Americans, 1 want to thank you for your courage and
say that we share both your sorrow and your loss.
AI Shanker was one of those rare individuals who recognized no limits and drew no
boundaries in the fight for human rights. He went from union leader to national leader to world
leader. Whether leading the UFT fight for teachers in New York, or challenging the status quo as
head of the AFT in Washington, or standing with other giants offreedom like Martin Luther
King, and Bayard Rustin, and Nelson Mandela, AI Shanker was always on the frontlines of the
struggle for justice.
But, first, last and always, AI Shanker was a teacher-- one of the most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: iniproving
public schools so that our young people could get the best education possible. In my· State of the
Union Address this February, l declared a national crusade for high standards in education, which
had been Al's rallying cry for so many years. After my speech, I called to let him know that his
crusade had become America's crusade.
AI used to say, "When 1 taught, whenever I gave an examination, the whole class shouted
out, "Does it count?" l wanted to tell AI that his long years of work had counted -- counted for
so very much. I am glad l was able to do that just 18 days before he passed away. l hope it
helped put his mind and soul at ease.
AI' s ideas jolted the mind of a nation. He turned common sense into public policy and he
refused to be fooled by fads or silver-bullet solutions. He said that one day his students came to
him and said, "Mr. Shanker, you're so mean!" And he said, "What's the problem?" And they
said, "You make us work too hard. Our friends in the other classes don't have to work as hard.
Their teachers aren't as tough on them."
I think that's when AI may have first discovered that the quality of education you get in
America can depend on the classroom you happen to be in. If you're in a classroom where the
teacher has high expectations and sets high standards for all students, you'll see a lot of learning
going on. But, ifyou're in a classroom where kids are not expected or challenged to learn, you're
going to see kids who are on the road to failure. AI understood early on that we need clear, high
standards for all students. ~~:f"~th il!! math from coa£t to coast /4~
So we have learned that lesson, now we are putting it into practice. l have proposed a
�challenging national reading test for 4th graders, and a rigorous national math test for 8th graders
And we want to help l 00,000 teachers to become board certified master teachers. When these
changes are realized, we will have much of AI Shanker's plan for education in place. And I truly
believe it will make our schools better. I suppose God had good reasons for not letting AI join us
in that promised land. But let us never forget that he was the one who led us out of the desert.
But AI was also fearless. That meant he could be unpredictable and drive us a little crazy
from time to time. He once said something about Bayard Rustin that many would say applies
equally to Shanker himself He said, "The great thing about Rustin was that he didn't put up his
finger to see which way the wind was blowing. He had the guts to say what he felt was right, no
matter how unpopular it was." AI could say something one day that would delight the liberals and
infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, as 1 do, that eve1y child can learn ... that no child should go through school without
learning the basics. And he challenged teachers to accept their full share of responsibility for the
success or failure of our students.
In the last years of his life, AI Shanker worked hard to bring the people of the world
together. And he wanted teachers to lead the way. As the son ofRussian immigrants, he had a
deep interest in the work ofthe United States Information Agency which has been sending
American teachers abroad and bringing foreign teachers to America to support the development
of democracy, especially in Central and Eastern Europe and the newly independent states of the
former Soviet Union. l am pleased to announce today that teachers who participate in these
international programs in civic education will be designated "Shanker Fellows." And that will be
another wonderful part of Al's great legacy.
AI Shanker lived life to the fullest. He loved music and art and breadmaking and nature.
And he loved his family. He lived the words ofHerman Melville, who once said, "We cannot live
only for ourselves. A thousand fibers connect us with our fellow men; and among those fibers, as
sympathetic threads, our actions run as causes, and they come back to us as effects."
AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority of the American people. AI Shanker helped make it so. His life -- so full of turmoil
and controversy and struggle -- ended in vindication and victo1y.
lt counted, AI.
Thank you and God bless you all.
�Michael Cohen
04/07/97 11 :01 :46 AM
Record Type:
To:
Record
James T. Edmonds/WHO/EOP
cc:
Subject: AI Shanker memorial
1 promised on Friday I would get you a phone number for Bella Rosenberg at AFT , and then I went
out of town for the weekend without following up. Bella had been Al's special assistant for about a
decade. You can reach her at 879-4562.
I talked to someone who had been at the memorial service held in NCY last week. I gather that
each speaker, including the Mayor, Ted Kennedy, the head of the AFL-CIO, etc., took 5 minutes for
personal reflections on AI. Is there someway to talk to POTUS before the event and get
recollections of Shanker?
��THE
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�~~AMERICAN
FEDERATION OF
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JOHN M. OST
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�- - - - - - - - - - - -
Date:
March 31, 1997
To:
Laura Grah~,
~~-------~-
White House Scheduling
From:
Elizabeth M. Smith
Political Director
Subject:
Shanker Memorial
As you requested, the following are scheduled to speak at the Shanker Memorial. We
have asked them to keep their remarks to 3-5 minutes. Of course, the President can have
all the time he wants. I have listed them in their speaking order, but this could change.
Edward J. McElroy, Secretary-Treasurer ofthe AFT will preside and open the service.
Short Video
Sandy Feldman- AFT Vice President and President, United Federation of Teachers of
New York
ecretary of Education Richard Riley
~
Lane Kirkland- former'President of the AFL-CIO
Representative Eleanor Holmes Norton
C(lqA~fV
Bob Chase,- President, National Education Association
Toin Reece- AFT Vice President and President, Chicago Federation of Teachers
Stefan Nedzynski- Former Secretary General, Post, Telephone, and Telegraph
International)- worked for AFL-CIO in Poland
1~. ";)._
....
Jay Mazur- President, UNITE
S~;vb-00
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Tony Alvarado - Community School Superintendent, New York
.10/' ~
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Steven Trachtenberg- President, George Washington University
h Lorretta Johnson -Vice President AFT and President Baltimore Teachers Union
~
~
Paraprofessional Chapter
Fred van Leeuwen- General Secretary- Education International (AFT's International
Educatimi Association)
Senator Daniel Patrick Moynihan
MARCH31,1997
~-~&2.-..J~-
~L-
-w~
;J~
�INTEROFFICE MEMO
MARCH 31, 1997
Rebecca Palacios-: teacher, Corpus Christi- member National Board of Professional
Teaching Standards, Board Certified Teacher~
President Clinton
The Shanker Family
Mrs. Albert Shanker (Eadie)
Jenny Shanker- daughter
Adam Shanker - son
Jayu Schlesinger -fiancee of Adam Shanker
Michael Shanker - son
Adrian Shanker - ~rand~on
Carl Sabbath - son
Susan Rubenstein- daughter-in-law
Pearl and Don Harris - sister and brother-in-law
Greeting the President and escorting him to the room where the Shanker Family will be
waiting -- Elizabeth (Liz) Smith, Political Director, AFT
Edward,J. McElroy, Secretary-Treasurer AFT
:·
MARCH 31, 1997
2
�--
"'•
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Withdrawal/Redaction Marl(er
Clinton Library
OOCUM£NT NO.
AND TYPE
Cover Sheet for Schedule (1 page)
00 I. schedule
RESTRICTION
DATE
SUBJECT/TITLE
04/09/97
P6/b(6)
COLLECTION:
Clinton Presidential Records
Speec hwri ting
Terry Edmonds
OA/Box Number:
I 0988
FOLDER TITLE:
AI Shanker Memorial
2006-0462-F
r 673
RESTRICTION CODES
l'residt•ntial Records Act- 144 U.S.C. 2204(a)l
Freedom of Information Act -IS U.S.C. 552(b)l
PI
1'2
1'3
1'4
b(l) National security classified information l(b)(l) of the FOIAI
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 FOIAI
b(4) Release would disclose trade secrets or confidential or financial
information l(b)(4) of the FOIAI
b(6) Release would constitnte a clearly unwarranted invasion of
personal privacy l(b)(6) of the FOIAI
b(7) Release would disclose information compiled for law enforcement
purposes l(b)(7) of the FOIAI
b(8) Release would disclose information concerning the regulation of
financial institutions l(b)(8) of the FOIAI
b(9) Release would disclose geological or geophysical information
concerning wells l(b)(9) of the FOIAI
National Security Classified Information l(a)(l) of the I'RAI
Relating to the appointment to Federal office l(a)(2) of the I'RAI
Release would violate a Federal statute l(a)(3) of the PRAI
Release would disclose trade secrets or confidential commerCial or
financial infonnation l(a)(4) of the PRAI
1'5 Rdcasc would disclose confidential advice between the President
and his advisors, or between such advisors }a)(S) of the PRAI
1'6 l~elcase would constitute a clearly unwarranted invasion of
pcrsom1l privacy i(a)(6) of the PRAI
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record mislile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
J.
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(
SCHEDULE OF THE PRESIDENT
FOR
WEDNESDAY, APRIL 9, 1997
FINAL
9:30am9:45am
MEETING
MAP ROOM
Staff Contact: Erskine Bowles
9:45am9:50am
BRIEFING
MAP ROOM
· Staff Contact: Kitty Higgins, Maria Echaveste
9:55am
THE PRESIDENT departs the White House via motorcade en route
Lisner Auditorium, George Washington University
[drive time: 5 minutes]
10:00 am
THE PRESIDENT arrives Lisner Auditorium, George Washington
University
I
Note: The Vice President is scheduled to arrive separately.
Greeters:
10:05 am10:15 am
Ed McElroy, Secretary Treasurer, American
Federation of Teachers (AFT)
Elizabeth Smith, Political Director, American
Federation of Teachers (AFT)
GREET FAMILY MEMBERS
GREENROOM
Lisner Auditorium- George Washington University
Staff Contact: Kitty Higgins, Maria Echaveste
Event Coordinator: Laura Graham
WHITE HOUSE PHOTO ONLY
�(
10:15 am12: 15 pm
MEMORIAL SERVICE FOR AL SHANKER
LISNER AUDITORIUM- George Washington University
Remarks: Terry Edmonds
Staff Contact: Kitty Higgins, Maria Echaveste
Event Coordinator: Laura Graham
POOL PRESS
The President and the Vice President, accompanied by Mrs.
Eadie Shanker, Jenny Shanker and Adam Shanker, enter the
room and are escorted to their seats in the front row by Ed
McElroy, Secretary-Treasurer, AFT.
Ed McElroy makes opening remarks.
A short video is played.
Sandy Feldman, Vice President, AFT, makes brief remarks.
Lane Kirkland, former President, AFL-CIO, makes brief
remarks.
Representative Eleanor Holmes Norton makes brief remarks.
(
Bob Chase, President, National Education Association, makes
brief remarks.
Tom Reece, Vice President, AFT, makes brief remarks.
Stefan Nedzynski, former Secretary-General, Post, Telephone
and Telegraph International, makes brief remarks.
A musical selection is performed.
Jay Mazur, President, UNITE, makes brief remarks.
Tony Alvarado, Community School Superintendent, New
York, makes brief remarks.
Steven Trachtenberg, President, George Washington
University, makes brief remarks.
Lorretta Johnson, Vice President, AFT, makes brief remarks.
Fred van Leeuwen, General Secretary, Education International,
makes brief remarks.
(
Senator Daniel. Patrick Moynihan makes brief remarks.
�/
\
Rebecca Palacios, teacher, Corpus Christi, Texas and member,
National Board of Professional Teaching Standards, makes
brief remarks.
The Vice President makes brief remarks.
The President makes remarks.
Upon conclusion of remarks, the President and the Vice
President depart.
Note:
Following the President's departure, there will be a fifteen
minute musical presentation.
12:20 pm
THE PRESIDENT and the Vice President depart Lisner Auditorium,
George Washington University via motorcade en route the White
House
[drive time: 5 minutes]
12:25 pm
THE PRESIDENT and the Vice President arrive the White House
12:30 pm12:45 pm
BRIEFING
OVAL OFFICE
Staff Contact: Sandy Berger
12:45 pm1:00 pm
MEETING WITH LEAH RABIN
OVAL OFFICE
Staff Cont"act: Sandy Berger
WHITE HOUSE PHOTO ONLY
1:00pm5:00 pm
PHONE/OFFICE TIME
OVAL OFFICE
5:00pm5:05 pm
MEETING
OVAL OFFICE/RESIDENCE
Staff Contact: Stephanie Streett
5:15pm-,
5:45 pm
SPEECH PREP
OVAL OFFICE/RESIDENCE
Staff Contact: Michael Waldman
5:45pm6:15 pm
BRIEFING
OVAL OFFICE/RESIDENCE
Staff Contact: John Hilley, Sandy Berger
�(·
(
{
\~
6:15pm7:15 pm
CONGRESSIONAL MEETING
YELLOW OVAL ROOM
Staff Contact: John Hilley, Sandy Berger
CLOSED PRESS
7:15pm8:00 pm
MEETING
RESIDENCE
Staff Contact: Sylvia Mathews
BC AND HRC RON
THE WHITE HOUSE
��Compiled by the American Federation ofTeachers, AFL-CIO
IN MEMORY OF
ALBERT SHANKER
1928-1997
• Albert Shanker, 68, Combative Leader... , Dies (1)
• Shanker: Teachers' Champion, Education~s Critic (4)
• Teachers Union Chief Albert Shanker Dead at 68 (6)
• Albert Shanker, Crusader for Education Reform, Dies (7)
• Albert Shanker Dies; Head of Teachers Union (10)
• Albert Shanker, 68, Led Federation of Teachers (11)
• After Union Chiers Death, A Question of Succession (12)
• Statement from Core Knowledge Foundation (13)
• Statement by President Clinton (14)
• Statement by US Secretary of Education Richard Riley (15)
• Statement by Cynthia Metzler, Acting Secretary of Labor (16)
,. ...
~
• Statement from 'Bob Chase, President of the NEA (17)
• Statement from Louisiana Federation of Teachers (18)
�New York Times
February 24, 1997
/
Albert Shanker, 68, Combative Leader
Who Transformed Teachers'·Union, Dies
By JOSEPH BERGER · · ' .
the edueatlon of their chUdren.
Albert Shanker, wbo I"'O!le from beSome members of the city's cenIng a substitute matheDiattcs teachtral Board of Education opposed
er to become a ·tough, canny labor
·. such community control, fearing for
leader who In the 1960's transformed
their authority. Mr. Shanker, the son
New York City's United Federattmi
of European Socialists who himself
of Teachers Into one of the nation's
bad marched In civil rlgbts protests
most powerful unions, died on Satur-·
In Selma, Ala, was originally amenaday at Memorial Sloan-Kettering
ble to the first experiments In comCancer Center In· Manhattan. Mr.
munity governance.
Shanker, the longtime president of
In March 1967 an agreement was
the American Federation of Teachreached between the State Legislaers, the :parent organization of the
ture and Mayor John V. Lindsay for
United Federation of Teachers, was·
an extra $54 million In state aid to
68 and Uved In MamarotieCk, N.Y.,
If New York City would
and Manhattan. ·. , : .. . ·
1,•-:c;iiim<W.t ·a school decentralization
He died after a three-year battle
the end of the year.
with bladder. cancer, said Janet
experimental school disBass, a spokeswoman for the Ameritricts were set up In three poor discan Federation of Teachers.
. trlcts with large minority populaSandra Feldman, who succeeded
tions - East Harlem, the Lower
Mr. Shanker as president of the
East Side and Ocean Hill-BrownsU.F.T.In 1986, on Saturday called her
ville In Brooklyn. Mr. Shanker's
predecessor a teacher's teacher who Albert Shanker
union gave advice to Rhody McCoy, a
was "deeply committed to both pubblack teacher who was named adlic education and the labor movemlntstrator of the governing board of
In the second act of bls life as the the Ocean Hill-Brownsville dJs..
ment as a means of creating a better
life for au Americans.... .
president of the American Federa- trlcL Mr. Shanker even arranged for
"He could be' passionate about bls tlon of Teachers, with 900,000 mem- voluntary transfers of some teachers
beliefs," she said, ."yet at the same bers concentrated In large cities, be out of Ocean Hill and their replacetime he bad the rare ability to re- was widely regarded as a champion ment by more ideologically congethink Issues and come up with fresh · of rigorous educational standards. In nlal professionals.
a column that be wrote weekly for _ But In a turnabout In April 1968,
approaches as times changed."
Although he became a respected years as an advertisement In the Mr. McCoy summarUy transferred
thinker on national educational Js.. Week In Review section of The New 13 white teachers, assistant princisues, Mr. Shanker Is best remem- York Times, he called for a national pals and one principal out of the
bered for bls comb8ttve role as the competency test for teachers, pay district against their wUL Mr. McCoy
head of the 85,000-member U.F.T., Increments tied to teacher quality offered no specific pedagogic reathe New York City teachers' union, and more rigorous requirements for sons, but it was believed he thought
.
that the professionals In question
during the turmoU of the city's high school graduation.
· school decentralization· experiments
Iii yesterday's column, be dJs.. were trying to sabotage the decen.In 1968, turmOU that resulted In the cussed the fiaws of the self-esteem . trallzatlon experimenL
"He called me and said, 'Some- ·
closing of most schools for 55 days movement ·In schools. Educational:
during the fall terin and which were authorities like Theodore· Sizer thing Is going to happeo and I'm
afraid It's going to hurt our relatlonso racially and rellgious1y divisive called hJm a "towering figure."
"I'm· proudest of the fact that I've ship,' " Mr. Shanker recalled. "It
that the ilffects are. still be11J8 f~t
confounded people by being honest,'' · was absolutely impossible to fathom
three decades later. ·· .· .
· .·
The dour Mr. Shanker beclime so Mr. Shanker said In a July Interview · except on the basis that he was
widespread a symbol of stubboro with Joyce Pumtck of The Times. ••1 . threatened or something had bap· ·
combativeness that Woody Allen In- beUeve In traditional dlsdpllne and pened there" In the district.
cluded a reteience to hJm In bls 1973· that history. sbould DOt be distorted
comedy "Sleeper.'.' A character for current. purposes.· But 1 also be- .·A Te6ling Ground
played by Mr. Allen Is frozen In 1973 lleve .that smaller· schools. where·
·
and awakens In the Year 2173 to learo teachers and kids lmow each other's For Community Control
that civilization was destroyed be- names are more effective. 'I cillled
To Mr. sfuirucer and his union, the
cause "a inan by the niune of Albert things as I saw them, so In certain · ·
Shanker got bold of a nuclear war- ways 1 could be viewed ail a P"""""'- transfers were illegal, a violation of
--... ~ dvil service laws and union conhead."
. '
= . : : . ? D d In other ways as .a tracts Involving the right of workers
Mr. Shanker, former juDkir ,,..., to hold jobs unless charges of lncomUndoubtedly Obmnate,
"'6"
petence were proven. They also warschool matbematic:S · teacher• had ·a · ried that the action ,In Ocean Hill
Solid Negotiator
· quicksilver Intellect and was a pow- would spread to other communities
erful debater, blessed wttb a memo- .· where local figures who Mt. Shanker
At times Mr.. Shanker was 1111ry fnr IIIII!Cdotes and metilpbors. But · called "vtgglantes" would try to seize
doubtedly obstinate. But be was also be
rose to fame ·Ill! a flgbter more control of the schools.
an artful' negotiator and organizer · than a thinker, In his Iron-willed bat- •
To supporters of the Ocean Hill
who buUt the federation from a fee- t1e against efforts by local black district. the matter was a test case of
ble association Into perhaps the groups to take control of their _nelgb- . community controL Coming after the
state's most powerful ~e that
borbood schools.
