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COLLECTION:
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Speechwriting
Michael Waldman
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14451
FOLDER TITLE:
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2006-0469-F
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COLLECTION:
Clinton Presidential Records
Speechwriting
Michael Waldman
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FOLDER TITLE:
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2006-0469-F
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�1
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YOUV^BMOUT
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Clinton Library Photocopy
�President William J. Clinton
Prepared Remarks
Glendale Community College
Glendale, California
June 11, 1996
Thank you, President Davitt. I am honored to be here at Glendale Community
College. This school has been a center of learning here for nearly 70 years. When the 1933
earthquake, cracked the foundation of your buildings, the students here were so dediccated to
their education that you met in tents. Over the years, the student body has changed; many of
you were born in other countries. But what has remained unchanged is the dream for a
better future - and Glendale's role in providing the knowledge and the skills to help them
come true.
This school is an anchor in this beautiful community, as many of our community
colleges are across our nation. Schools like Glendale fill a real need in our changing
economy and our changing world. They allow people of all backgrounds and all ages to get
the lifelong learning they need to compete for the best jobs. Public community colleges
make up the biggest sector in higher education in America. That's why we must do all we
can to help them prosper.
Glendale is a model for what a community college can do and do well. I commend
you for your achievements, especially through your Volunteer and Service Learning Center,
which is part of AmeriCorps. More than 1,200 students have done national service through
your program here, and that is outstanding.
You have also set a standard for career training through your Professional
Development Center. And as you have done all this and been family friendly. Three out of
four students here are parents. And that is typical of community colleges across our country.
I became President convinced that our nation's mission is to offer every American
responsibilty, and demand that every American take responsibility. That is America's basic
bargain. That is what you are doing by working so hard to get an education. It is the core of
what we call the American Dream.
The familly is the foundation of the American Dream. And nowhere do the values of
opportunity, responsibility and community come together as when our people try to raise
children and hold families together in this changed culture and new economy. If you're a
parent, a worker and a student - all at the same time — you are faced with difficult choices
every hour of the day. All of you have not made the choice to do all three lightly, but
because you know that if you do all that, you and your family can have a better life. You
are taking responsibility for the future of you and your family. But sometimes, it isn't easy.
In our new economy, being a parent may be the toughest job of all. You're never off
the job and yet you never seem to have enough time with the children. Nobody works
/
�bankers hours anymore ~ not even bankers. Careers demand time and energy and focus.
Even in one breadwinner households, fathers are working longer, commutes have gotten
longer as cities have sprawled into the suburbs. Even in a household where both parents
work, parents don't have time to make medical appointments, school conferences, afterschool activities, ballgames ~ all the things that make parenting a joy and show our children
that we love them.
So the first thing we need to do to raise our children right is to give them economic
opportunity. And in the information age, the key to opportunity is education.
We have worked hard to give our young poeple a vibrant, growing economy in which
to live and work. Over the past 3 1/2 years, we have turned our economy around. We cut
the deficit in half, because it is wrong to pass on to our children a legacy of debt. The
combined rate of unemployment, inflation, and mortgages are at a 27-year low. As interest
rates have come down, more families are able to afford homes. And the economy has
generated 9.7 million news jobs - 590,000 of them in California. More and more of these
jobs are good jobs, jobs with a future, jobs that require skills and knowledge.
Last week, I told the graduates at Princeton University that we must make the 13th
and 14th years of education as much a national standard as 12 years are today. What you
are doing by attending Glendale Community College is what all Americans must do, if we
are to unlock the possibility of the new age.
I have already put in place a comprehensive program to open the doors of college
wider than ever before - from direct student loans to millions of students, to expanded Pell
Grant scholarships. But we must do more. For families, I have proposed a tax cut that
would allow you to deduct $10,000 every year for the cost of college or other education after
high school. And last week, at Princeton University, I proposed that we give every person
in America a $1500 tax credit to pay the cost of tuition for the first 2 years of college. For
students here at Glendale, we are saying: if you keep a B average, and stay off drugs, tuition
should be free. We will give you the opportunity - if you take responsibiltiy to make the
most of your own lives.
But you know so well how even education cannot give you extra hours in the day. So
many of you are going to school, working, raising kids, tending to a husband or wife. And
the world of work is even more unforgiving. No one should have to choose between being a
good parent and a good worker.
That is why we passed the Family and Medical Leave Act, which guarantees unpaid
leave to care for an ailing parent or sick child.