.
'·:
. .
urban riots that followed the assassicould virtually veto appolhtments to
ln the late 1960's, many· blacks In nation of the Rev. D.r. Martin Luther
the Board of Education and deter- New York City were frustrated by King Jr. and a wave of upheavals by
mine the makeup of the city's 32
the sputtering drive for Integration students on coUege campuses, the
local school boards. . .
and the school system's poor record conflict seemed to crystallize the naHe was also a pragmatist willing ln educating their cblldren. They tlon's social fault lines.
In 1975 to put $150 million of bls
pressed for school decentralization
The union prevaued In court but
union's pension funds at risk to save In their communities, bellevlng It could not get political leaders like
the city from defaulting on Its debts. ·would give parents a greater voice In Mayor Lindsay to use pollee to re-
a
But a
1
More
�Yortllmcs
Albert Shanker at a rally in City Hall Park in September 1968 during the teachers' strikes. The walkouts
closed most of the city's schools for 55 days, putting more than a million children out "of classrooms.
store the teachers.
"Lindsay told me ,1ozens of times
during the strike: 'Al, you're absolutely right, but do you want the dty
to bum down?' " Mr. Shanker recalled "I said, 'Where's It going to
stop? That's blackmail.' "
In September, Mr. Shanker called
the first or three dtywtde strikes that
crippled the nation's largest public
school system. The walkouts succeeded In closing 85 percent of the
city's 900 schools for a total of 55
days Into November, putting more
than a mUUon chUdren out of classrooms and forcing tens of thousands
of working parents to scramble for
chUd care arrangements.
During the days when schools
were open, union teachers bad to
endure angry crowds outside many
schools. Inside the Ocean HIU
schools, members of the Black Panthers and miUtant local leaders Uke
Roben (Sonny) · Carson, who had
been Invited In by Mr. McCoy, delivered antiwhite diatribes and threat·
ened the teachers' families. The atmosphere was also poisoned by antiSemitism directed at the many JewIsh members of the U.F.T. Anti-Semitic catcalls were shouted by protesters and appeared In newspJipers
put out by the Afro-American Teachers Association~ A student's anti-Semitic poem was rea!J on the radio.
Each time the Board of Education
gave In to Mr. McCoy's governing
board, Mr. Shanker ordered the
teachers to walk out. He did this In
the face of opposition voiCed In many
of the city's editorial pages, the Ford·
Foundation and the prestigious Public Education Association.
The strikes did not end untU the
State Education Commissioner,
James Allen Jr., suspended tl!.e~·
Ocean Hill board and appointed a
trustee to oversee the return or the
union teachers.
Mr. Shanker spent 15 days In jail
for calllng the strikes. For years
.afterward, he was often demonized
for tamJshlng his union's reputation
for Idealism and leaving a legacy of
tensions between blacks and Jews.
The accusations were deeply
wounding to Mr. Shanker, whose In·
tegratlon efforts began when he was
a college student at the University of
Illinois and picketed segregated
movte houses and restaurants In Urbana. But he always defended his
decision, comparing the expulsion of
teachers to Nazism.
"To me, what was going on here
was the same thing," he said. "PushIng a guy out of a princlpalshlp because he's whlte. Taking a bunch of
teachers and calling them all sorts of
antl-Semltlc names and threatening
to kill their kids or their husbands or
wives. Somebody has to stand up to
this and say you're not going to profit
by this."
In the attennath of the 1968
strikes, the State Legislature passed
a law that decentralized the city's
schools Into 32 districts and gave
elected boards the power to run elementary and junior high schools. Behind the scenes, Mr. Shanker made
sure the law had strong protections
for teachers' jobs.
A Changing .VieU1.
OfDecentralization
·~we. ,wrote tlte decentralization
' ·· ; ,. . _,.
-law,'' be' said.
With turnouts In school board elec-'
lions as low as 6 and 7 percent,·
union's endorsements proved pivotal
and It becaine evident In a few years
that the strongest force In decentral·izatlon was the United Federation.
me .
But In 1996, Mr. Shanker was critical of decentralization In his Interview with Ms. ·PumJck. Agreeing
with many In education, he said that
local school board elections continued to produce corrupt board members, very low voter turnout and confusion over unnecessarily complex
ballots.
"It's all a shame and It's a moral
outrage," Mr. Shanker said "But
, how much does that have to do with
whether the kids are going to read ori
grade level or not? There's some
correlation, but I would say not
much. Because you're stUI not going
to educate kids, because you have no
educational plan out there."
The leader of the strike that
changed New York was, for most of
his llfe, a tall, lanky and ungainly
Intellectual with black hom-rimmed
glasses and a moumtuJ cast, Uke
Eeyore's In "Winnie the Pooh." He
loved Ideological debate and developed a pincer wit that enabled him to
excel at ll An Introspective man who
read widely In history and biography, he also. became a sophisticated
baker of bread, a wlnemaker, an
aficionado of African art and a seeker of the best stereo equipment.
Alben Shanker was born Sept. 14,
1928, Into a family that was hardly
uncommon on the Lower East Side,
Yiddish-speaking Russian Immigrants with Socialist passions.
His father, Morris, delivered newspapers. He rose at 2 AM. seven days
a week, pushed a can Stacked with
bundles of the city's half-dozen
morning newspapers through a flvemUe area of Queens, then returned at
10 AM. to deUver the afternoon
newspapers. The young Mr. Shanker
hardly ever saw hlm and knew hlm,
he once said, as "this angry, dlsgrun. tied guy who grabbed a roll and
coffee and went out to work again."
More
2
�His mother, Mamie, was a sewing
machine operator and a member of
Sidney Hillman's Amalgamated
Clothing Workers. So grueling was
her work that Mr. Shanker once visited her factory and could not recognize her as she sat bent In sweaty
concentration at her machine.
If both parents bequeathed a sym·
pathy for workers, It was .his thrifty
mother who taught him how to neg()tiate. "I'd have to walt half an bour
while sbe bought three tomatoes,'' he
once said.
.
·
The family moved to the Ravenswood section of Queens and he reI membered his childhood as miser, able there. Many of his n~lghbors
listened on radio to the anti-Semitic
· preachlngs of Father Coughlin and
the younger ones sometimes took
their venom out on Mr. Shanker.
I
"At the age of 12, I was 6 foot 3and
110 pounds," he recalled. "I was Jewish and living In an Irish catholic
neighborhood, so everybody took
turns beating up th_e biggest ldd."
As a result, he mostly stayed In·
doors, listening to radio or collecting
stamps. But at 14 he joined the Boy
Scouts. When the scoutmaster was
drafted Into the Army, the teen-age
Mr. Shanker ran the troop on his own
and persuaded boys to join with the
same zeal he would later employ to
enlist teachers Into his union.
Mr. Shanker attended Stuyvesant
High School and the University of
Illinois. He started a doctoral pf()gram In philosophy at Columbia University, but running out of money
and patience, he took a year off In
1952 to teach at an elementary school
for a salary of $38 a week. He never
finished his doctorate.
Moving to a junior high school In
Astoria, he found he Uked teaching
Intellectually gifted classes. But af.
ter a run-In with a principal over
what Mr. Shanker felt was lax dlscl·
pllne, he was assigned to the bottom
classes In the schooL
·
His relief came In union activities.
Teacher unions then were astonishIngly Ineffective. There were 106 of
them, In part a result of bitter divisions over Communist loyalties and
over pay differentials that rewarded
high school teaching more than elementary teaching.
The anti-Communist Teachers
Guild was a weak group of 2,400
members. Mt. Shanker edited Its
newspaper, which was then delivered In unmarked envelopes, an lndi·
cation of how suspicious authorities
were of leftist unions.
Along with colleagues like David
Selden, he organized Individual
schools, visiting· three out of every
four In the city. One person he signed
up was Edith Gerber, a Queens
teacher, who became his second wife
In 1960 and who went on to head a ·
mentorlng program at the City University of New York.
In 1960, a merged body of teachers' unions, the United Federation,
won the right to bargain for all teachers. Mr. Shanker, then the union's
secretary, became its star. He had a
knack for running meetings, letting
opponents vent so much steam they
Infuriated the majority, who would
vote against them.
·;_,.,
In 1964, while In his mid-30's, Mr.
Shanker was elected president
Three years later, he shocked New
Yorkers unaccustomed to strikes by
white-collar profession1J.Is by leading
a teachers' walkout over issues of
dlsciplihary procedures. The action
resulted In the first of two jalllngs.
Foe~Uing Effom
On the National Scene
After the upheaval of the 1968
strike, he began turning his attention
to the national labor scene, and in
1974,ln an action that fractured their
friendship, he succeeded Mr. Selden
as president of the union's parent,
the American Federation of Teach·
ers, but also retained leadership of
the U.F.T; for another 12 years.
"When he JDDYed to Wasbington,
he became an education statesman
' and began thinking about things that
needed to chailge," said Diane Ravitch, a former Assistant United
States Secretary of Education. "How
do kids learn best? What Is the best
way to organize a school? How do we
maintain standards?~' ·
Ms. Ravltch said he was a voice of
common sense. "This Is a field consumed with trends and fads and ~
pie get carried away with the newest
thing," ·sbe said, "and he never gets
carried away.''
With time, Mr. Shanker's confrontational attitudes seemed to mellow. ·
"We got to the i980's and we had
too much of an adversarlal relationship," he said In a 1992 Interview of
relations between unions and school
boards. "You don't get much done
through confilct."
Mr: Shanker Is survived by his
wife; four children, Carl, of Gaithersburg, Md., Adam, of Mount Vernon,
N.Y., Jennie, of Philadelphlil, and Michael, of Tarrytown, N.Y., and a sister, Pearl Harris of Cleveland.
3
�USA Today
February 24, 1997
Shanker: TeaChers' cham~;
education's critic
··--
.
-.-·• .
·.. ·: .-- ·-;-.- ---
-----
-
...
-
By Tamara Henry
USA TODAY
Even as the inlluence of organized
labor began to wane, teachers' union
chief Albert Shanker commanded
the attention of politicians and educators alike.
Shanker, president for 22 years of
the 907,000-member American Federation of Teachers (AFT), died Saturday in New York after bouts with
lung and bladder cancer. He was 68.
Ever the militant labor leader,
Shanker often used his union role as
a platform to campaign for cJass.
room refonn, disregarding educational trends. His greatest legacy? '1
think the voice of teachers is taken a
lot more seriously in Congress, in
state legislatures and by business,"
he told USA TODAY in July.
Diane Ravitch, a New York University research scholar and an assistant education secretary under
President Bush, says Shanker won
the nation's attention because of his
"eloquent criticism of foolishness
and fads of American education."
And Bob Chase of the National
Education Association (NEA) says,
"Shanker was always one bold step
ahead of us all."
To Shanker, the country's push
for rigorous academic standards indicated the AFT's growing clout For
years, he had called for tough standards and an assessment system
An adviser to presidents since
carter, he got a phone call from
President Clinton after his 1997 State
of the Union address, thanking him
for steadfastly insisting that national
. union
Sau.day
. Ablrt Shankar, 1928-1997: President aln1Dn hailed the .
standards."
as a man who "made a crusade out of the need for educational
S!Bndards are the best way to improve public education.
The crusade for standards was
dllferent from struggles In the old
days, when the union's focus was
mainly on teachers' pay• sick leave,
collective bargaining and duty-free
lunches. Then, Shanker said, the attl·
tude was, .. 'Look, It's (the admlnJs..
tration's and school board's) job to
More
4
-~~,v~
�born on Manhattan's Lower East
Side to Yid~ immigrants
from cmrlst Russia His mother was
a sewing-mac.bine operator and
member or the Amaiglunated ClothIng Workers Union. His father studied to be a rabbi and delivered newspapers.
Shanker graduated from one or
New York's top public high schools,
Stuyvesant, before earning a bachelor's degree in philosophy and completing doctoral coursework.
He then taught at New York elementary and ·junior blgb schools,
quitting to become a tull-time union
organizer in 1959.
·
Four years after New York's Unit·
ed Federation or Teachers was born
in 1960, Shanker became its leader.
In 1972, be led a bitter strike that
triggered school decentralization
run the schools. Tbars what they are and damaged race relations. But he
paid tor, elected tor. Besides if we emerged from the skirmish an edutold them how to run things, they cational statesman, which led to his
would resent it'"
election as president of the national
But late in his alreer, Shanker be- AFT in 1974.
came intent on creating a new vision
Shanker's prollle grew with his
or teacher unionism in which im- weekly New York Times column
proving classroom teaching became ''Where We Stand," begun 25 years
top priority. He explained It simply: ago and paid for by the AFT. In his
"Irs a matter or survivaL Every llna1 one Sunday, he lambasted the
place you go," the news media, con- ''self-esteem movemenr• and took a
servative pundits and politicians are last swipe at "faddish movements ...
"attacking teachers. People are not touted as cure-ails."
saying, 'The kids are not learning beShanker repeatedly noted that
cause they're not working bard.' most Americans wanted rigorous
They are not saying, 'The kids aren't standards, a return to basics, regular
learning because there are no stan- exams, consequences tor kids who
dards.' They're saying, 'What's don't toe the line. ''Thars part or
wrong with the teachers?' "
what is angering . . . people. What
Shanker's career as the teachers' should be done is what works everychampion simply evolved. He was where else (in) other counOies."
"5
Thlk of mer8ing the AFT with the
nation's iarglest teachers' union, the
NEA, bad subsided during Shanker's
day. But Shanker was proud that under his leadership his union not only
survived but grew, while others were
being diluted. "We were 50,000 members in 1960. So we have grown
1,800%.... "
Ravltch tells of Shanker's passionate support of democratic systems
around tbe world, an enthusiasm
that led him to smuggle computers
and other technology to dissidents in
Europe and behind the Iron CUrtain.
Belying his tougiHBlking demeanor, Shanker was a dedicated lover of
the arts. Both his home in MaJnaro.
neck, N.Y~ and his New York City
apartment are repositories of Middle
Eastern, Asian and Atrican art and
music from Bach to jazz.
He seemed to reilsh tag9 like
"America's most rnllltant teacher''
(U.S. News & World Report) or "the
most inlluential person in American
education, and one of the most controversial" (Teacher Magazine).
"I am very rnllltant," Shanker
said. "I'm inlluential because rm
honest and I call it as I see It ..• U it
works, I don't really give a damn
what side it's on."
�Washington Times
February 23, 1997
Teachers union chief
Albert Shanker dead at 68
-···
NEW YORK (AP) - Albert
Shanker, the legendary tea~hers
union leader who championed
public school reforms, died yesterday. He was 68.
Mr. Shanker, president of the
900 000-member American Federatidn of Thachers since 1974, died
of cancer at Sloan-Kettering Memorial Hospital, a New York union
official said.
He endorsed the idea of freeing
certain independent public
schools known as charter schools,
from ~y regulations so they
could become laboratories for reform. The schools, created by
groups of parents, teachers or others, follow separate charters that
outline what students are expected
to learn.
But Mr. Shanker stressed the
need to maintain high standards,
employ certified teachers and hold
those nontraditional schools accountable for student performance.
"Policymakers and reformers
have gotten caught up in faddish
and radical schemes for improving
schools and they ignore what is obvious to people who work in
schools and to parents who send
children there:• he wrote in 1995.
"Unless you have order and civility, not much learning will go on.
And unless there are high academic standards, which students
are expected to meet and helped to
meet, school programs will be·
-·-.
----
changed!'
Mr. Shanker was jailed twice for
violating the New York law that
barred strikes by public employees. The first time was during a
1967 strike over smaller classes
and more money for education.
The second came after the 1968'
Ocean Hill-Brownsville strike,
which centered on a local school
board's attempt to dismiss teachers without due process.
Born in New York City toRussian immigrants, Mr. Shanker
graduated from the University of
Dlinois after being confronted with
anti-Semitism as a freshman- an
experience that fueled his union
fervor. He also did postgraduate
work at Columbia University.
Albert Shanker, seen here in
1990, led the AFT for 23 years.
come trivial and meaningless....
Focusing on safe and orderly
schools and high academic standards makes common sense; it
works and it's long overdue."
Sandra Feldman, Mr. Shanker's
successor at the 12S,OOO·member
United Federation of Thachersthe New York City chapter of the
American Federation of Thachers
- called him "a teacher's teacher
- brilliant, logical, caring and
deeply committed to both public
education and the labor movement
as a means of creating a better life
for all Americans. He could be
passionate about his beliefs, yet at
the same time had the rare ability
to rethink issues and come up with .. ·
fresh approaches as time~-
6
He taught mathematics in New
York City public schools before becoming a leader of the United Fed·
eration of Thachers.
Mr. Shanker, who split his time
between union headquarters in
Washington and his home in New
York, also served as a vice president of the AFL-CIO since 1973.
·~ spent his life in pursuit of
one of the noblest of causes, the
improvement of our public
schools:' President Clinton said
yesterday in a statement. "He
·challenged the nation's teachers
and schools to provide our children with the very best education
possible and made a crusade out of
the need for educational standards!'
�Los Angeles Times
February 23, 1997
Albert Shanker, Crusader for Education Reform, Dies
Schools: Head of American Federation of Teachers advocated national
standards, classroom workers' rights.
By ELAINE WOO, Times Education Writer
American Federation of Teachers President Albert Shanker, whose trailblazing
ideas about teachers' rights and education reform indelibly altered the landscape of
public education, died in New York on Saturday after a three-year battle with
cancer. He was 68.
Head of the Washington-based union for 22 years, Shanker was often described
as a statesman of education reform and was the country's leading spokesman for
teachers, even though he led the smaller of the two national teachers unions.
Sage and feisty to the end, he commanded the attention of policymakers,
politicians and educators over a 30-year career as a labor leader, first with his
militant unionism as architect of a series of New York City teachers strikes in the late
I 960s, and later with his thoughtful and often acerbic critiques of American
education.
Not even teachers and the traditional union rules that guarded tenure and other
rights were safe from his often withering analysis of what ailed schools--a stand that
alienated many of the classroom workers whose status he strove to elevate,
particularly those who belonged to the rival union.
Shanker advocated national certification tests for elementary and secondary
school teachers--which became a reality a few years ago with the creation of the
National Board of Professional Teaching Standards. He also called for peer review,
changing salary scales to reflect performance and responsibility and revising tenure
rules to make it easier to fire incompetent teachers.
"A true leader, Albert Shanker was always ahead of us all," said Bob Chase,
president of the 2.2 million member National Education Assn. In recent years, that
union has come to agree with Shanker on many key issues, particularly those
involving teacher professionalism, and is actively pursuing the possibility of merging
with its longtime rival.
"American public education will miss his articulate, courageous voice," Chase
said.
President Clinton said in a written statement that he was deeply saddened by
Shanker's death and in particular applauded the union leader's decades-long
advocacy of national academic standards.
"AI spent his life in pursuit of one of the noblest of causes--the improvement of
our public schools. He challenged teachers to provide every child the very best
education possible and made a crusade out of the need for educational standards."
Possessed of a voracious intellect and political instincts molded by his early years
as the son of Russian Jewish immigrants growing up on New York's East Side,
Shanker was a man of diverse talents and interests. His involvements ranged from the
executive council of the AFL-CIO--a post he held since 1973--to his election last
year as a fellow of the American Academy of Arts and Sciences, the only labor
leade.r to sit b~side Nobel laureates and Pulitzer Prize winners on that august panel.
Diane Rav1tch, a noted education historian and former assistant education
secretary in the George Bush administration, called the union leader's death "an
enormous loss for American education."
. She noted Shanker's lifelong commitment to civil rights and his passionate
Involvement in international affairs.
~ staunch anti-C.ommunist, Shanker supported Poland's Solidarity movement by
helpmg to smuggle m fax machines, copiers and other technology needed by
movement l~lld_ers. He also was the founding president of Education International, a
worldwide teachers union federation.
7
�During his tenure, the American Federation of Teachers broadened its
representation beyond teachers to include higher education faculty, classroom aides.
nurses and other health professionals, and government employees.
But he was most beloved by the union's teachers, many of whom credit him with
opening their eyes to a new role that unions could play in education--not as a group
concerned only with "bread-and-butter" issues of pay and benefits, but as
educational reformers.
He encouraged Helen Bernstein when she was president of the Los Angeles
teachers union to form a partnership with business and community leaders to improve
the quality of education in the Los Angeles Unified School District. The result was
LEARN, a citywide alliance that is attempting to give each school more authority to
make changes that will raise school performance.
"My whole birth to reform came from listening to AI Shanker speeches,"
Bernstein, who now heads a national organization of reform-minded teachers unions,
said in an interview last year.
Day Higuchi, the current president of United Teachers-Los Angeles, said Shanker
brought teachers "out of the dark ages" and "pushed the whole argument on reform"
to the point where even the president of the United States is calling for national
academic standards, an idea that still rubs many educators and other officials the
wrong way because of this country's historic commitment to local control over
schools.
"In the teacher union movement, AI was a colossus. Now that he's gone, it's up to
us to make sure the direction he set is not lost," Higuchi said.
Shanker was born in New York in 1928, the son of a newspaper deliveryman
and a garment worker who both were ardent unionists. Shanker entered school
speaking only Yiddish, and recounted in an interview with The Times last year how
he was beaten and taunted by schoolmates because he was Jewish.
He earned his bachelor's degree at the University of Illinois at Champaign-Urbana
and then entered Columbia University, where he worked on a doctorate in
philosophy. But he abandoned his studies when his money ran out. That is when he
turned to teaching.
His first teaching assignment was in 1952, as a substitute at Public School 170 in
East Harlem. It was, Shanker said, "a lousy job."
But it was there that he learned about the powerlessness of teachers. One of his
favorite stories was about an autocratic assistant principal there who barged into his
classroom one day, stretched his arm straight out and pointed accusingly at some
balls of p~per o.~ the n~vice .teacher's floor. "That, Mr. Shanker, is very
unprofes~10nal, he sa1d--a !me ~hat Shanker, straight-faced, relished repeating before
large audiences of teachers and m small groups to friends.
About a year after that incident, Shanker and a few other teachers banded
together to form the Teacher's Guild, which later became the United Federation of
Teach~rs •. the New Yo:k City teachers union. He became a full-time organizer for
the gu1ld m 1959, and. m 1960 ?elped le~d. the ~ation's first teachers strike. He helped
New York teachers wm collective bargammg nghts and their first contract after a
second strike in 1962.
B~t Shanker did not gain national prominence until a few years later, when a
conflict erupted over the due process rights of teachers in a Brooklyn district called
Ocean Hill-Brownsville.
That dispute, whic~ pitted the largely white and Jewish teachers union against a
largely black commuruty school board, led to a series of three violent strikes that
divided the city along racial lines.
8
�Though their image as public servants was bloodied in those battles--which city
historians and other leaders still consider the most divisive episode in New Yorlc
history--the teachers emerged victorious, with a stronger contract and their jobs
intact. Shanker moved on to lead the New York state teachers union and, in 1974,
was elected the head of the national union.
To repair the tattered image of his union and himself, Shanker in 1970 made a.
novel and strategic decision: He would take his ideas on education directly to the
public through a column that would run as a paid advertisement in the New York
Times. Called "Where We Stand," it has run nearly every Sunday since.
In the column, Shanker took on the shibboleths of his profession, deriding reforms
such as "smileyface" report cards that place too much importance on preserving the
self-esteem of students.
His last campaign, called "Lessons for Life," urged school districts to adopt tough
codes of conduct. Shanker riled many school officials with his portrait of schools as
unruly places in need of drastic measures, such as separate schools for those who
chronically disrupt learning.
The column that appears in today's New York Times is quintessential Shanker.
It begins, "Love ya!" and describes a recent study that links "unfounded
self-esteem" to bad behavior, from schoolyard bullying to murder and rape.
"When self-esteem is an end in itself and generous praise is considered the way to
get kids there," Shanker wrote, "how likely are teachers to point out mistakes or
students to learn from them?"
Shanker is survived by his wife of 3 5 years, Edith; their children Michael, Jennie
and Adam; a son, Carol, by his first marriage; and three grandchildren.
9
�Washington Post
February 23, 1997
OBITUARY
"Doo't blame kids for seeing the .
world as· it is," he said. "Blame adults ;
for letting it haooen." .
;
As a mail wtiD hs COIIrted by public !
officials and piayed a significant role in '
labor and natiOOal politics, he preac:beQ'
the gospel of Parental involvement, "-·
better cJassroom discipline, of IIIOI1!
money for education and of more attention to the substantial fraction of
. American students who do not plan ~
go to college.
Describing himself as "deeply
dened,·by Mr. Shanker's death, Presi-~
dent Clinton said: •AI spent his life in~
pursuit of one of the noblest oF
.causes-the iinprovement of our~:
lie schools. He challenged teachers tO~
provide every child the very best edu- :
cation possible.•
l:
Mr. Shanker was born in New Yorkf
where his parents were committed tOJ
·the labor moVement. He headed the-"
debate team at his high school and w¥~
chairman of a socialist study group ar.>
the University of lllinois, where he en;~C
roDed in 1946. After abandoning gradT;
uate· school at Columbia University, 116~
took a job a5 a substitute school teacbl~
er in East'Harlem in 1952.
After moving to a junior high schoot
in Queens and finding the "almost a~'
solute power" of the principal "esjle<::
cially irksome," in the words of a state'\.·
ment the union issued last night, hl!.i
began argartizmg his colleagues.
!!
By·1959, .he. hail left teaching to organize fiill tilDe for what was to !Je.,,
come New York's United Federatm
of Teachers: The next year, the uniolr:
. struck for the first time, to demand,.
collective bargaining. Another strjke.l
two years later, won the union's f'irst'.
contract, and two years after that, be:
became the union's second president·,;
1n Mr. Shanker's early union daya.·
· in which he became known as the fa...
ther of the teachers unions and a force.
in the movement to organize other
white-collar workers, New York had a
state law barring public employee_
strikes. .
·
.
..
He went to jail in 1967 and also after the celebrated Ocean Hill-Browns..,
ville strike that put _the union into ~·
flict with newly emerging doctrines ot
community control of schools.
It was his aggressive leadership UJ.:
those days that brought a mention in <1
WOOdy Allen film, "Sleeper," in which a
character becomes .apprehensive that,
nuclear war is about to break out and.
reasons aloud that it must be because··
Mr. Shanker had obtained atomic:
weapons. He became head of the nor.:
tiona! teachers wrion, the AmeriC3!1·
Federation of Teachers; in 1974.
1n the words of Bob Chase, Jlll!Si.::
dent of the National Edueation Association, the nation's other major teach-.
ers ilnion, Mr. Shanker was •a:·
· visionarY' and "a true leader" wh~:
"was always one bold step' ahead of us.
all."
.
..
An early marriage ended in divorce.'
Mr. Shanker .is survived by his wife ~;
35 years, the .fomier Edith Gerber"'
four children and three grandchildren.. ~
sad--:
1984fi..E:PMJTO
•
ALBERT SHANKER
·Albert Shanker ·
Dies; Head of
·Teachers Union
By Martin Weil
WHhingloo l'l>ot Std Wril<r
Albert Shanker, 68, the onetime
schoolteacher who won renown as
both a militant teachers wrion leader
and a national spokesman for educational reform, died Feb. 22 in New
York.
.
Mr. Shanker •. the longtime head of ·
the 907,000-member American Federation of Teachers and a vice president of the AFL-CIO, died at Memori- ·
aJ Sloan-Kettering Cancer Center. He
had bladder cancer, a union spokeswoman said.
'
A firebrand son of Russian immigrants, Mr. Shanker helped revolu- ;
tionize both the nation's labor movement and its educational system in the
years after World War II through his
work in bringing New York's schoolteachers under the union umbrella.
In those stormy years, Mr. Shanker :
won a national reputation for his con- :
frontational style.
In recent years, the former mathematics instructor established a reputa- ·
tion as an educational philosopher, call- '
ing forcefully and frequently for ·
students to be held to strict standards
of achievement. He wanted higher :
standards for teachers as well.
In a long-running newspaper column, speeches and interviews, Mr.
·Shanker argued that students failed to
learn because the consequences of failure were· not made clear. Nor, he contended, were the incentives provided
for doing well.
..J,
-··
10
�Baltimore Sun
February 23, 1997
Albert Shanker, 68, led
Federation of Teachers
I
AUOClAftDPUU
'"
B
T
H
E
s
u
N
s
8
y
F
NEW YORK- Albert Sbanter,
the legendary teachers union lead-
er wbo championed public school
re!oi'IIl8, died or cancer yesterday
at Sloan-Kettertng Memorial Hospital He was 68.
Weakened by the cancer and
the treatments to llgbt It, Mr.
Shanker gave many or bls last
speeches Sitting down to conserve
his strength, but his powerful
words still brought many to their
teet.
·AI spent his ure In pursuit or
one or the noblest or causes, the
Improvement or our public
schools, • President Clinton said In
. a statement about Mr. Shanker's
death. "He challenged the nation's
teachers and schools to provide
our cblldren with the very best ed' ucatlon possible and made a cru: sade out of the need tor education! aJ standards. •
Mr. ·Shanker, who spilt his time
between union headquarters In
· Washington and his home In New
: York, bad been president of the
: 900,000-member American Feder! atlon or Teachers union, the nation's second largest, since 1974.
He also worked to end his union's
feud with the 2.2-mllUon-member
National Education Association.
Mr. Shanker - former presl' dent or New York City's I25,000member United Federation of
Teachers, the New York City
chapter or the American Federation or Teachers - bad argued
that public schools can be Improved by lrnpostng rigorous academic and conduct standards.
He endorsed the Idea or treeing
certain
Independent
public
~
R
u
A
R
y
ANOCIATIDP&III:IMt
Albert Shanker a'lJIU'd that
public •choo/3 can be improved bl/
impo!lng rigorous academic and
cOnduct &tandard& on &tudenb.
schools, known as charter schools,
trom many regulations so they
could become laboratories tor reform. The schools, created by
groups or parents, teachers or others, follow separate charters that
outline what students are expected to learn.
But Mr. Shanker stressed the
need to maintain high standlft'ds,
employ certltled teachers and
hold these nontraditional schools
accountable for student performance.
Sandra Feldman, Mr. Shanker's successor at the United Federation or Teachers, called him "a
teacher's teacher- brilliant, logical, caring and deeply committed
to both pubUc education and the
labor movement as a means or creating a better ute for au Americans.·
Born In New York City toRussian Immigrants, Mr. Shanker
graduated trom the University ot
Dllnols. He was contronted with
anti-Semitism as a treshman there
- an experience that tueled his
union fervor. He did graduate
work at Columbia UniverSity.
He taught mathematics In New
York's public schools before becoming a leader of the United Federation ofTeachers.
Mr. Shanker gained national
prominence during the I 960s
when he led New York's teachers
In a series or strikes that Increased
their rights and salaries.
He was United Federation or
Teachel'!l president l!'om I 964 until I986.
Mr. Shanker also had served as
a vice president or the AFL-CIO
since I973.
More obituarie• on nut page.
11
�New York Times
February 24, 1997
After Union Chie~sDeath, a Question
By FRANK BRUNI
The death of Albert Shanker, the
longtime president of the American
Federation of Teachers, silences one
of the brashest, most persuasive and
most respected voices in American
education, educational leaders said
yesterday.
They said that Mr. Shanker, who in
the 1960's transformed New York
City's United Federation of Teachers
into one of the nation's most powerful unions, more recently lent his
passion and perseverance to the crusade for educational reforms, most
notably higher, more uniform national standards for both students and
teachers. And while those move1
' ments have gathered enough steam
and support to survive wlthout Mr.
Shanker, the leaders said, they wlll
be hard pressed to find an advocate
with his inimitable amalgam of belligerence and eloquence. The leaders
would not speculate on who would
emerge as the leading candidate to
take over the helm at the federation.
"Someone will develop to take his
place in the American Federation of
Teachers, but on the national scene,
it will take a long time," said Charles
I. Schonhaut, an educational consult-
ant who was a deputy chancellor in
New York City Schools and a dean of
the Long Island University School of
Education. "There are a lot of good
people out there, but they don't yet
have his stature," Mr. Schonhaut
said. "I don't see anyone around who
can take his place."
·Mr. Shanker died on Saturday at
Memorial Sloan-Kettering Cancer
Center in Manhattan after a threeyear battle wlth bladder cancer. He
was 68 and lived in Mamaroneck,
N.Y., and Manhattan.
His duties as president of the
American Federation of Teachers,
which has about 900,000 members
nationwide, will be assumed for now
by the federation's secretary-treasurer, Edward J. · McElroy Jr., although Mr. McElroy will keep his old
title. In May, the executive council of
the federation wlll vote on a president to fill the remainder of Mr.
Shanker's two-year term, which expires in July 1998.
His possible successors include not
only Mr. McElroy but also Sandra
Feldman, president of the United
Federation of Teachers, which represents about 90,000 active employees in New York City public schools
of Succession
"AI's influence, In the country and
worldwlde, was just enormous," Ms.
Feldman said.
In the last months and even weeks
': of Mr. Shanker's life, echoes of his
concern for educational standards, a
notion he embraced yeafli before It
came Into vogue, could be heard 1n
·'. ... , .. , ........ ,::-·-"·. .;. public statements by New York City
:;;,,,o;~~~~;·~·;:,:;:;..:,.:,.,,:'l Schools Chancellor Rudy Crew and
. The difficulties of
finding. a·
replacement for
Albert Shan~er.
.·.
,.;,;;
~~est ~~~;~y~~~~~: :~:r!,ta.!; ;~~~e~~~::lt:~:
and is
the nattooalfederation.
Although federation officials decllned to speculate about who will
replace Mr. Shanker, several knowledgeable sources said Ms. Feldman
would have to be on the short list of
his most likely successors She Is a
vice president of the fede~tion and
she succeeded Mr. Shanker as presldent of the local union. Moreover.
New York Is the state most heavily
represented on the federation's 39member executive council.
It Willi unclear yesterday whether
Ms. Feldman, If elected to the presldency, would have to resign her post
with the local union. For many years
Mr. Shanker held both jobs. Although
he became president of the federation in 1974, he also remained at the
helm of the local union until 1986
when Ms. Feldman took his place. '
Ms. Feldman declined to talk
about such matters yesterday, saylng that she preferred to focus on the
legacy Mr. Shanker left Through his
work with the United Federation of
Teachers, she said, he helped create
for New York City's teachers professlana! training opportunities and
benefits that they had never had.
But he went beyond the nuts and
bolts or union leadership to make
both himself, and the unions he presided over, forces In articulating and
carrylng out educational philosophy.
-··
12
Education Secretary Richard w.
Riley · said yesterday that Mr.
Shanker was one of the influences on
the president's proposals. "Bill Cllnton has known and wo ked wlth hi
for
..
r
m
years, Mr. Riley said yesterday
In a ~lephone Interview. "The Presldent s main thrust was to raise
standards to national or lntemational levels, especially for basics like
reading or math. That has always
·been AI Shanker's thrust"
The American Federation of
Teachers Is the second-largest nationa! teachers union, behind the Nationa! Education Association, which
has 2.2 million members. One of Mr.
Shanker's goals was to negotiate a
merger between the two, thereby In·
creasing the inlluence of teachers.
Mr. McElroy said yesterday that
those talks were more promising
than ever and that he hoped Mr.
Shanker's absence would not affect
the outcome. He also said that the
federation had not yet decided
whether to continue publishing the
weekly paid advertisement 1n the
Week In Review section of Tile New
York Times In which Mr. Shanker
wrote columns about his views.
There will, however, be another
column that Mr. Shanker had written in this coming Sunday's newspaper, Mr. McElroy said.
�Statement from
E.D. Hirsch, Jr.
Core Knowledge Foundation
February 22, 1997
To
MQmhP.r~
nf the Core Knowledqe Comnunity
Liz ~1oPik~, Editor of *AmA~i~nn Educator*, called me to say that
Al Shanker, perhaps thQ single most important figure in American
education, (and a. valu~:~t1 'T'rnstee of the Core l<nowledge
Foundation) died today, Saturday, Feb. 22. The direction in
which·hc wac movin9 tha od1.1~11t.inniil COllll!lUnity and the nation must
and will go on -- but notot, altnost certa1nly, with less focus and
force thon bcfora.
any :ilinglc per.~pn could pQ s<d:c'l.::~n ~!! resp_on_sible. for the
astonishing shift -.·in public:. sentfme"nt tlat:icrecMttli':p'l·ompted the
Pl:esident of the Uni te<i statgs to call fo~ nat tonal educational
standards -- a proposal that would have been unthinkable a few
year~ back ·-- thBt poraon would bg Al Sh~nkAr.
No other person
in rscent years has contributed more to the advancement o!
education in the united Statg~.
If
We teachers, like the rcct of humankind, are~ c.rP.~t.lll"C'!!': of habit
and tradition. Only rarely does a leader risk the disfavor of
h.i.~ own follower:5 to bring them to a ngw undars:tandiniJ nf nAw
realities. Al Shanker had the acumen to understand and the
cour<HJI;I Lu dC:knowledge tho:5e hor3h new rcalitia;; yoars be!orCI any
other high ranking person in American educat1on. He made us
realize that pu~llc support for public eduootion could no longgr
be taken for granted; that public schools would need to set rr.uch
nigher standards u.C a~.;lli'"vement fo1: allt o.nd thot ctudonts and
teachers would need to face serious consequ~nces for not
attaining them -- a stern me~~dY~ t~~t went ~gainot the dominont
sentiments of students, parents, and teachers alike.
Among the educational leaders I hav~ known, Al was the most
intellectually brilliant and l:ougl1minded. HI:! hall d talent for
clarity and trenchancy. But those gifts would have counted !or
little had they not been joined to t.ign patriotism, d lit!Ul:il;l or
responsibility, unflinching honesty, imagination, and courage.