And that is why I have challenged America's great corporations to do more. We have
to recognize that America's companies are better off when they have employees who do not
have to worry about their kids throughout their workday. Corporations need to be more
family friendly both because it can help for their bottom line and because it is consistent with
our basic values. So I urge businesses: Give your workers time to make it to a teachers
7
�06/10/96
19:20
©
JUN 10 ' 9 6 05:26PP1 DOE^OFC OF SECRETARY
1&002
AACC
AMERICAN A350CIATJQH «•# C^M-MUN-IT* COf,LJE<»t«
A S S O C I A T I O N OF COMMUNITY iCoLLRct TavsTCftS
•ii
' June 10,1996
Thc Honorable William Jcffcnoa Clinton
President of the United States
1600 Pennsylvania Avenue
Wajhington. D.C. 20500
Dear Piwidoni Clinion:
We write on behalf of the major national organizations represetuing presidents and boards of
trustees of the nation's communicy colleges. Overall, our associations include some 1,100, public and
private, associate degree-graating institutions and 80 peicentfof all community college boards of trustees.
We wish to express our strong support for your "Hope Scholarship Tax Credit" proposal Hie attaehed
pages list some of our members who formally endorse the plap.
If enacted, your tax credit proposal would provide an'extremely valuable addition to the existing
federal studentfinancialaid programs as a means of financing a college education. Community college
educators also appreciate your recognition that it is Impemdvfe for most Americans toreceiveat least two
years of postsecondaty education, both for their ownflnanciaiwell-being as well as that of the nation's
economic growth and stability.
The last fifteen yean have seen an alanning erosion in the value of federal grant and work
assistance. We are grateful that, on July I, the Pell Grant maximum will increase by $130 to $2,470, and wo
appreciate and endorse your support for a maximum grant of $2,700 in FY 1997. The Hope Scholarship Tax
Credit proposal would augment Pell Gnats and otherfinancingvehicles now available to community college
students. It could also send a powerful signal about the priority that the federal government places on
college attendance.
^
We do have questions about some aspects of this proposal. These include the interaction of the tax
credit with current student aid programs, and how the proposed B standard would mesh with existing Title
IV standards of satisfactory academic progress. But we believe that these points can be worked through in
the future.
v
We applaud you for your leadeiship in this area. We hope that you will continue to work to mate
high quality community college education and trainingreadilyavailable to aU Americans.
Sincerely,
David Pierce
President, AACC
'
Ray Taylor
President. ACCT
Actachments
AACC. One Dupont Circle, IXW. Suite 410, Washlnrton. DC 20036. (202) 728*0200, FAX (202) 833*2467
ACCT. 1740 "N" Sire.i, NW, Vathington, DC 20036. (202) 775-4667, FAX (202) 223-1297
�Page 19
5TH STORY o f Level 1 p r i n t e d i n FULL f o r m a t .
C o p y r i g h t 1996 Times M i r r o r Company
Los Angeles Times
May 20, 1996, Monday,
Home E d i t i o n
SECTION: L i f e & S t y l e ; P a r t E; Page 1; View Desk
LENGTH: 1212 words
HEADLINE: TURNING OFF TO SAVE THE FAMILY;
BOOKS: KIDS ARE BEING AMBUSHED BY TV, ONLINE SERVICES AND GAMES, SAYS AUTHOR
MARY PIPHER. THE RESULT? MOMS, DADS AND CHILDREN WHO DON'T TALK.
BYLINE: MICHAEL QUINTANILLA, TIMES STAFF WRITER
BODY:
The hands, shoot up. The heads nod. And t h e eager v o i c e s o f s e v e r a l P o r t e r
Middle School s t u d e n t s explode i n u n i s o n . Everyone agrees t h a t i f t h e y were
home, t h e TV would d e f i n i t e l y be on.
Author and t h e r a p i s t Mary Pipher--who moments e a r l i e r posed t h e TV o r n o t TV
question--has h i t pay d i r t . Again.
Her newest'book, "The S h e l t e r o f Each Other" (Putnam, 1996), speaks t o t h e
era o f h i g h - t e c h e l e c t r o n i c s i n which TV, t h e I n t e r n e t , v i d e o games--an a l l - o u t
media assault--seem t o r u l e o u r k i d s . And f a m i l i e s , she b e l i e v e s , need t o r e t u r n
to old-fashioned values.
Hey, maybe even r e s t o r i n g t h e r i t u a l o f a f a m i l y d i n n e r w i t h t h e TV o f f , t h e
Nintendo l i f e l e s s and computers c o l d c o u l d be t h e b e g i n n i n g o f r e b u i l d i n g
f a m i l i e s l o s t i n what Pipher c a l l s " e l e c t r o n i c v i l l a g e s . " She says these a r e
p l a c e s where e n t e r t a i n m e n t c e n t e r s keep k i d s i n t h e v i r t u a l w o r l d , n o t t h e r e a l
one.
The r e s u l t i s d r a m a t i c : This g e n e r a t i o n o f k i d s c o u l d p o s s i b l y be t h e f i r s t
t o grow up w i t h o u t s o c i a l s k i l l s , Pipher says.
That's n o t s u r p r i s i n g , she adds. A c c o r d i n g t o r e s e a r c h she c i t e s i n h e r book,
by 1990, 72% o f Americans d i d n ' t know t h e i r neighbors and t h e number o f people
who say t h e y have never spent time w i t h t h e people n e x t door has doubled i n t h e
l a s t 20 y e a r s .
But she contends i n h e r book--and t o t h e young people b e f o r e h e r - - t h a t m o s t l y
i t ' s t h e c u l t u r e o f t h e 1990s, n o t p a r e n t s , who a r e t o blame f o r t h e c r i s i s many
American f a m i l i e s f a c e .
She says c h i l d r e n a r e growing up i n t h e U n i t e d S t a t e s o f A d v e r t i s i n g - - a
consumer-driven, e l e c t r o n i c community t h a t i s t e a c h i n g k i d s "very d i f f e r e n t
v a l u e s from those we say we v a l u e . "
�Page 20
Los Angeles Times, May 20, 1996
The dozen teenagers i n t h e p r i n c i p a l ' s conference room a t t h e Granada H i l l s
school agree, nodding, t h e i r a t t e n t i o n on the c u l t u r a l a n t h r o p o l o g i s t / c l i n i c a l
p s y c h o l o g i s t , c o l l e g e l e c t u r e r and r a d i o commentator b e f o r e them. Pipher i s
t h e h o t t e s t t h i n g g o i n g i n the l a n d o f p o p u l a r psychology s i n c e t h e p u b l i c a t i o n
of her p r e v i o u s book, " R e v i v i n g Ophelia" (Putnam, 1994), which e x p l o r e d t h e
p r e s s u r e d l i v e s o f adolescent g i r l s .
Pipher--a s o f t - s p o k e n , s e n s i t i v e woman--loves t o l i s t e n and t a l k w i t h k i d s .
And i t ' s e v i d e n t t h a t t h e k i d s - - b a r e l y 10 minutes i n t o an h o u r l o n g chat
fest--are enthralled.
"When I was a g i r l i n t h i s l i t t l e town i n
never home," Pipher, 48, t e l l s t h e group. "My
the t i m e . My dad was always out working. And
Or I ' d jump on my b i k e and r i d e around town.
me t o t u r n on t h e TV."
Nebraska, my p a r e n t s were almost
mother was a d o c t o r who worked a l l
I ' d go out and p l a y w i t h a n i m a l s .
But i t would never have o c c u r r e d t o
C h r i s t i e Choo, 13, t e l l s Pipher, "Most o f us are plugged i n t o TV and
computers. Sometimes I t a l k and eat d i n n e r w i t h my p a r e n t s , b u t I f e e l s o r r y f o r
k i d s who don't communicate w i t h t h e i r f a m i l i e s . Sometimes those k i d s are t a l k i n g
on t h e phone w h i l e t h e y ' r e e a t i n g d i n n e r o r t h e y ' r e e a t i n g and w a t c h i n g TV."
Says D a n i e l G h a l c h i , 13: " I t h i n k t h a t TV i s t a k i n g the p l a c e o f t h e f a m i l y
and t h a t t h e f a m i l y s h o u l d s t e p i n and do something about i t . I ' l l spend t h e
whole n i g h t w a t c h i n g TV, t h r e e o r more hours and on weekends go i n t o chat
rooms."
C a r l i n W r i g h t , 13, admits t h a t every day a f t e r s c h o o l , " I go o n l i n e and check
my e - m a i l . " And when she's alone, she t u r n s on the TV "and I f e e l l i k e someone
i s t h e r e w i t h me."