His brains alone would have made him a distinguished CEO or ~ uly
organization that represented hundreds of thousands of teachers.
His courage, honesty, and imagination made nim prophetic. I ! we
are lucky, he will be seen as having been o pivotal figure in
American educational renevtal.
13
�THE WHITE HOUSE
Office of tbe Press Secretary
For Immedi11te Release
February 22, 1997
STATEMENT BY THE PRESIDENT
Hillary and I were deeply saddened roday to learn of the passing of Albert Shanker.
AI spent his life in pursuit of one of the noblest of causes: the improvement of our
public schools. Since 1964, he led educational organizations -- first 8!1 the President of the
United Federation of Teachers in New York and for twenty-two years as the President of
the American Federation of Teachers. He challenged the country's teachers and schonb tn
provide our children with the very best education possible, and made a crusade out of the need
for educational standards. He believed, as I do, that children should notgo through school
without learning the basics of reading, writing and arithmetic.
Our thoughts and pra.)·ers ure with bis wife, Eadie, and his family tonight.
14
�NEWS
UNITED STAT~
DEPARTMENT OF EDUCATION
Contact: Rick Miller (202) 401-3026
Statement by Richard W. Riley
U.S. Secretary of Education
on the death of AI Shanker
2/'1.J"7
. :::.;;:-· ../..;:r:·i·);;,:.;·..... _
· ....:::-.:::·~-: ·:·
::>·.:=- ,.~-"
. .. ..·~_:·.~.-~~-;~~:-
.
I worked withAl Shanker for many~J.ilfs!:~it;-ays,~~d:iilffi in ihei\Jine:~:~aiA rl1ave lost a
friend and the American peopie have·losd weafthan;pionof education.· Afsllwer was a
champion not only of America's teachers, but of America's students. He was a pioneer in seeking
to raise standards in our classrooms.
0
15
�News Release
U.S. Department of Labor
Office of Public Affairs
Washington, D.C.
OFFICE OF .PUBLIC AFFAIRS
USDL: 97-62
CONTACT: Anne Bushman
OFF1CE:
FOR. REJ..EAS.E: Im:ncdiate
(20.2) 219-8211
Monday, FebN4!y 24, 1997
STATEMENT OF CYNTffiA A. METZLER, ACTING SJ<;cREI'ARY OF LABOR
Cynthia A. Met.zlcr, Acting Secretary of Labor, inued the following statement upon the
death offormer teacher and union activist, Albert Shanker.
"Albert Shanker was a L~acher's teacher .md a man who brought int~grity, passion and
respect to the union movement. .'\.3 n das~room math teacher, a leader in the teaching ranks and
as the head of the .'\mt:'rican Feduar.ion of Teacher~, Shanker ~aught to improve the educational
opportunities of..o\merica's children ...
"All of us who believe in Lhe power and p1.0rpose tor the labor movement in this country
moum his death •vhlle we applaud all he has ac~,;umplished."
II # #
release~ ara &c~essible
!nternet at: nttp:J/www.dol.gov
u.s. Labor Dapartmsnt naws
on the
The information in thi~ news release will be made avallable to
sensory impaired individuals upon requ"'st.
-roo Message Referral
Phone:
1-800-326-257i, V•::Jice phon~':: (202) 219-7316.
16
�National Education Association
1201.16th Street NW
Washington, DC 20036
For hnmediate Release
February 22, 1997
For Further Information:
l«lthleen Lyolllj (202) 822· 7213
or-(410)287-3136 (home)
(800) 448-946.9 (pager)
Statement from Bob Chase,
President of the National Education Association,
on the Death of
Albert Shanker,
President of the American Federation of Teachers
Americ1111 public education has today lose one of its most eloquent and effective advocates.
Albert Shanker was more thas1just a labor leader; he was a tireloss, outspoken champion
of children and public schools
The member!; ofthe National Education Association mourn the loss of a visionary. A true
leader, Albert Shanker was always one bold step llhead of us all. In the 1960's, he helped
take teachers into the brave new world of collective bargaining. In the 1990's, he urged
America's teachers to turn their attention toward improving the quality of teaching and
insisting on high standards for studenb and teachers. American public education will miss
his articulate, courageou11 voice
We extend our hell!l-felt condolences to Mr. Shanker's family and to our friends at the
American Federation ofTeachers.
17
�from the
Louisiana Federation of Teachers
7 41? Jefferson Highway • Baton Rouge, Louisiana i0606
1~04) 92~1037
• '-A WATS
1-SOQ-634-~89
• FAX 1504) 9~1461 • E-mail LFTLesLC!l.O.OL.COM
FOR 1~1:\IEDLHE RELEASE
CONTACT: Les Landon, Director of Public Relations
Educators mourn Shanker's death
(Baton Rouge- February 24, 1997) The death of American Fed~ration l·,fTe:~cht!rs Presid~nt AI Shanker on
Saturday is a loss that will be felt in every classroom in th<:: Cnited States. Louisiana Fedt!ration of Teachers
President Fred Skelton said today.
·'From his lifelong fight tor fair treatm~nt of educators, to his belit:fthat higher standards in ~ducation art! not
just achie,·abk but es~o::ntial, Al Shanker showed us that on.: mnn with ~ passional..: commitment tu public
t!r.iuc:l.li,m can mak.: a differenc.:;· Skelton said.
·'Every teach~r or school employee who enjoys the benefits of a collectiv<l bargaining agreement can trace
that privikgo:: din::ctly to AI Shank'"r." Skelton said. ''1\'ot only was he deeply involved in the actions which led to
the first teacher contract in 1\'ew York City. his vision and support helped spread that idea to ev<::ry school district
m tht! country. In places that ha\'t! not yet achieved collt!cli,·e bargaining, he brought hop<J that the prize can yet
he won."
Shanker·s idealism went tar bt!yond gaining bas1c rights f:>r t:ducators, Skelton noted. \\ben studies showed
that A.merican students Wt!re lagging behind th..:ir countt:rparts in other countries. Shanker eschewed the knce-j.::rk
prottlctioni~m of s•Jme elemenrs t'fthe education community.
·'President Shanker called on us to admit ''ur flaws. and to corr.::ct them." Skdton said. "A::ross the nation.
there is now a mo\'ement for higher standards of discipline and academic achievement. His credibility as an
educatinn leader .:nabled teachers and school ..:mplo~·et!s to .:mbrace the movement fbr educatir.n reform in our
011n ranks. He made us panicipants instead of pawns in the rdorm arena.''
·'Even as his health declined, President Shanker CL•ntinu-,d his struggle to build a better, more profi:ssiunal
approach to public education m the l'nited Stat.:s, ,. Skeltnn said. "The only fitting tribute is for us to continue his
fight to collectiv.: bargaining lhr rail tea..:h.:r~ and school t!mpkyees, and for the high standards of educationol
t!Xco::llence to whicb he deJh:ated his life ...
-30-
,.·
18
�ID:
16:12 No.OOS P.02
RPR 04'97
him and leh him hanging,
.
shool1
briefly, "from a tree). His intolerance
alliance that would prove crucial in
The following year, Shanker
hav(' t
for discrimination was thus bred early th~ ba.ttle.s..Qf Ul~n~_~y~ral y~~~~
became president of the UFT, and
hewal
on; it fostered his uncompromising
../" Shanker came to greatly aarnire
Rustin became director of the newly
Green
(:ommitment to ~quality, equal
Rustin as a "special hero'' and, in 1993, established A. Philip Randolph ImtiLehm;
opportunity and civil and human
spoke of him in terms many would
tute (APRI). The UJ.T was the first
office.
rights.
say characterized Shanker himself:
union to support the Institute, which
myselJ
Shanker was a charter member of
"The great thing about Rustin was was founded to foster the "Negro-labor [presi(
the Congress of Racial Equality
hat he didn't put up his flnger to
alliance." Shanker served as APRJ trea- cil]. I c
(CORE), joining in the late 1940s
see which way the wind was blowsurer, and the UFf provided office
being i
when he was an undergraduate at the ing. He had the guts to say what he
An(
space for the next 15 years. The APRI
University of Illinois, Urbana~Cham
felt was right, no matter how unEducation Fund would soon after set
appre1
paign. As a CORE member and head
popular it was.;'
up the innovative Recruitment and
Herm;
of the Socialist Study Club, he led
---·-·~--picket lines against segregated ~he
aters and restaurants in Urbana.
In New York a decade later,
Shanker's involvement with building
the teachers union dovetailed with
the growing momentum ofthe civil
rights movement. "Shanker had his
feet planted firmly in both worlds,''
says U.S. Congresswoman Eleanor
Holmes Norton (D-D.C.), who met
Shanker at that time. Eac:h movement
needed the other: Civil rights leaders
sought Shanker's common-sense
counsel on strategies to integrate the
schools and Shanker sought their support during tough battles over collective bargaining.
Norman Hill, president of the A.
Philip Randolph lnstitute, remembers
meeting Shanker in those early years
when Hill was on the staff of CORE
and wa.." working with others to integrate schools. "He tried to point out
feasible ways to integrate, given the
nature and context of New Vail City
~insultS. at
schools. He wa..li d~arly speaking as
sorneone sympathetic to the cause,
not as a union leader. ']fl were in your
shot>.s,' he would say, 'this is what I
would do."' People listened, he says,
because Shanker knew what he wa.c;
talking abo~t.
ln l 963, as treasurer of the United
Federation ofTeachers, Shanker saw to
it that the union ('ndonied the March
on Washington for Jobs and J=reedom
and sent buses and people down to
participate. This event planted the
roots of a friendship between Shanker
and the Jl1arch's or. ·
. Philip
Randolph an Bayard Rustin,'
12
�rn:
APR 04'97
16:11 No.OOS P.01
I
i
SPEAKERS FOR THE AL SHANKER MEMORIAL
Edward]. McElroy, Presiding
Sandra Feldman
The Honorable Richard Riley
Lane Kirkland
The Honorable Eleanor Holmes Norton
Robert Chase
Thomas Reece
Stefan Nedzynski
• Musical Interlude •
Jay Mazur
Anthony Alvarado
Stephen Joel T raduenberg
lorretta Johnson
Fred Van Leeuwen
The Honorable Daniel Patrick Moynihan
Rebecca Palacios
The Vice President of The United States C::z- ~ u tt.
The President of lh~ United States
c..~
~-
�oRAfl
PRESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
Mrs. Shanker; Jenny, Adam; Carl Sabath; and Michael; other family members, and
distinguished guests ...
On behalf of the First Lady and all Americans, I want to thank you for your courage and
say that we share both your sorrow and your loss.
AI Shanker was one of those rare individuals who recognized no limits and drew no
boundaries in the fight for human rights. He went from union leader to national leader to world
leader. Whether leading the UFT fight for teachers in New York, or challenging the status quo as
head of the AFT in Washington, or standing with other giants of freedom like Martin Luther
King, and Bayar.d Rustin, and Nelson Mandela, AI Shanker w~s always on the frontlines of the
struggle for justice.
\ vJ ~ _
Gfc4
But, first, last and always, AI Shanker was a teacher -- one of the most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: improving
public schools so that our young people could get the best education possible. In my State of the
Union Address this February, I declared a national crusade for high standards in education, which
had been A1' s rallying cry for so many years. After my speech, I called to let him know that his
crusade had become America's crusade.
A1 used to say, "When I taught, whenever I gave an examination, the whole class shouted
out, "Does it count?" I wanted to tell A1 that his long years of work had counted -- counted for
so very much. I am glad I was able to do that just 18 days before he passed away. I hope it
helped put his mind and soul at ease.
A1' s ideas jolted the mind of a nation. He turned common sense into public policy and he
refused to be fooled by fads or silver-bullet solutions. He said that one day his students came to
him and said, "Mr. Shanker, you're so meanl" And he said, "What's the problem?'~ And they
said, "You make us work too hard. Our friends in the other classes don't have to work as hard.
Their teachers aren't as tough on them."
I think that's when AI may have first discovered that the quality of education you get in ·
America can depend on the classroom you happen to be in. Ifyou're in a classroom where the
teacher has high expectations and sets high standards for all students, you' II see a lot of learning
going on. But, ifyou're in a classroom where kids are not expected or challenged to learn, you're
goirig to see kids who are on the road to failure. AI understood early on that we need clear, high
standards for every student and every teacher in America.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
�challenging national reading test for 4th graders, ·and a rigorous national math test for 8th graders
And we wanf to help 100,000 teachers to become board certified master teachers. When these
changes are realized, we will have much of AI Shanker's plan for education in place. And I truly
believe it will n:take our schools better. I suppose God had good reasons for not letting AI join us
in that promised land. But let us never forget that he was the one who led us out of the desert.
But AI was also fearless. That meant he could be unpredictable and drive us a little crazy
from time to time. He once said something about Bayard Rustin that many would say applies
equally to Shanker himself He said, "The great thing about Rustin was that he didn't put up his
finger to see which way the wind was blowing, He had the guts to say what he felt was right, no
matter how unpopular it was,'' AI could say something one day that would delight the liberals and
infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, asl do, that every child can learn".that no child should go through school without
learning the basics. And he challenged teachers to accept their full share of responsibility for the
success or failure of our students.
In the last years of his life, AI Shanker worked hard to bring the people ofthe world
together. And he wanted teachers to lead the way. As the son ofRussian immigrants, he had a
·
deep interest in the work ofthe United States Information Agency which has been sending
American teachers abroad and bringing foreign teachers to America to support the development
of democracy, especially in Central and Eastern Europe and the newly independent states of the
former Soviet Union. I am pleased to announce today that teachers who participate in these
international programs in civic education will be designated "Shanker Fellows." And that will be
another wonderful part of Al's great legacy.
AI Shanker lived life to the fullest. He loved music and art and breadmaking and nature.
And he loved his family. He lived the words ofHerman Melville, who once said, "We cannot live
only for ourselves. A thousand fibers connect us with our fellow men; and among those fibers, as
sympathetic threads, our actions run as causes, and they come back to us as effects."
AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority of the American people. AI Shanker helped make it so. His life-- so full ofturmoil
and controversy and struggle-- ended in vindication and victory.
It counted, AI.
Thank you and God bless you all.
�04/07/97
001
13:53
United States lnfortnaHon Agency
Office of tl-u;~ Director
Suite 800.
301 4d, Si:r.ee1:, S.W.
Wnsl1ingto~.l-,
D.C. 20547
Telephone: (202) 619-4742
-
·Fax: (202) 619~6705
'
TO:
. ' -·- .. -. ,.., ·"
----·----·--
~.,'
~~~
.. ,
..... '·--
I<RIS BALDERSTON
Fl~OM:
JOYCE !<RAVITZ
DATE:
4/7/97
Numl)cr of Pagcs• _ _"""'":'"""_(_l_3_)- - - - - (including fa:x b-anslnittal cover)
Message: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~___.;~-
-----------------------~·-
...........--·-----···
·--~-
�oRAfl
PRESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
Mrs. Shanker; Jenny, Adam; Carl Sabath; and Michael; other family members, and
distinguished guests ...
On behalf of the First Lady and all Americans, I want to thank you for your courage and
say that we share both your sorrow and your loss.
A1 Shanker was one ofthose rare individuals who recognized no limits and drew no
boundaries in the fight for human rights. He went from union leader to national leader to world
leader. Whether leading the UFT fight for teachers in New York, or challenging the status quo as
head of the AFT in Washington, or standing with other giants of freedom like Martin Luther
King, and Bayard Rustin, and Nelson Mandela, A1 Shanker was always on the frontlines of the
·
struggle for justice.
But, first, last and always, AI Shanker was a teacher-- one ofthe most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: improving
public schools so that our young people could get the best education possible. In my State ofthe
Union Address this February, I declared a national crusade for high standards in education, which
had been A1' s rallying cry for so many years. After my speech, I called to let him know that his
crusade had become America's crusade.
A1 used to say, "When I taught, whenever I gave an examination, the whole class shouted
out, "Does it count?" I wanted to tell A1 that his long years of work had counted -- counted for
so very much. I am glad I was able to do that just 18 days before he passed away. I hope it
helped put his mind and soul at ease.
Al' s ideas jolted the mind of a nation. He turned common sense into public policy and he
refused to be fooled by fads or silver-bullet solutions. He said that one day his students came to
him and said, "Mr. Shanker, you're so mean!" And he said, "What's the problem?" And they
said, "You make us work too hard. Our friends in the other classes don't have to work as hard.
Their teachers aren't as tough on them."
I think that's when AI may have first discovered that the quality of education you get in
America can depend on the classroom you happen to be in. If you're in a classroom where the
teacher has high expectations and sets high standards for all students, you 'II see a lot of learning
going on. But, ifyou're in a classroom where kids are not expected or challenged to learn, you're
going to see kids who are on the road to failure. AI understood early on that we need clear, high
standards for every student and every teacher in America.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
�challenging national reading test for 4th graders, and a rigorous national math test for 8th graders
And we want to help 100,000 teachers to becorne board certified master teachers. When these
changes are realized, we will have much of AI Shanker's plan for education in place. And I truly
believe it will make our schools better. I suppose God had good reasons for not letting Al join us
in that promised land. But let us never forget that he was the one who led us out of the desert.
But AI was also fearless. That meant he could be unpredictable and drive us a little crazy
from time to time. He once said something about Bayard Rustin that many would say applies
equally to Shanker himself He said, "The great thing about Rustin was that he didn't put up his
finger to see which way the wind was blowing. He had the guts to say what he felt was right, no
matter how unpopular it was." AI could say something one day that would delight the liberals and
infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was Al. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, asl do, that every child can learn ... that no child should go through school without
learning the basics. And he challenged teachers to accept their full share of responsibility for the
success or failure of our students.
In the last years of his life, AI Shanker worked hard to bring the people ofthe world
together. And he wanted teachers to lead the way. As the son ofRussian immigrants, he had a
deep interest in the work of the United States Information Agency which has been sending
American teachers abroad and bringing foreign teachers to America to support the development
of democracy, especially in Central and Eastern Europe and the newly independent states of the
former Soviet Union. I am pleased to announce today that teachers who participate in these
international programs in civic education will be designated "Shanker Fellows." And that will be
another wonderful part of At's great legacy.
AI Shanker lived life to the fullest. He loved music and art and breadmaking and nature.
And he loved his family. He lived the words ofHerman Melville, who once said, "We cannot live
only for ourselves. A thousand fibers connect us with our fellow men; and among those fibers, as
sympathetic threads, our actions run as causes, and they come back to us as effects."
AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority of the American people. AI Shanker helped make it so. His life-- so full ofturmoil
and controversy and struggle-- ended in vindication and victory.
It counted, AI.
Thank you and God bless you all.
,.
�HERMAN MEL VILLE
WE CANNOT LIVE ONLY FOR OURSELVES. A THOUSAND FIBERS CONNECT US
WITH OUR FELLOW MEN; AND AMONG 7HOS'E FIBERS, AS SYMPATHETIC THREADS,
OURACTIONSRUNASCAUS'ES, AND THEYCOMEBACK TO USASEFFECTS.
�STOTT_D@ A1
02/24/97 11 :54:00 AM
Record Type:
To:
Record
See the distribution list at the bottom of this message
cc:
Subject: 2-22-97 STATEMENT RE: SHANKER
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
February 22, 1997
STATEMENT BY THE PRESIDENT
Hillary and I were deeply saddened today to learn of the
passing of Albert Shanker.
AI spent his life in pursuit of one of the noblest of
causes: the improvement of our public schools. Since 1964, he
led educational organizations -- first as the President of the
United Federation of Teachers in New York and for twenty-two
years as the President of the American Federation of Teachers.
He challenged the country?s teachers and schools to provide our
children with the very best education possible, and made a
crusade out of the need for educational standards. He believed,
as I do, that children should notgo through school without
learning the basics of reading, writing and arithmetic.
Our thoughts and prayers are with his wife, Eadie, and his
family tonight.
-30~30-30-
�APR. 7. 1997 8:45AM
OFFICE OF SECRETARY
NO. 0148
P. 5/5
4
[OPTIONAL (If USIA plan for Shanker Fellowships is approved.}
In the last years of his life~ he sought to bring the people of the world together. He
had a deep interest in the work of the United States Infonnation Agency, which
has been sending American teachers and others abroad to support the development
of democracy in other nations. I am pleased to announce today that teachers who
participate in these international programs in civic education will be designated
"Shanker Fellows." And that will be another wonderful part of Al's legacy.
AI Shanker died on February 22~ George Washington's birthday. President Washington
gave a speech in Philadelphia in 1787 in which he said, "Let us raise a standard to which
the wise and honest may repair.''
In our ovm times, AI Shanker raised that standard, and called the rest of us to repair to it.
He lifted up our children, our schools, our workers, our nation, and our world. He was
our master teacher.
Today, education is the number one priority of the American people, AI Shanker helped
make it so. His life -- so full of tunnoil and controversy and struggle - ended in
vindication and victory.
It counted, AI.
Thank you all very much, and God blesss you.
####
�APR. 7. 1997 8:44AM
NO.Ol48
OFFICE OF SECRETARY
P. 4/5
3
where the teacher has high expectations for all students and high standards, you'll see a
lot of learning going on. But if you're in a classroom where kids aren't expected to learn,
you're going to see kids who are on the road to failw-e.
AI recognized early on that we need clear, high standards for all students. Reading is
reading, and math is math, no matter where you are - in Manhattan, or Manhattan,
Kansas, or Manhattan Beach, California.
So we have learned that lesson, and now we're doing something about it. I have
proposed a challenging national reading test for 4th graders, and a rigorous national math
test for 8th graders. These can help to create a new era of excellence in our public
schools. I have also called for the creation of 3,000 charter schools using federal
resources. And there is money in my budget to help 100,000 teachers to become board·
certified master teachers -- one for every· school in America.
will
And when all of these changes are realized, we
have much of AI Shanker, s plan for
education in place. And I truly believe that it will take our schools to a much higher
level. I suppose God had good reasons for not letting AI join us in that promised land.
But let us never forget that he was the one who led us in the desex:r.
AI twned conunon sense into public policy, and thafs quite a trick. He was a man of
intellectual rigor who couldn't be fooled by fads or silver-bullet solutions.
But AI was also fearless, and that meant he could be unpredictable and drive us a little
crazy from time to time. He said in an interview last year, "I'm proudest of the fact that
I've confounded people by being honest." AI could say something one day that would
delight the liberals and infuriate the conservatives. Then the next day he would make the
liberals mad and the consetvatives happy.
AI wasn't right wing or left wing or anything. AI was AI. He found his own way to the
truth.
He cared for evecy single student, and respected their individuality. He had disdain for
those who wanted turn schools into "Velveeta High," where every student is processed
exactly the same way, like slices of cheese.
·
to
AI could work miracles, too. Last year, when he was promoting his "Lessons for Life"
campaign, he urged national leaders and citizens to show their support. Two of the
people who signed up were AI Gore and Rosie 0 'Donnell. A1 Shanker really knew how
to bring different kinds of people together.
�APR. 7. 1997 8:44AM
OFFICE OF SECRETARY
NO. 0148
P. 3/5
2
AI used to sayt "When I taught, whenever I gave an examination, the whole class shouted
out, 'Does it colUlt?'" I wanted to tell AI that his long years of work had coWlted -counted for so very much.
rm glad I was able to do that for AI just 18 days before he passed away.
I hope it helped
to put his mind and soul at ease. AI was my friend, and you want to do· those things for a
friend.
I think that each one of us can probably remember a teacher who made all the difference
in our lives -- one special teacher who pointed us in the right direction. If an entire nation
could have such a teacher, it would be AI Shanker.
Al's ideas put America on the right path. He was a great visionary and full of passion
about his ideas. And his ideas had power because they rang with truth and because they
had the full weight of AI' s personal integrity behind them.
He called for challenging national standards and tests. He was the pioneer behind charter
schools. His insistence on high standards of excellence for teachers led to the creation of
the National Board of Professional Teaching Standards. Now all of these are at the top of
the nation's agenda.
And he bad the courage to accept the findings of '!A Nation at Risk" and see it for what it
was-- not an exercise in union-bashing or teacher-bashing, but a thoughtful blueprint for
· genuine change and improvement. Al's courageous stand on "A Nation at Risk" helped
launch an era of needed reform.
My good friend Dick Riley likes to talk about that Dilbert cartoon character. Dick saw a
man at the National Zoo wearing a Dilbert T-shirt that said, "Change is good. You go
first" WelL AI did have the guts to go first.
I think that A1 may have begun to think about the need for national standards way back in
the early 1950s, when he was a math teacher in New York. He told a story about those
days when he testified before Congress a couple of years ago.
He said that one day his students came to him and saicL "Mr. Shanker, you're so mean!"
And he said, "what's the problem?~' And they sai~ "you make us work too hard. Our
friends in the other classes don't have to work as hard. Their teachers aren't as tough on
them."
I think that's when AI may have first discovered that the quality of education you get in
America can depend on the classroom you happen to be in. Ifyou~re in a classroom
�2:0 'd ltUOl
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Basic text announcing the Shanker Fellows program.
~Y Dan Fried, NSC,
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Under Al Shanker's leadership, the AFT helped found the CIVITAS consortium of civic
educators. This group, comprised of teachers, school administrators and civic activists from
America and fifty other nations are committed to the growth of civic education and civil society.
Today, through a program funded by the Department of Education and co-managed the United
States Information Agency, CIVITAS maintains active partnerships with institutes and
individuals in Poland, Hungary, the Czech Republic, Latvia and Russia. The new democracies of
Central and Eastern Europe and increasingly Russia have made enormous strides in building the
foundations of democratic, free-market societies and are well on their way to full participation in
the democratic family of nations.
The designation "Shanker Fellow" recognizes civic educators and democratic activists in Central
and Eastern Europe and the S involved in exchanges with the U.S. who have developed strong
civic education and civil s iety activities in their own countries. It also highlights their
contributions to the deve pment of civil societies through civic education projects elsewhere in
Europe, especially ins port of the fledgling civic education program in Bosnia-Herlegovina.
e democratic institutes and foundations they have created are a growing
network of supp , cooperation and inspiration for people everywhere who seek to build
societies that e courage the fullest participation oftheir citizens in the political and economic life
of their cou
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1-10
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Congressional Ualson Officer (FRA, RSPA) Wllliam Nonon rm 10406 ..••..•.........••.•366
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Congressional Uaison Officer (USCG, NHTSA. Drug Testi11g) Carole Zok rm 10406 •......... 366
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Congressional Uaison Specialist;
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Sue Flatow (FRA) rm 10406 ..................•••..••••..........•••..•.•..366
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Sandy Jones (USCG MAAAO) rm 10406 .............••.•••.•.......... , ••.••. 366
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Staff Assistant Unda Gilchrist rm 10405 ..•.....•••.........•....•••.•.........366
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Special Assistant Kara GerMardt rm 10414 ............................. , .. , • , .. 366
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Deputy Director of Public Affairs William H Schulz rm 10414 •• , , , , •••••........•••••••••.. 368
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Associate Oirector of Strategic Initiatives William F Combs rm 9419 •...............••....... 366
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Associate Director for Speec:hwriting and Research Uer'\e Zeldin rm 10413 ......•..••..•...... 366
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Secretary Barbara Baldwin rm 10413 ......................................366
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Editor
OOT Today (Vacant)
rm 9419 , ........ , ...................................366
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MEDIA RELATIONS AND SPECIAL PROJECTS DIVISION
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Associate Director Wendy Jo Burt nn 10413 ............•••.. , ••.•..........•.•••••••• 366
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Se~retary Marian L Faulk rm 10413 ........................................368
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Sectetary Sheila Pee rm 10413 ......••............••....... : . •••..•••. , •• 366
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OFFICE OF INSPECTOR GENERAL
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lnapectot General {VIIC8'") nn 9210 •........•.••....••..............•...•••..••..• 366
Pri11cipaJ Deputy lnspeetQr Ge11eral Joyce N Aeischman rm
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Staff Assistant Marlene Poe rm 9210 .........................................366
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Public Aflairs Specialist Karen Whitne)' rm 4207 •...............•.....••.•....•.....386
Public Affairs Assistant Lori 11'\t'ing rm 4207 ............ , ...••.• , , •••••••.•••••.••••. 366
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OFFICE OF PROGRAM REVIEW
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Director Freel J Hempel tm 421 0 ....• , ••...•. , , ..•••••...•••••••••••••••••••.•••• 366
Secretary Jean-Stock rm 4210 ..•• : . ..•.•.•••.•••••••••••••••••• : .••••... 366
Transportation Specialist Patrick S Mahon rm 4210 •.•.•.••••••••••.•..•••.•••••..••366
Transportation Specialist Clara H Conner rm 4210 .•••.•.•...•••••••.•••••••••••••••366
Engineering Specialist Edward A Terry Jr rm 421 0 .•.........•....•••• , .............366
FHWA Quality Coordinator Fred Jones, rm. 4210 ....•...........•...•................366
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INTELLIGENT TRANSPORTATION SYSTEMS JOINT PROGRAM OFFICE
HVH-1
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Director Christine M Johnson nn 3422 •.••.••••••••••••••••••••••••••••••••••••••• 366
Secretary Cheryl Ashton rm 3422 ....... , , .... , ...••••••.•••••... , , • , •••..366
DepLJ1Y Director Jeffrey Undley rm 3422 •.•••..••.••.••••••... , ••• , ..••••..••.•••.. , 366
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ASSOCIATE ADMINISTRATOR FOR POLICY
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Associate Administrator Gloria J Jeff rm 3317 ....................................... 366
Senior Staff Assistant VIrginia M Moyer rm ~17 ..............................366
Technical Coordinator Ronald L Hall rm 3ZSS ........ , ••. , ... , ..... , ...............366
Administrative Program Coordinator (Vacant) rm 3317 .••••. , •.••••..••••.••.•...••.. 366
Administrative Otfteer Kimberly Wilkins rm 3317 .••••••••••..•••••.••.••.•• , •.••••.• 366
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Program Suppon Stalf Assistarrt Decorah l Brent 1'1!'1 3317 .•.•..................365
Transportation Studies Division Sherri Y Alston Chief rm 3324
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Industry and Economic Analysis Te111m Cynthia A Elliot Team Leader rm 3324 •...••••.... 366
Systems Analysis Team James W ~arch Team Leader rm 3324 ..•..•..•...•.•..•.•.. 366
Highway Revenue and Pricing Team John Berg Team Leader rm 3324 .•.••••••••••• ~ •• 366
legislation and Strategic Planning DiviSion _Cynthia J Burbank Chief rm 3318 ..............366
High\llay Needs and Investment Tsams Harry B Caldwell Team leader rm 3318 .........366
Program Coordinatioi"J and Legislation Team Nancy Bennett Team Leadet' rm 331 S •...•..366
lnnovalive Financing Team lucinda Eagle Team Leader rm 3318 .....•••••.•.••...••.366
Strategic Planning Team Germaine Williams Team Leader rm 331 B ••..................366
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Secretary Brenda Ruffin rm 3306 •••.••..••••.....•••.••..................366
Highway Funding and Motor Fuels Division Thomas Howard Chief rm 3306 ..............•366
Highway Systems Performance Dlvislcln James Getzewic:t'l Chief rm 3306 ...............•366
Travel Monitoring Division Frank Jarema Chief rm 3306 .....•••••••.•................366
National Data Management and Dlmmlnalion Division Edward Kashuba Chief rm 3306 .....366
Rapo~ Distribution R&T Reports Center Ro.om A200 TFHRC •...••••.•......• , ...•.. .285
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GOVERNMENT AND INDUSTRY AFFAIRS, OFFICE OF
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Assistant Administrator A Bradley Mlll'ls rm 1022A ...•... , .••••.•.•.•••...••••.••.•• 267
Secretary Ruth B Diarra rlT' 1022 ..•.........................•......•.....Z67
Deputy Assistant AdminiStrator Robert E Wngley rm 10228 ................••.. : ........• 267
Secretary Helen M Fins rm 102Z
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Government and Industry Alfairs Quentin L Burgess Manager rm 1022C
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Congressional Liaison Officer (Vacant) rm 1022K .......•.....•.............•.....267
Administrative Officer Robert R Cripv rm 1022E
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Congressional Liaison Specialist Gwen. B Caudle rm 1 022H
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Co11gressiona1 L1aison Specialisr Snan K Langdon rm 1022G
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Program Analyst Lo11i Saunders rm ·1 022l
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FAA Congressional Reports Officer Barbara G Tauben rm 10221 ...••.....•.•.....••. 267
Congressional Liaison Specialist L Wlllene Minnick rm 1022D ..•••....• , ......•..... 267
Congressional Liaison Specialist Marvel A Gardner rm 1022J
Management Assistant Keisha Dyson-Williams rm 1022
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Deputy Assistanr Administrator Drucella Andersen rm 911 C ......•........... : . ..•....... 267
Secretary Heather Thieling· Townley rm 911
Administrative Officer Pat Tomasetti rtn 911 D
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Program Director for Field Operat1ons Anthony Willett Program Director rm 9118
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Assistant Administrator for Airports Suaan L Kurland rm 600E
Deputy Assistant Administrator Quentin S Taylor rm 600E
Chief of Staff, Tracy Paquin
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Secre(ary Rhonda 61air rm SOOE
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National Planning Division Robert YaiZock Manager rm 6150
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Airports Financial Assistance Division (Vacant) Manager rm 620A
Program Guidance Branch Ellis Ohnstad Manager rtn 620
Programming Branch Stan Lou Manager rm 620
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Passenger Facility Charge Branch (V.:icant) Manager rm 620
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Community and Environmental Needs Division Lynne S Pickard Manager rm 622
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AIRPORT SAFETY AND STANDARDS, OFFICE Of
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Director David. Bennen rrn SOOE •.•••••••...••••••.••••••••.•••• , ••.••••••••••••• 267
Secretary Karen Rosse
rm
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Deputy Director Raymond T Ul11 rrn 600E
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Technical Otlicer (lnt'l) Harold Smerana rm 821A
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Design and Operations Criteria Division James
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W Bushee Manager rm
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Engineering and Specifications Division John Rice Manager rm 61SC
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Airport Safety and Operations Divis10r'1 Robert E David Manager
6150
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103
...,
�04/07/97
14:04
013
Under AI Shanker's leadership, the AFT helped found the CIVITAS consortium of civic
educators. This group, comprised ofteachers, .school administrators and civic activists trom
'
America and fifty other nations are committed to the growth of civic education and civil society.
Today, through a progrmn funded by the Department of Education and co-managed the United
States lnfotmation Agency, CJVJTAS maintains aclive partnerships with institutes and
individuals in Poland, Hungary, the Czech Republic, Latvia and Russia. The new democracies of
Central and Bastem Europe and increasingly Russia have made enonnous strides in building the
foundations of democratic~ free-market societies ru1d are wen on lheir way to full participation in
the dernocratic family of nations.
The designation "Shanlcer Fellow" recognizes civic educators and democratic activists in Central
and Eastern Europe and the NIS involved in exchanges with the U.S. who have developed strong
. civic education and civil society activities in their own countries. lt also highlights their
conu·ibutiona to the development of civil societies through civic education projects elsewhere in
Europe, especially in GUpport ofthe fledgling civic education program in Bosnia-Herzegovina.
These Fellows and the dctnocratic institutes and foundations they have created are a growing
network of support, cooperation and inspiration for people everywhere who seek to build
societies that encourage the fullest patticipation of their citizens in the political and economic life
~
SI A. '})~ ~£J- fl-f~
'1
6-
u.~~---sJ~
�CIVITA0
&eerlng Committee* snd ~rvcrs
[\J
Q
Q
J.)ooglas Ramsay.
Ce1Ebraiion Canada
Canada
···Ahd!..ot~·Rag\OOA·Razek
Stia!egicR~ri;h ~e
M.a:Jaysla
Knys.2!ov Sta.·mwski"
['-
en
"
['Q
"
~
Q
Kenlolo
lmi~·- Of Tens· Auslin
Run:ifr, \'ald~
Univ. Of Sofia
Ste~~Ie.yooman
lm!g;aria .
Penn~
IJ..S. 1of01Tll21 tion Agmcy
1.5A.
~eibllMar.n
USA
Am. J>O!itka.l Scltna &..-.;n.
USA
Dc.YidDom
.!uwican Federation of Teadn:rs
Mabei MclJnrrey.Erowning
American Bar Associ at toll
The~!dBmk
USA
Gary Marx
American Assn. 01 School
Mmlmstra!:ion
The \\'ave of democracy lha! swept the world at the
beginning of this decade has stowed, and mrome
cases turned around. Religloos and etlmk ir.toleranee;
abuses of lltmun rignts; cynicism toward poli_lics and
govemmen1; cooupti<)o, crirne and violence; ignorance,
apathy and irresponSlbii1ty - ali represenl gt'0'4ing
ehallenges to hteOOm, tbe marielplare. democratic
gm<emment, and the rule of law.
Mexko-
'ltt»tef\lti Coosigli()~
Senegal
(Y)
ori
Ci\~las
IJSA
BOllb;lcar Tall
·Mil)iSiry of rw F.ducation
A1 its foooding meeting in Prague in 19%, participants
!rom S2 countries joined to state that
Co1mdl of Europe
PobmJ.
MilliStryof f..duutio.n
Itify
..
lhl:DY Soklllmc<'
Assn. ol Ci>'k fJlt!(a]!oo
Ru:ssb
li:k.5uzan
Mlnislry ol Govemmem
~ Staem~eanr
gtl~p EdiJCalion
CIVITAS is an intemational associrlliun of L'ldiViduals,
organinttiu[JS and gov11rnment agendes working to
·~~tlffi 3M~ie edocation ~r demonacy amllnd
the world.
UnitN khlgdom
Stgr'.d M. Steinifls"e~
p~
(Y)
Lf)
Citizenship Fo!lildalioo
Uhike &hofi•
Councllllf f.:l!roPe
fQU!ldatiotl tor Ed. fru Democracy
and Education for Democracy"
DonaL1 Rowe'
~
Ii
!
~
'i
I
tsA
~Rawch
New York University
l5A
USA
rtwk$ Quigley
Ctrnerfor Chic rdocation
USA
Dming ptJifitJns cf these ~ tfte ID'fTASSteedng Cotr.11lilm
a/sa will be pine4 by~ rl ~from the Russian
. ftdetatlon aad Bosnia and Herugov{rtrL
International 0teering
Com1!Utlee
v
0prlng Neeting
1\pril 6-9, 1997
THE
Warn: UOLIOE
CONfEQENCE
CENTER
W!~tUNGTON,
D.C.
..UI1his makes clear how central til€ k.w~·ledge, skills
and values ol ctfi.zefls are tn billldirig and sustaining
democratic societies .... Once again we see the
importance or education, which em~"ers ciUz.ens tc
participate competently and respoosiOly 1n their
societies.
CMTAS works tc improve the tapa-cities ofits mernbers
ihrough the exchange of ideas. techniques and
materials. tn the view of CMTAS and its supportus, ihe
mecbanisms cf democracy c.m fu~iion onl~ whe.1.
Ihey are iniused wlth a vigmous cu!ture of d~mocracy. and
education is the we!l-spr!ng of democratic culture.
1
t
i
I
ClVITAS spor.sors Ctvr,et (ltttp;Jiwww.dvnet.org), a site on
lbe World Wide Web that prO\-ides access to a \'i'kk range
ofre~earcb. materials and teadling aids lor civic educators.
In Jooe 1997, OVJTAS will open a Stttetaria! in Slrnsbot.rrg:.
France, home of lt1e Eutopean Parliament and the Councll
of Europe. CIVITAS enjoy.'\ surport and cooperation
from the CoUilCil of Europe, the United States InformaliQll
.~'Icy. UNESCO, and the lnteiameri.ca.'l Developmeol
Bani.
ClVITM:
AN 1N'fERNii.TlONAL CON&Ol:YfiUM
·fOR.
C!V1C EDUCATiON
�AGENDA
-
1'u£>Sday. Aprilll
Dupont ?taxa Hotel
1.500 New Hampsrnre Avmue, N.W
09:00- J7:30
®:00- 12:00
CMTAS Business Meeting
~~~
Lunch
American federation o! Teachers
555 New Jersey A~ernre, N.W.
Business Mwing
AdopliOil oi Conslitution
Bedioo oi Olfteen
OWiET Stra.sbourg Secretariat
Indian Treaty Room
!4:00
Welcu~
Joseph Oufjey
Oiredar, USIA
Address
Geo~ Soros, Chairman
Open Soctely Institute
"(apltalism and Democracy~
Truman Room, \\'hil:e HouSe Cooieret;:e
Center -l26Jadtsoo Place,N.W.
. tm)!} .
W30 • U>JO
~ornE: CiVitas Steering Dlmmittee
Wekomt: Ulrlke Scholl. Cooncil of Europe
~e S<lros, in~tM an4 philanthropist, ltas bem 11f llle
forefront fJf the dmloprunt of tht indepenimr
mediot ritit society 11nd the arltun! of demccr'acy ill the
postdJt1trJUUliM world.
15:3l.l
Educa.ti!Jrt~
17:00
Arm'al at World Bank. 1818 H&~ N.w.
!1:5{)
Welcome: lames Wollensohn
Presidenl, The World Bank
11:5S
. Depart OEOS
Greetir.g: fJza Delic (Bosnia&rzego~ina)
Perlonnance:
18:00
Anna Deav~ Smith
"Tv.il.ight. Lot Angeles 1992"(e:-=terpls)
HH5 .
Patrida ~o Rim
Vlaches!avlkio~
Business Metting: Mming 0-t.c f.Gocatioo
Higher oo tht lntemationai.Agerlda
!:arlbeiilz~
lliDYersity c!l'i\.!ebi!lgn
GenDmy
. Latria
Kaal:3l Mallmood EI-Mmoufi
old !he f!nitsl
18:45
smres.
Receptioo
Smaraada f.aaclie•
Cairoi~ly
Usa Pro-£uropa
Fmrt
lomanb
fzroukfJ farn
Termcio Gattia
Alh!iar Unl~ty
Center klr FA. in DeuDe.
Gu:a
~
Nict'lb$Gibier~a
~EtActim
Glao!Gillm
mStltllte for Ed. in Democ
ftmCe
WJ2
Pa\11 Graham
~·kit Dcmoci'aq
CMTAS Assodation
J.fria·
Nee'(~&
~ ot £dlicalion
~
"
"
...J
IS)
!mlitule ior ~
Soami ,\!:loddah Khasawaih
UAM:rsily of 1cidan
Jonbn
OincteJK:f;1
kge:D1iua
Shaul.faz
Min\s.!ry of tducatloo
lnd
Petr<J~P~~
Ttaehm G3zetie~
Rnssia
w
(J1
~
Jaroslav~·
Kebede Kejela
Mana l\.o$3 Mar 1m•
1-"
lilmgu)'
of Ed~
Czeclt JlqllibHc
.Alricall ini~Rli>-es lor a
Oe!:ooaatic Wcrid Order
E1fdopia
~
ll;lazs Hidvegbi'
~
.4nna JJeQciramWJ is aruzctvr, plrzywright, performanee
Arts at .Siairfanf Unkctrsity. ller pltforwinces qbout ro!e
in tlte Q)mm:Gily and cicil sodely are hailed as
asicna.ry works 41ld rontitlue ro move curdienas Jfurwg/i·
IS)
...J
Rirlchih Na!angerel•
Cu1ler lor Citizenship Eduo!iotl
a~ and tlte Anne O'Day Maples Pr¢mGr of the
Ueil:ersily ol K)h'
Ukmlme
Datlocla<:y Aih~ Cmler
... MorlfJii.a
Business Meeting Crric EducalfQ.:l ifl
Eastern Europe and the Nrs ·
llinislry ol Culture
G!mtan ta!lab.
. S!;u.lh
Address
Federico Mayor, Oiredor-General. t.JNf.SCO
"The Culiurell'f Peace: The Role of Cmc
PrrJfes$or fakrico Mayw .luls btm !Jireclor Generol Df
·lR"VESf.O ~ 1981. He bas woriti4 enugeliallfy iJ1
C()I1Wlitliitg f.fl'i£5ro to rapport the role cf edr~.mtioo m
·· · strengthenilrgdemocracy.
Croa1!a
Womesflghling for ~cy
Trar.sfe~ to Old Execu!ive Olfic.e Building
Nalnu Sa!ic
Monc;el Ben Abdtljelil
MinisW ol !r~ghel E'dual!o1l
Tmisla
Mexico
l3:30
18:00
&leering Committee* tmd Ob§0rvers
!nan B. McKay
. !sl.luneno '\'ele\isioo Co.
l'alltma·
Jl.enrikS~ NU:Jsen•
~11imy oi &tutaUnn
~··
Iohli Pennyt
Europeanr~
PmR£
Belgium
Mum.yPI111l
l!niwnity of Sydney
A.wtraBa
IS)
IS)
w
'
�04/07/97
004
13:55
CIVITAS:
AN INTERNATIONAL CIVIC EDUCATION
EXCHANGE PROGRAM
-~------------------~·----·----------------~-----
To Strengthen Civic Education And Civic Culture
Civitas: An International Civic
Educ~ttion. Exchange Pt'ogram is a
coopemtive project of a consortium
of leading organizations in civic
education in the United States and
other participating nations. The
program 1 administered by the
Center for Civic Educ(:ltion, is
supported by the United States
Department of Education and is
being conducted with the
cooperation of the United States
Information Agency and its affiliated
· offices in participating natiotls in
Eastern Europe and the former
Soviet Union (EEN/NIS).
The program enables civic educators
from the United States 11nd the
EEN/NIS to learn from and assist
each other in improving education
for democracy. The impt·overncnt of
democratic education is essenti<tl to
the development of a healthy civic
culture and sustenance of vigorous
democratic htstitutions.
The Civitas exchange program is an
initial activit-y of Civitas, an
informal ii:ltenlntional network of
individuals and organizations being
(onned to strengthen civic education
and constitutional democtacy
thrvul)hout the w-orld. The
form.ation of the Civit.as ueL work
was initiated in june 1995 at the
Civitas@J>rague conference
sponsored by the United States
Information Agency. Ar tln~ d~>~C of
that confm·ence p~t"ticipants
representing o\'er 50 nations signed a
declaration pledging tv "creatt~ and
maintain a worldwide network that
will make civic education a higher·
• • on t h e 1nternat1ona
'
• 1 agcn d a. II
pnonty
Supported by the UJlit~;:d St:\tes Department: of Eduentioll and the United St:ates Infol'mation Agency
�005
CIVITAS: An International Civic Educat-ion Exchange Program
1995-1996
To strengthen democracy in. newly
con!'tituted or reconstituted
democracies, as well as in older,
established deniocracies, a
consortimn of leading organir.atiuns
in civic education is condut.:ting an
international educatim"ll'll exchange
program. The pritnary purposes of
this program are to:
+ acquain~ educators from
EEN/NIS with exemplotry
curricular and teacher training
programs in civic education
developed in the United States.
• assist educators from EEN/NlS in
adapting and implementing
effective civic education programs
in their own countries. ·
+ create instructional materials for
students in the United States
wh~ch will help them better
understand emerging,
constitutional dcmocra<~ies.
+facilitate the exchange of ideas and
experience in civic education
among political, educational, and
private sector leaders of
participating EEN/NIS, the
United States, and other
established democracies.
+ encourage research to determine
the effects of civic education on
the development· of the
knowledge 1 skills 1 and traits of
public and private c,haracter
essential for the preserv:ttion and
improvement of constitutional
democracy.
Thc:se purposes wtll be accomplished
dlrough
+seminars for civic educators on
the basic values and principles of
constitutional democracy and its
institutions
+visits: by civic educators
schovl
systems, instituti()ns of higher
learning, and no11profit
organiz.ations which have
exemplary programs in civic:s and
guvenullcnt educatiot'l
to
+translations of basic documents of
constitutional government, and
significant works on political
theory, con~t:itution:tllaw, and
government
+ adaptations and development of
cxernplary curricular l'llid teadH'I'
education programs
• joint research projects in the areas
of curricular development and
teacher educQtion
+evaluation to Jcterminc the effects
of civic education programs
The prims.ry participants in the
program are leaders in civic
education, including curriculum and
teacher training specialists 1 scholars
in relevant disciplines, and
t\ducation~l policymakers from the
United States and EEN/NIS.
The principal United States and
EEN/NIS panicipants fire ns follows.
+United .States. Principal civic
education organizations are the
• American Federation of Teachers
Educational Foundat;ion
• American Political Science
Association
• Center for Civic Education
• Mershon Center and College of
Education of The Ohio State
University
• Social Studies Development
Center of Indiana University
+Affiliated civic education
organizations at state and local
levels are the
• Council for Citi.zenship
Education at Russell Sage
Collt;se (New Y orl~;.)
• Florida Law-Related Education
Association
• Classroom Law Project at Lewis
;md Clark Law School (On~gon)
• Center fM Civic Educati.on
through Law (Michigan)
• We the People ... Project of
Georgia and Northwestern
Georgia
• Pennsylvania CIVITAS: Juniata
Institute for Civic Affairs and
Temple Law·Relatcd and Civic
Education Center
• \Y/e the People ... P1·oject of
Jllinois
+ EEN /NIS. Affiliated civic
ech1cation organiz:ttions at tlw
international level arc the
• Czech Republic: Institute for the
Development of Education,
Charles University
• Hungary:.Civit~s:-Association
for· Teachmg Cmc Knowlcd!;c
and Skills
• Latvia: Democracy
Advancement Center
• Poland: Centcl' for Citi:.-..enship
Education
• Russia: Association for Civic
Education, in cooperation with
Grazhdanin
The consortium is wot·king closely
with the U.S. Oeparunent of
Education, the United States
Information Agency (USIA), and
other federal agencies. ClVNET, the
new website established on the
lntemct by the USIA provides a
means of linking all participants.
�04/07/97
Administration
Cen~r
for Civic Education
Charles N. Quigley,
Executive Director
Margaret Branson,
Associate Director
Duane Sm.ith 1 Associ at~ Director
John H11l_e,
Director of Program Development
Charles Bahmueller,
Di1·cctor of Special P1-ojccts
5146 PougliW Fir Road
Calabasas CA 91302
T: 818·591-9321
F: 818-591-9330
E: centedciv@aol.com
StAte Ui1ivcrslty
Richard C. Remy, Director,
Citizenship bcvelopmcm Program
Alden Craddock, Associate Dia·ector
1501 Neil Avenue
Columbus Oli 43201
T: 614-292-1(,({1
P: 614·292-2407
E: rcremy@magnus.acs.ohio-state.edu
E: acraddoc@magnus.acs.ohio·statc.edu
Social Studies Dcvelopinent Center
Indiana University
John J. Patrick, Director
Roben S. Leming, Director, Indiana
Program for Law-Related Education
2805 E 10th Street; Ste 120
Bloomington lN 47408
'1': 812-855-3838
1785 Mas::;admsctts Avenue, NW
Room 325
E: patrick@indiana.edu
P: !!12-!!55-0455
E: rleming@indiana.edu
Steering Committee
American Federation of Teachers,
Educational Foundation
David Dorn, Dil·ector, International
Affairs Department
Steven Flei~dunan, A~~i~t~nt Director,
International Affairs Department
555 New Jersey Avenue, NW
Washington DC 20001
T, 202-979-4400
F: 202-879~4502
E: ddorn@aftemail.attmail.com
E: sfleisch@aftemail.attmail.com
Atnerican Political Science
Associat~on
SheilahMaM
Director of Education Affairs
1527 New Iiampshire Avenue, N\'XI
Washington DC 20036
'r: 202-483-2512
p, 202-483..2657
•. . Ei smann@apsa.com
Georgia
Michele Collins
Consultant
Northwest Gcorsi;, RESA
P.O. Box 99
Lindale GA 30147
T: 706-295-6189
P: 706-295-6098
lllinois
Patton Feichter
Educator
Maine South High School
1111 South Dee Road
Park Ridge IL 60068
T: 708-825-7711
E: WXVF28A@prodigy.com
Alice Horstman
DistriC.t Coordinator
W~ the People ... the Citizen and the
Constitution l'rogram
F, 202-265-0710
E: cent.ereast@aol.com
http://www.primenet.com/-cce
Secondaty Sites
Mershon Center of The Ohio
Mark Molli,
Director of Government Relations
Washington, DC 20036-2117
T: 202-265-0529
006
13:58
50 E. Oak Street, Ste 200
Addison JT. 60101
Primary Sites
(in addition to those above)
Plol'ida
Annette Boyd Pitts
Executive Director
Florida Law-Related Education
Association
1625 Metropolitan Circle, Ste B
Tallahassee FL 32308
T: 904-386-8223
F: 904-386-8292
E: ABPflreaEO@aol.com
New Y(lrk
Stephen L. Schechter·
Executive Director
Council for Citiz.cn!;hip Edm.:ation
· Russell Sage Colle~;e
'troy NY 12180
T: 518-270-2363
P: 518-270·3l25
E: schecs@sase.edu
T: 708-832-5950
P: 708-832-5969
Michigan
Lindn J. Stiln
Executive Director
Center for Civic Education
Through Law
2100 Pontiac Lake Road
Watet·ford Ml 48328-2735
T: 810-858-1947
F: 810-858-4661
Oreg-on
Marilyn Cover
Director
Classroom Law Project
(,318 SW Corbett
Portland OR 97201
T: 503-245-8707
F: 503-245-8538
J>ennsylvania
James J. Wet:..ler
Coordinator of Sodal Studies
Penn~ylv:mi;~. Dep;~.rtment of Edl.tCation
333 Market Street, 8th Floor
Harrisburg PA 17126.0333
T: 717·783-1832
F: 717-787-7066
�--- - - - - - - - - - - -
04/07/'37
007
13:5'3
International Participants
Hungary
US Department of
Education
B:~lazs Hidveghi
Executive Secretary
Czech Republic
Civitas ~ Association for Teaching Civic
Jaros:lav K.alous
Director
Institute for the Development of
Education
Pedagogical Factdty
Charles University
Knowledge and Skills
Peje.- GyOJ'f!,)'
utca
10.
Budapest
1053 Hungary
T/F: 011·36-Hl7-4526
My.dlk6va7
Kenneth W. Tolo
Senior Advisor
Office of t~c Secretary
US Department: of Education
600 Independence. Avenue, SW
Washingwn DG 20202·8100
Peter Drahos
1110 00 Pra&ue 1
Czech Republic
Oll-422-24·91-38·98
F: 011-422-29-55-61
E: kalou~>'@earn.cvut.cz
Civitas - Association for Teaching Civic
Knowledge and Skills
Fejcr Gyorgy utca 10,
B,1Japest
105.1 Hungary
T IF: 011-36-1-1 17·4526
·r:
USIS Cultural Attache
LesHigh
•',\,q\,.,,.:1\,\~
01 1-36-1·11.8·6906
·
E: usisprag@earn.CV\It.cz
·r: 201.-205-0706
F: 202-401·3095
F: kenneth~ tolo@ed.gov
RitaFoy
Education Program Specialist
OERI, National Instituw on Stude111
Achievement, Curriculum, and
Assessment
US Department of Educ<l.tion
USIS Assistant Cultural Attache
Ivan Weinstein
555 New Jersey Avenue, NW
Guntars Catlaks
Democracy Advancen1cnt Center
E: ivan@usis.hu
Room 516
Valnu icla 2
LV 1098
l\iga, Latvia
Russia
Latvia
Yakov Sokolov
Grazhdanin
Washingto11 DC 20208
T: 202-219-2027
1': 202-219-2135
E: rfoy@inet.cd.gov
ul. Fca·tmll.na 5
Corp 1, Apt 137
Moscow 117312 Russia
T: Ol l-7·095·144-6862
T IF: 011-371-7-229-410
E; ddc@acad.latnet.lv
USIS Public Affairs Officer
Phalip Iv(;~
E: phillip@mail.usis.bkc.lv
US Infm·mation Agency
Pendletv11 Agnew
Pyotr Polozhcvets
Poland
Jacek $t~·z-.em'iec;:.ny
Director
Center for Citizenship l!.ducation
00·593 Warszawa
UL. SIERPECKA 6/32
Poland
Civic Education Coordinato1·
President
Duited States lnformation Agency
Association for Civic Education
Ediwz· in Chief
Uchitelska;a Gazet:l
Vetoshny pereulok 13-15
Moscow 103012 Russia
301 4th Street SW
Washinr;ton DC 20~47
·r:
202-619-47ss
P: 202-619-56'16
E: pagncw@usia.gov
T: 011-7-095·921-30-25
P; 011-7-095-928-82-53
E: petcrpol@redline.l'u
T: 011·48-22·33-0Hl9
F: 011-48·2~·33.04·09
E.; ccejacek@ikp.atm.com.pl
USlS Assistant Cultural Attache
D~vid Kcnn(!dy
USJS Assistant Cultural Attache
David Brooks
E= david@usia.gov
E:
DliK@usia.gov
For further information, cont:\ct
Center for Civic Education
5146 Douglas Fir Road
Cala.l.:n\:!as CA 91.302
T: 818-591-9321
F; 818-591-9330
E: centcr4civ@aol.com
World-wide Web users, be sure to visit
CIVNET
a!) .imcroational resource for civic education
http://www .civnet.org
http://www.priimmet.com/-cce
�04/07/97
008
10:36 No.OOl P.02
Education and Democratic Citizenship: Where We Stand
By Albert Shanker
We live at a time of triumph and
peril.
Sl,me of you live In countries
recently lll.'lerated from the tyranny of
also beln~ ralJJ@d in Am~rit:a and
Western J!urope. Consider the
followlng events: war In the Balkans,
pl~tL-e
I he bombing ot 1
government
in his L:ountry as a re~Jult o(
n~wly
won freedoms. Convincing
people of the Importance of democ·
Communlom, or some or her fonn oi
building in America, xenophobia ln
racy will be difficult if this Is all It
means to them.
dictatorship. Others come from
countries where democracy Is now
well established. However, we au
face a common question: What role
G~rmany,
the rlse of Zhirlnovsky ln
Russia. Or consider the fllmost
universal trend, Bast and West, ot
The chalhmge!J faced by estab·
lished democracies have more to do
Witt\ re1nv1goraung democracy, ana
de<:tell&lng voter partlclpaUon and
increasing cynicism Bbout government expressed by citizen• of
Assuring the transmission of lts
ldeaiB, as well as ll sense of Its rights
can educl\tion play In building and
strengthening democracy?
Why this is a time of trlumph ls
clear to everyone.
We meet here today, clti~tens
democracies.
There Is much w worry ilbout,
Thn end. of the cold war hat
and responsibilities to a new generation. Por proof of the concern for the
health of democ:r•~r tn the u.s., one
need only look at tht'! tltle~ of books
revealed not only the widespread
and deep rooted appeal of democracy~ but also us fragmty. The 19th
publlshed on the subject In recent
years: Tht Disu"iting of AmeriCit The
Culture Of Compll'ltnt, Democracy Ot'l
democratic future. Before the event-s
or t 989, thi9 rnHting would hav~
been inconceivable. And even a few
ye:4rs ago, the time for this meeting
would not have been opponune.
Then, many of you were busy taking
Century observer of America, Alexis
d@ Toquevill~, once notad that,
Trill.l, The Twilight of Pt:tnOCrRcy, and,
"among democratic natlons, each
new generation is a new people.''
So, we in America have a
problem.
IU educaton~, this observation
forces us to the conduelon that if w~
The American reder~trton of
Teaehen has long recognized that
the first steps on the road to democracy. A meeting at that time might
have seemed to be a one sld~d affatr~
are going to build or strengthen
democracy, we mutt teach democracy.
part of the solution to this problem
was the development of effective
from the East and We§t to freely
discu~s
how best to assure that our
children inherit a common future; a
with the West telllng the Ea:n what lt
It Is Ironic that at a
tl~
when
had to do in order to build stable
democracy.
This meeting Is very different.
democracy is in the ascendance
around the world it is showlng signs
We meet here as e9uals, to share
Ideas and experiences, as we con-
socletle. when: '' has been thousht
to be won establt&hC!d. building
front challenges that have much in
C()mmon.
we meet at a time or pertl t~~s
democracy tn newly free soclettee,
and preserving it In established
democracies, anhougn dUferent
well.
challenses1 have much ln common.
One of our Polish colleagues
The early euphoria of the
revolutions of 1989 have given way
to serious questions about the ability
(If some of the nations of what was
one'!
u~rmed
the Soviet Bloc to
achieve democracy. Questions
c;,o~ceming democracy's health are
Allnrt 5fllll1klr Is pr~Sidenf of file Amertcwn
J!I!Jifel'lttiOJI D/ Tut!~l'!. u~ UlitMIWI flftt
spe«h at the Civlla8 Confortn~ /u~ 3, l995
in PMgut, ~h ~Wpubli~
80 • Ne~WD;I, Nn411 tf y;,.,, September l 995
~--·--··-···
. ······
of weakness and potential decay in
always poses the challenge faced by
new democracies as a rhetorical
question: "What doe11 democracy
mean to an inhahltal\t of~ small
ominously, Before tht Shooting Begins.
school·ba&ed progrilm& that tea'.:h
democracy. In fact, the AFT's motto
Is "Education for Democracy,
Democracy In Bducatlon"'. A mono
treated by one of our founding
mumben, John Dewey, one or this
C@ntury's great•st democratic
philosophets and educators.
Now, I know that when 1
the lmponance of civic
education to the buil.dins of democracy, 1 am preaching to the con-
espou~~e
verted. Those of us gathered here
are already committed to education
for democracy. However, the AFT's
town or village in my country?" His
answer Is, "Sthwartzeneger movies,
pomography, unemploymem, lllld
e)(ptrlence ln promoting clvJc
education in the U.S. has shown us
that developing programs that teach
democr11cy well (:an often be il
not much else/' These are the first,
stru~~lo
and most visible, chtmges taking
in itself.
By focusing on the formal
�04/07/97
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educational proceli:tt, I do not mean to
$light the many worthy e((orta being
undertak~n by other groupR in
society to educllte citizens~ y()ung
and old alike - about the principles
and prftctlces of democracy. Indeed,
the trade union which I represent
helps educate Its 875.000 rnl':>mberB
abou.t democracy by involving them
in the running of the organization at
the Joc:al, ~late and national levels.
Trade unions throughout tho world
help perform this function. In the
same way, other organizations, by
Involving their members In the
b~tterment of society and~ through
the management of their own aflairs.
help to fost~t the skills and knowl·
edge necessary to build civil society.
I will, however, Jim it my comments to the role that formal educ:a·
tlon can play in building and maintaining democracy. It Is something
our or6anlzatlon has been Involved
in for rhany years. Therefore, I
would like to share some of the
experiences the AFT has had In
promoting education for democracy
in the v.s., In the hope11 that II wUl
help others to identify and overcoma
some of the challenges that you are
likely to face- or may already be
facing- as you champion these
type~ of programs.
1 will focus on three challenges
tndoetrlnatlon at all.· Lets start with
the second in the hopes that this
argume"t will suffice.
We may begin with the simple
observation that all societies have
some mechanisms In place, formal
and informal, for making sure that
tha young In society Inherit what is
most valued by adults In that
society. Rightfully labeled, this is not
Indoctrination, but enculturatlon.
tton, but in the presence or abs~nc~:~
"proC:ts$ by ·which 1\~t~ent to bcUt:f is
induced by non-ration~! mel'tns, i\nd
all education In all societies at hnmc
and in the school in the tender years
i5 based on lt.'' This changes over
time however. Because, ''In " free
society, ... such methl~ds are, and
always should be; accompl\nied by,
and gradually become subordiMte
These societies value the development of the skills and knowledge
assodat~d with the fields of math·
thought at rwl!ry appropriate II! vel.''
In ending this discussi(>n ()f
indoctrination, I will quote a Wl!ll·
known passage by Hoole on the
to, the methods of reflective, critical
e.natlcs and science. Parents therefore encourage children to become
Interested in these areas by a variety
of means: by taking kids to science
museuml!l, engaging them ln simple
experiments, going hlldng In tho
woods and describing flora and
fauna, buying them jigsaw puulell,
etc. They are Introducing their
children into the culture of science
and math. And no one sees the harm
in it. Quite the contrary, these
subject~
"In a closed society Indoctrina-
tion induces assent by Irrational as
well as non-rational means b~yond
the early year&, and throughout the
entire course of study in all excapt
certain technical areas .... The unfree
society regards its subjects in a
permanent-state of political childhood ... The free soclely can live
with hone&t doubt and with faith In
parents are praised for caring about
Itself short of certainty.... In contrast
their chlldren'l!l educaUon.
with closed society, it can live with
the truth about itaelf."
The second challenge to J:ound
education for democracy programs is
posed by the contention that what
matten in teaching democnutc
citizenship i~ the teaching of "critical
Now, democrat!~ socletiu
presumably highly value democracy,
and would definitely want chtldren
to grow up kJ be intorrn8d and
oommitt@d citil:ens. Thue, it ~ms
distinction between open, democratic
sodetle~ and dosed, non·democrattc
ones. Aeeording to Hook the? dil~r
ence, between them "lies not in the
presence or absence of. indoctrlna·
thinking" skills, and little else.
Closely related to this Is the attitude
that considers all curricular content
to be equal, and champions the
proposition that all that is required of
student$ to be good citizens is that
they ,.;learn how to. learn." Prop~)~
nea'\ts of this position often argue that
sjnce the paoo of knowl~dge is
eKpanding so rapidly, it quickly
becomes obsolete, and by extension,
not worth learning.
We have argu~d, on the contrary, ... the centra! ideas • events,
people and works that have shaped
our world, for good and ill, are nnt at
U o~11olete. lnst~ad, the quicker th~
pat@ of change, the more critical it
will be fot us to remember them and
Ne~rlr New;
L - -..·-·
11f
the critical, questioning spirit." He
adds t)Jat indoctrination is the
Lets tnke the exBrnple of an
advanced technologi~AI 11ociety.
that the APT has raced, but which r
natural that they would want to
think apply beyond the u.s. and may · promote programs that Introduce
therefore already be r•mlllar to many their children to the practloea and
of you.·
culture of democracy.
The first of these, is the ace usa;.
Bven If you think that educatlon
lion that education for dem~racy is
for democracy programs are lndoctri·
not education at all, but really a form
nauon, they may stlll be dlstin·
of indoctrination. It seams to me th11t guished ftom other lonna, thus
making them imtnune from reJection
there are two ways to answer this
charge. The ftr&t is to say, ''So
because of the charge. The American
what?" Bven U lt ht lndocutnatlon, n philosopher, Sidney Hook, made a
is a dllfe~nt form than one pradlcecl
number of observations about this
by authoritarian and totalitarian
IRsue that are worth repeating nt
systems. That is, "democratic
length.
indoctrination'' differs in such a
He begins by making the
$lgniflcant way froni other form• of
indoctrination, that the had odor
associated with the word is removed.
The second way is to deny that
education for democmcy Is a form of
009
10;38 No.001 P.03
Af'R 0?'9?
d- Vi-., September 199 ~ - 81
�04/07/97
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API< Ul"'9(
understand them well. We insist that
history of the orlgtns Dnd growth and
absent this knowledge, dti:tens
adventures of democratic 80cletlea on
~arth, pa9t and preoont .... (l]t Is
indlspen$able to know the facts of
~main
hj!!lplet.ts to ri:l&ke ... wJs~
judgmel'lt~J.
Unfortunately, the proponents
llf teaching skills and little else, offer
a filllle dil::hotomy between content
modern history, dating back at least ·
to the Bnglish Revolution, and
forward to our own century's total
i\nd proce!l!:. l do not wish to fslllnto
wars; to th@ (allure of the
the same trap, ~o let me be clear; both
are important. Of course, developIng thinking skills Is a maJor goal ot
education in a democracy. How else,
liberal regimes of Russia, Italy,
Cennany, Spain and Japan; to the
totaUtarlantsm, oppresaton, and mMs
can one make a wise chotce between
alternatives - whether it be taklng a
position on a politiCal issue, dectdlng
Think aboot this only, for many
of you the memories of the major
crimes and petty 1\umuumons
Inflicted by communism are sUU very
whom to vote for In tln election; or
~voiding the manipulative techniques used by some political flgures
~if one has not been equipped with
and had practice In this I.U'eai'
Nevertheleu, content matterJ.
The lmpul9e to teath skills over
content, at least In the American case,
nl'lst:ent
exterminations of our Hme.
fMsh. The imprisonments, feata of
speaking freely, even the long lines
for food and other good; are still
remembered by you. But how about
your children? Who will remtnd
them of the past and h~lp them Jearn
to love
010
10:6y No.UUl
~.U4
racy, human rights, and justice,
entourages the breakdown ot civil
society. Signs of t~l~ breakdown are
evident an.d range rrom the troubled
race relations in the U.S: to fighting
In the Bttlkan&.
In llrguing against the type of
mulUculturallsm l have describ~!d
above; I do not want to tmply that
groups in American and other
~odetie~ have not been treated bad \y.
Nor that the historh;al record needs
to be corrected to more accurately
reflect the contributions of minorities
to our socletles. I also wlsh to milke
clear that I am In no way crltldzlng
the type of multlr;:ultural education
pursued by many European civic
educator&. These programs are
almeclat (:reatlng lncreaaed tolerance,
as opposed to the programs thar 1
have discussed, which often prornote
the Progressive Movement In educa-
citizens ... need to understand the
tncrettrred intolerance, by focu&it'l8 Cll"'
dUterences l~tead of comnwnalHe~t.
last reb•ted point dii!IIC!rves
tion, whlch soug-ht to reform what
current conditions of the world and
how it got that way r and to be
p~pared to act upon the challenges
mentlon.
Often; the claims of
muntcunuratlsts and other separat·
to dcm~roc.:y in our own d~tf•
The last chall~nge wht~h to
group may make a judgment on any
education for democracy programs
other, sinO! all ';depends on yoor
can be trace(t back to tne erfons ot
was at the ttme a very formal,
content·based approach. Slmllarly,
liome civic educa\ol'\9ln Eaate:m
Europe and Newly lndep!ndent
States seem to be neglecting tke
teaching of Important material as a
reaction to the overly rigid and
c:ontent~heavy
approach that existed
in the communist era.
There are som.e fundamentals
that must be learned. At the AFT, we
argue that at the very least, the
oont@nt of American civiC'! education
should focus on three areas. JUst
them here ln adaptec:l form, 'because
they may have relevance to your own
nHds.
What must dti1.ens of " democr~cyknow?
first, citizens must know the
ful'\damentalldeas control to the
political vision of the 18th century
(enlightenment thinkers) -the
vlslon [of demoetllCy and human
rlghta thilt lnsph-esl people of m~my
diverse orlslns and culturH.
Second, citi.tens must know how
democrat!~
Ideas have been turn~
tnto lnstltutlons and prilctlcet- the
freedom?
Flnauy, and. related to tht& polnl,
face is posed by what in America
goes by the name of
''multicultumUtM''. I should be clear
about what I mean when I UJe the
term. As practiced by some,
"multtcultuntllsrn" takes the shape of
IMJmethlng approxln'Ultlng a new
ldeolo8)' of s~paratltm. It challenges
the idea of a common identity and
rejects the poaslblltcy of a common
set of values. The §roups e&po\Uing
"multieult\ltall•m' claim "gi'Oup
rtght&" which ronfllct with the noti.On
of living in "a nation baaed on a flnn
core ot commonly held vatu''".
In multi-ethnic toeieUes at-
temptlfts to ctt~ate or maintain
democracy this ls espedally trou·
bUng, N lt encourages people to
think of th~lllM:Jves not as lndlvldu·
als, but pri,rrtarlly in terms of th~lr
membership ln groups. Sxcesslve
promotlon of allegiance to groups,
ln&tead ot to l~eafs sue~ as democ..
One
lst& refloett the attitude that no one
point of view". This eJ(tteM.ely
·
relatlvlstlc viewpoint connlcts wlth,
the nHd that all soCieties ht~~v@ of
establishlng some basic value&,
guidelines and bellef&. When I think
about the people who hold thls
viewpoint I am rvrnlnded (Jf the
American poet Robert Frost's observ•tlon that; ...,a Uberal ts someone who
can't take hls own ~ide ln iln argument." And, lt ~.tho\dd be potnted out
that those who rejettthls claim are
ironically making an ab!JOlute vtdue
of tolerance, for in its name they 111re
W\Wllllng to make My other value
judgments.
Thla unwllllngness to make
value judgments abo\.lt pn~ctlces in
our own IJOCietles or about those of
others is a mlatake. It t:lln aluo ma~
us seem foolish. At. the APT pointed
out several years ago; "Some states
that deny freedom of religion, speech
and conscience nortetheles1 deflne
�04/07/97
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themselves 1')5 free! But we need not
accept their Orwelllan self~deflnltlons
a~; if words had no meaning. Were
we to use (some people's) definition
of freedom - government provision
vr a job, medical care, and ampl~
food -many of hilltory's slaves and
today's prisoners would have to be
called '1free 11 •
Pear ot promoung jingoism In
tlw U .$. prevcnt11 many educators
from l>ayin~ thM they are proud that
Arnetlca d~es stand for somethlng. It
has stood for many thlngs in Its
hl~tlury, but at lm best, it has stood for
a vision of human dignity, Aquallty,
fair play and liberty that are all
entapsulated by the term, democracy. Democrilcy does stanc:l for
someth1ng, both In tho U.s. al'\d
i\round the world. And undervaluing it l:!i harmful nnd puts us In
jeopardy.
Not everyone In America agreed
with us In 198'1 when we Joined with
others to issue a pamphle~ EdUORtion
for Democracy: A Statement of Prin·
ciple$. It o"tllned uuT pP8ItiPn that
Aml!rican sor:lety was suffering
because the history, principles, and
practices of democracy were not
being well taught tn the schools. The
statement was signed by over 1l50
Americans from diverse backgrounds, Including rormer U.S.
President!i Carter and ford, Republl·
can Congressman William Ooodllng
and n~mocratic Senator Clalbome
Pell as well as a number of proml·
nent U.S. dvlc educators who are in
thls audience today, among tht!Jn
Todd Clark, Chuck Quigley, and
Diane Ravitch.
While many praised the docu·
ment, It also had Us strong critics.
Despite this criUclsm, we
continued to believe and feel justified
in our efforts to promote education
for democracy. When the !ltaternent
wettt is'ued, we expre5tted a series of
concerns. The statement pointed to ·
"disturbing evidence that far too
many $tudents ore tgnonmt ot the
important people, ldeas and events
that have made our country what 1t
ls.'' In an art ide written ln support of
the pamphlet, I pointed outthat~ " ...
011
NO,UUl
~.U~
tamuy ties, and the loss of family
ritual$ and rhythms."
And retuming to my thesis, part
- a very importanl part.......; of the
If a youngster has to take a wild
·.
guess that Stalin Is either an Olympic solution to the problems posed by
athlete or a Renaissance painter, he
Hlshtaln, Is the Improvement or
can't have much ot a grasp of the
terrors of a totalitarian sodety u a
basis for comparison to his own llfe.''
At the ume there were also disturbIng signs that the challenges facin8
America were straining our ability to
progtarns that educ:are
for democratic citiienship. Benjamin
Btttber, In An Aristocrncy of Evtryone:
The Politics of Educatiott and tht Future
of Amtrica, makes the point well.
Borrowing an nbsel-vation rrom
maintain a democratic society.
Almost ten yean later, these
ooncems hl'lve not dimlnbhed. In
rnany ways, th~ have increased.
Jean Bethke Blshtain her recent book.
Dtmocracy on TriRJ, writes that in
America:·
"A major ooncem for all who
care about democracy Is the everyday
actions and spirit of a people. '[)e.
mocracy requires laws, constitutions,
Alexis de Tocquev~lle, he argues that,
" .. tht fundamental task of educa·
tlon ln a democracy ts the apprenttce-
and
~uthorhatlve
lnsUtutlons, but lt
Also dopend11 on what misht be ealled
the democratic dlsposltlons. These
include a preparedness to work with
others different from oneself toward
•hamd &ndt; a combination of 11trong
convictions with a readiness to
compromise in the recognition that
one (ann always get everything one
wan.I'B; and " ~tell8e of lndlvlduamy
and 8 eommitment to ~lvic sood• thlllt
are not the poste~Jalon of one pei'IOI\
or of one small group alone. But,
school~based
shlp of libarty ~learning to be free.''
He goes on to explaln why this is so:
"Democracy ls not a natural
form of assoclatton; it is an extraordl·
nary and rare conttivam::e or cultl·
vated imagination.: £rnpowf!r thf!
merely ignorant and endow the
uneducated with a right to make
rollectlve declstons and what results
ls not democracy but, at best, mob
rule: the g()vernment of private
prejudice and the tyranny of opinion
-au those pervers:lons that liberty':>
enemies like to pre~end (and its
friends rear) constl~ute democracy.
For true democracy to flourish,
however; there must be cittzens.
Citizen' are women and men edu·
t•ted foJ' @'I(Celten~ - by which
term I mean the kn()wledge and
competence to govern in common
what do we see when we look
around? We flnd deepening eyntclam; the growth of corrosive fol"b'\&
of isolation, boredom, and despair;
the weakening, ln other words, of
thitt wotld known as dem~ratie c:ivU
society, a world of groupJ and
their own lives. The democratic faith
is rooted in the beli~f that all hurn11ns
assoclatlons and tlet that bind."
And as Blshtain. adds later In the
racy? Adapting the points that we
rnade for the u.s. in 1987, I would
are capable of such excellence and
have not just the rtght but the capac·
tty to become cltlu"s.
What should Yfe teac:h our
youngstett about liylng In a. dem~~
boo~ "A
oh~erven
number of oontemporuy
... see sueh signs of civic
&nd social trouble even ln the long•
argue that what we teach should be
baaed on three convlctlons:
First; " that democracy is the
established democracl.es of WQtem
Europe and Scandinavia. It lJ, alu,
the now famlllar story: the lonellneete
of the aged, the apathy of the youn~;
the withering away of communal
organliP!lltlons, the ditenumgtlng of
worthieet form of human governance
ever conceived.
Second, "that we cannot to.ke ib
survlval or its spread- or ilj perfection in practice ~ fOr granted ....
Indeed, ... the grea~ central drl'\ma of
N
�04/07/97
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ID:202-39:5-7481
modem history has bl!en and contin-
ues to be the struggle to establish,
preserve, ilnd extend democracy ... "
Third, "that d~mo~racy's
survival depends upon our transmit·
ting to each new generation the
political vlsion of Uberty and equality
that unUes [deMOCfacles)- and a
deep loyalty to the political h\stltutlons . , , put together to fulflU that
vision." And that the patriotism It
seek!i to lnculcote not be based on
11
blood ttnd toil", but rathAr on a ll'!t
of shared values that are llberal and
humane.
In closing, I would Hke to call
your attention to the anniversary ot
an event that serves to remind us all
of what a difficult struggle it is to
gatn demur:racy, in the hopes that we
will c:heri$h It even more.
Thi~; is th~ eve of the sixth
anniversary of the Tiananr:nen Square
ma~sacre. on June 4, 1989 the
Chlnese govvmment crushed the
country's emerging demO<'ratlc
movement. By now, corporations
APR 07'97
in the 19809. In the EMt, the effects
must have also been profound. 1
know that in Bucharest, at a spot
wh~re the Romanla.n Communist
Party fought lts citizenry ln Ia~ 1989
one can still see a large, spray·
painted sign declaring the square
"'Tiananmen un.
Rotntmian• hungering for
freedom and demoet1lcy had mad@
the connectlon - the Chinese
etl'\lggle ls the Romanian struggle.
And I would add, lt ls an
Aa\'\erlean stNggkt atJ well; one that
ours,
readlnp on del)\ocracy ed.lted by
Diane Ravttch and Abigail
taking refuge ln Ul~tt U.S.
Thernatmm;
<'~Chinese people are
no different
from any other. Llke all membe£S of
the h.uO\Rn race, the Chlne111e are born
with a body and a bratn, wlth pa..
stone and with a •out. TherefonJ,
they r:.n at\Cl mutt en)oy the same
lnallenablo right&, dlgntty and Uberty
u other human betnp ...
''Recent propaganda to the effect
that 'China has Us own standards for
ment ret ponded by beginning w
humAA rlghtet bean on \lncanny
arrest the prominent democracy
similarity to profiounMment:s made
activists tn the country. Wllh this
·by our 18th century Nlers when they
rnove, the Communist Party hope' to deelared that 'Chlna hu lte own
avoid the embarratsment of any
l'lJtronomy: ... They ref\118d to
publlc demonstration on the annlver- aekJ\owledse the univerJill appUca.
~ary of the massacre.
blllty of modem astronomy ... The
Sb( yeats ago, the wotld was
reason ... WIIJ th.at the laws of
very dtffenmt. When events ocastronomy. whlch pert~ln every-
--------··---·
.
ogy, the first prindple is called the
'Cosmological Prlnclple'. lt sayt that
the univette has no center, thal U has
the •.-.me propertleet throughoYl.
Every place in the universe has, In
this sense, equal rights. How can the
h\ll't\lln race, whtc~ has evolved In a
unlver•e! of such f\lnd11mental
actuallty, tall to strlve lor 11. sodety
. In order. to b\iUd this world, ln.
which rights' due to every human
being from birth ate respected, we
mu9l build a d~tmoc:ratlc world. And
embassy. In 1989 he spoke the
following word,, reproduced in thf!
Democracy Re~der, a couecuon of
--------
unlvernl ideaa , ..
"In the fif!ld c>f modem cost:nol·
dnlnt 1md a universal struggle. Thta
mam~aete by
difh!rt!nt views on ideology. political
thinking and religious beliefs with
. tolerance." Predictably, the govern~
oppused the equaHty inherent in such
without violence and terror? How
can we tan to build a world ln which
the rights due tO every human being
from the labor of Chtnese workers
who are daily denied the kinds of
rights whlch we too eaally forget are
own word a, they expn!ase4 a hope
that "the authorities will handlt!!
That Is why rulers from every era,
with their ~pedal privileges, have
we have ln common with the nl!arly
50 countries represented ln thta hall.
EstabUsht.nB and sustaining democracy ls now recognillled as a \lnlversal
doinS busin~s& and maklng profltft
called on the CommWtlst Party to
releaSt! all poltttcal prisoners. In thetr
No.001 F.06
curred in China, many of you sun
where m~tde lt quite clear that the
llved under Communist dlctator~
'dlvlne right to rule' dalmed by the'e
shlps. ln the West, what took place
people Wills ll lkHort. By the ume
in China sHrred strong emotions of
token, the princlpl,s ot human right&,
wnlch also pertain everywhere, make
outrage and sympathy. And so did
it clear that the 'right to rule' claimed
the events in Hungary in 1956, the
Cr.ech Republic in 1968 and in Poland by wme today is just a& baseless.
polnt was perhaps most eloquently
from my country, and perhaps you.n ·0\ade by Pang Llzhe, a Chinese
as well, have comfortably returned to Jtlenttst who escaped the Tiananmen
Apparently, some Chlne~e hllve
oot giyel\ up, slnce the democracy
movement eontll\\lef,
On May 16th a group of 45
prominent Chinese intellectuals
012
10:4~
from birth are re&p~tod?"
in order to do so, we must teach
democrllcy.
Thank you.
�DRAfT
PRESlDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
Eadie Shanker; Jenny; Adam; Michael; and Carl and his sister, Pearl; other family
members, and distinguished gues~s ...
On behalf of the First Lady, I want to thank the Shanker family for your courage and say
that we share both your sorrow and your loss.
We are gathered here today to celebrate the life of a great American. Al Shanker was one
of those rare individuals who recognized no limits and drew no boundaries in the fight for human
rights. He was not only a union leader, he was a national leader and a world leader. Whether
leading the UFT fight for teachers in New York, or challenging the status quo as head ofthe AFT
in Washington, or standing with other giants of freedom like Martin Luther King, Bayard Rustin,
Lech Walesa, Cesar Chavez and Nelson Mandela, AI Shanker was always on the frontlines of the
struggle for justice.
But, first, last and always, AI Shanker was a teacher-- one of the most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: improving
public schools so that our young people could get the best education possible. AI believed
passionately that public education was the most powerful instrument of democracy and America's
greatest gift to the world. In my State of the Union Address this February, I declared a national
crusade for high standards in education, which had been Al's rallying cry for so many years. After
my speech, I called to let him know that his crusade had become America's crusade. .
AI used to say, "When I taught, my students would call out, "Will it be on the test? Will it
count?" I wanted to tell AI that his long years of work had counted -- counted for so very much.
l am glad I was able to do that just 18 days before he passed away. I hope it helped put his mind
and soul at ease.
Al's ideas jolted the mind of a nation. He turned common sense into public policy and he
couldn't be fooled by fads or silver-bullet solutions. When a teacher would tell him that the
students in her class were complaining that she worked them too hard -- much harder than the
kids in another class, he would tell that teacher to keep up the good work. Al's fight for
standards was a fight to make sure every student got the same chance to succeed. And he did not
believe that the quality of education should depend on the accident of birth: where you were
born, how much money your parents made or the color ofyour skin. Standards, for him, were
not only an academic issue, it was an issue of fundamental equality.
AI used to answer those who claimed that setting standards would take away teachers'
�autonomy or creativity, by equating it to surgery. There are standard procedures for every
operation. I thought about that when I had my knee surgery a few weeks ago. How would I
have felt if my doctor had told me, I know there is a standard way to set this knee, but I want to
be creative. I need to be autonomous. I think I would have said, I need another doctor.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
challenging national reading test for 4th graders, and a rigorous national math test for 8th graders
And we want to help I 00,000 more teachers, like Rebecca Palacios, become board certified
master teachers. When these changes are realized, we will have much of AI Shanker's plan for
education in place. And I truly believe it will make our schools better. I suppose God had good
reasons for not letting AI join us in that promised land. But let us never forget that he was the
one who led us out of the desert.
AI Shanker was also fearless. That meant he could be unpredictable and drive us a little
crazy from time to time. He once said something about Bayard Rustin that many would say
applies equally to Shanker himself He said, "The great thing about Rustin was that he didn't put
up his finger to see which way the wind was blowing. He had the guts to say what he felt was
right, no matter how unpopular it was." AI could say something one day that would delight the
liberals and infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing. AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, as l do, that every child can learn ... that no child should go through school without a
rigorous grounding in the basics. And he challenged teachers to accept their full share of
responsibility for the success or failure of our students.
In the last years of his life, AI Shanker worked hard to bring the people of the world
together. And he wanted teachers to lead the way. As the son ofRussian immigrants, he had a
deep interest in the work of the United States Information Agency which has been sending
American teachers abroad and bringing foreign teachers to America to support the development
of democracy, especially in Central and Eastern Europe and the newly independent states of the
former Soviet Union. I am pleased to announce today that teachers who participate in these
international programs in civic education will be designated "Shanker Fellows." And that will be
another wonderful part of At's great legacy. Some of the first Shanker Fellows are here with us
today.
AI Shanker lived life to the fullest. He loved music and art and bread making and nature.
And he loved his family. His life reflected the words ofHerman Melville, who once said, "We
cannot live only for ourselves. A thousand fibers connect us with our fellow men; and among
those fibers, as sympathetic threads, our actions run as causes, and they come back to us as
effects."
2
�AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority of the American people. AI Shanker helped make it so. His life-- so full of turmoil
and controversy and struggle -- ended in vindication and victory.
It counted, AI.
Thank you and God bless you all.
3
�autonomy or creativity, by equating it to surgery. There are standard procedures for every
operation. I thought about that when I had my knee surgery a few weeks ago. How would I
have felt if my doctor had told me, I know there is a standard way to set this knee, but I want to
be creative. I need to be autonomous. I think I would have said, I need another doctor.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
challenging national reading test for 4th graders, and a rigorous national math test for 8th graders
And we want to help I 00,000 more teachers, like Rebecca Palacios, become board certified
master teachers. When these changes are realized, we will have much of AI Shanker's plan for
education in place. And I truly believe it will make our schools better. I suppose God had good
reasons for not letting AI join us in that promised land. But let us never forget that he was the
one who led us out ofthe desert.
.
·~
AI Shanker was also fearless. That meant he could be unpredictable and drive us a little
crazy from time to time. He once said something about Bayard Rustin that many would say
applies equally to Shanker himself He said, "The great thing about Rustin was that he didn't put
up his finger to see which way the wind was blowing. He had the guts to say what he felt was
right, no matter how unpopular it was." AI could say something one day that would delight the
liberals and infuriate the conservatives. Then the next day he would make the liberals mad and the
conservatives happy. AI wasn't right wing or left wing.· AI was AI. He found his own way to the
truth.
And he had one overarching concern: what was in the best interest of students. He
believed, as I do, that every child can learn ... that no child should go through school without a
rigorous grounding in the basics. And he challenged teachers to accept their full share of
responsibility for the success or failure of our students.
In the last years of his life, AI Shanker worked hard to bring the people of the world
together. And he wanted teachers to lead the way. As the son ofRussian immigrants, he had a
deep interest in the work of the United States Information Agency which has been sending
American teachers abroad and bringing foreign teachers to America to support the development
of democracy, especially in Central and Eastern Europe and the newly independent states of the
former Soviet Union. 1 am pleased to announce today that teachers who participate in these
international programs in civic education will be designated "Shanker Fellows." And that will be
a:nother wonderful part of Al's great legacy. Some of the tlrst Shanker Fellows are here with us
today.
AI Shanker lived life to the fullest. He loved music and art and bread making and nature.
And he loved his family. His life reflected the words ofHerman Melville, who once said, "We
cannot live only for ourselves. A thousand fibers connect us with our fellow men; and among
those fibers, as sympathetic threads, our actions run as causes, and they come back to us as
effects."
2
�DR fT
PRESIDENT WILLIAM J. CLINTON
·AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRJL 9, 1997
Eadie Shanker; Jenny; Adam; Michael; and Carl and his sister, Pearl; other family
lnembers, and distinguished guests ...
On behalf of the First Lady, I want to thank the Shanker family for your courage and say
that we share both your sorrow and your loss.
We are gathered here today to celebrate the life of a great American. Al Shanker was one
of those rare individuals who recognized no limits and drew no boundaries in the fight for human
rights. He was not only a union leader, he was a national leader and a world leader. Whether
leading the UFT fight for teachers in New York, or challenging the status quo as head of the AFT
in Washington, or standing with other giants of freedom like Martin Luther King, Bayard Rustin,
Lech Walesa, Cesar Chavez and Nelson Mandela, AI Shanker was always on thefrontlines·pfthe
struggle for justice.
_.,
_/
But, first, last and always, AI Shanker was a teacher -- one of the most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: improving
public schools so that our young people could get the best education possible .. AI believed
passionately that public education was the most powerful instrument of democracy and America's
greatest gift to the world. ln my State of the Union Address this February, I declared a national 0
crusade for high standards in education, which had been Al's rallying cry for so many years. After
my speech, I called to let him know that his crusade had become America's crusade.
AI used to say, "When I taught, my students would call out, "Will it be on the test? Will it
count?" I wanted to tell AI that his long years of work had counted -- counted for so very much.
I am glad l was able to do that just 18 days before he passed away. I hope it helped put his mind
and soul at ease.
Al's ideas jolted the mind of a nation. He turned common sense into public policy and he
couldn't be fooled by fads or silver-bullet solutions. When a teacher would tell him that the
students in her class were complaining that she worked them too hard -- much harder than the
kids in another class, he would tell that teacher to keep up the good work. Al's fight for
standards was a fight to make sure every student got the same chance to succeed. ~ did not
believe that the quality of education should depend on ~cident of birth: where yoW were
born, how much money your parents made or the color of your skin. Standards, for him, were
not only an academic issue, it was an issue offundamental equality.
AI used to answer those who claimed that setting standards would take away teachers'
�oRAfT
PRESIDENT WILLIAM J. CLINTON
AL SHANKER MEMORIAL SERVICE
GEORGE WASHINGTON UNIVERSITY
APRIL 9, 1997
-
Mrs. Shanker; Jenny, Adam; Carl Sabath; and Michael; other family members, and
distinguished guests ...
On behalf of the First Lady and all Americans, I want to thank you for your courage and
say that we share both your sorrow and your loss.
AI Shanker was one ofthose rare individuals who recognized no limits and drew no
boundaries in the fight for human rights. He went from union leader to national leader to world
leader. Whether leading the UFT fight for teachers in New York, or challenging the status quo as
head of the AFT in Washington, or standing with other giants offreedom like Martin Luther
King, and Bayard Rustin, and Nelson Mandela, AI Shanker was always on the frontlines ofthe
struggle for justice.
But, first, last and always, AI Shanker was a teacher-- one of the most important
educators of the 20th century. He spent his life in pursuit of the noblest of causes: improving
public schools so that our young people could get the best education possible. In my State of the
Union Address this February, I declared a national crusade for high standards in education, which
had been Al's rallying cry for so many years. After my speech, I called to let him know that his
crusade had become America's crusade.
AI used to say, "When I taught, whenever I gave an examination, the whole class shouted
out, "Does it count?" I want.ed to tell AI that his long years of work had counted -- counted for
so very much. I am glad I was able to do that just 18 days before he, passed away. I hope it
helped put his mind and soul at ease.
AI' s ideas jolted the mind of a nation. He turned common sense into public policy and he
refused to be fooled by fads or silver-bullet solutions. He said that one day his students came to
him and said, "Mr. Shanker, you're so meanl" And he said, "What's the problem?" And they
said, "You make us work too hard. Our friends in the other classes don't have to work as hard.
Their teachers aren't as tough on them."
I think that's when AI may have first discovered that the quality of education you get in
America can depend on the classroom you happen to be in. lfyou're in a classroom where the
teacher has high expectations and sets high standards for all students, you' II see a lot of learning
going on. But, ifyou're in a classroom where kids are not expected or challenged to learn, you're
going to see kids who are on the road to failure. AI understood early on that we need clear, high
standards for every student and every teacher in America.
So we have learned that lesson, and now we are putting it into practice. I have proposed a
�AI Shanker's cause was education, and through it he lifted up our children, our schools,
our workers, our nation, our world. He was our master teacher. Today, education is the number
one priority of the American people. AI Shanker helped make it so. His life-- so full ofturmoil
and controversy and struggle-- ended in vindication and victory.
It counted, AI.
Thank you and God bless you all.
3
•
�
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
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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
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William J. Clinton Presidential Library & Museum
Extent
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635 folders in 52 boxes
Text
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Original Format
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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
Al Shanker Memorial
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 37
<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
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William J. Clinton Presidential Library & Museum
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Adobe Acrobat Document
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Reproduction-Reference
Date Created
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12/9/2014
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42-t-7763294-20060462F-037-001-2014
7763294