But Pipher q u i c k l y adds, "The TV may f e e l l i k e company, but i t i s n ' t
w h i l e you are w a t c h i n g t e l e v i s i o n , you are not making a r e a l f r i e n d . "
and
Mahta E g h b a l i , 14, says her mother t e l l s her, " 'You're a d d i c t e d . ' I t e l l
her, 'No, I'm n o t . ' I t ' s hard t o admit i t , but you have a f e e l i n g t h a t your day
i s n o t complete because you haven't watched a t l e a s t a h a l f - h o u r o f TV."
Most o f t h e s t u d e n t s agree t h a t u s u a l l y a f t e r d i n n e r i t ' s o f f t o t h e i r
bedrooms t o f i n i s h homework o r i n t o cyberspace o r watch TV u n t i l bedtime w i t h
l i t t l e o r no i n t e r a c t i o n w i t h t h e i r p a r e n t s , who are u s u a l l y t o o t i r e d t o t a l k
a t l e n g t h o r spend t i m e w i t h them o u t d o o r s .
Pipher t e l l s t h e s t u d e n t s t h a t c h i l d r e n watch an average o f f o u r hours o f
t e l e v i s i o n per day.
Today's p a r e n t s spend 40% l e s s time w i t h t h e i r c h i l d r e n t h a n p a r e n t s d i d i n
t h e 1950s, Pipher says. Twice as many c h i l d r e n l i v e i n s i n g l e - p a r e n t homes
today--45% o f which are below p o v e r t y l e v e l s - - t h a n 20 years ago, and f a t h e r s ,
p a r t i c u l a r l y , spend l e s s t h a n 30 minutes a week t a l k i n g t o t h e i r c h i l d r e n .
�Page 21
Los Angeles Times, May 20,
1996
Pipher t e l l s t h e teens t h a t 30 years ago, c h i l d r e n l e a r n e d how t o behave "by
w a t c h i n g r e a l a d u l t s , by l i s t e n i n g t o t h e i r aunts and u n c l e s and t h e i r c o u s i n s .
They gave me a l o t o f a d v i c e and t o l d me a l o t o f s t o r i e s . That's how I
l e a r n e d how. t o behave. Now, a l o t o f people l e a r n how t o behave from w a t c h i n g
TV."
And she warns t h e s t u d e n t s n o t t o f a l l i n t o t h e "mean w o r l d syndrome."
"That's one way I t h i n k t h e w o r l d has r e a l l y changed," she e x p l a i n s . "The
more you watch TV the more you are l i k e l y t o b e l i e v e t h a t the w o r l d i s a v e r y
dangerous p l a c e . So t h e more you are l i k e l y t o s t a y i n d o o r s t o be s a f e , t h e more
y o u ' l l watch TV. I t ' s a v i c i o u s c i r c l e . I f everybody s t a y s i n s i d e w a t c h i n g your
own l i t t l e TV, t h e w o r l d does become a more dangerous p l a c e . "
Pipher says she spoke w i t h t e a c h e r s a l l over t h e c o u n t r y who t o l d her t h e y
have n o t i c e d a d i f f e r e n c e i n c h i l d r e n i n t h e l a s t f i v e y e a r s . " I t h i n k - - a n d
t e a c h e r s t h i n k t h i s t o o - - t h a t so many c h i l d r e n now don't know r e a l p e o p l e . They
know t h e people t h e y see on t h e TV screen."
Dannia Loera, 13, says her 2 - y e a r - o l d b r o t h e r mimics c h a r a c t e r s from t h e
l i v e - a c t i o n program "VR Troopers." Recently, Dannia says, her b r o t h e r , who o f t e n
answers t h e f r o n t door w i t h a t o y gun, "was p l a y i n g l i k e he was a VR v i r t u a l
r e a l i t y Trooper and g o t a metal r o d and h i t me on t h e head."
"Watching
t o o much TV d e s e n s i t i z e s you," C h r i s t i e
says.
N i c k Dies, 12, says he has f r i e n d s who p l a y v i d e o games, go o n l i n e and watch
hours o f t e l e v i s i o n e v e r y day. "They're j u s t r e a l l y i n t o i t . " N i c k says h i s
younger b r o t h e r stopped w a t c h i n g TV a f t e r he g o t a skateboard l a s t year. "Now, I
go s k a t e b o a r d i n g w i t h him. I t s o r t o f draws him and me away from t h e TV and more
into outside play."
That's a s t e p i n t h e r i g h t d i r e c t i o n , Pipher says, c h a l l e n g i n g t h e s t u d e n t s
t o make f r i e n d s w i t h n e i g h b o r s and e s p e c i a l l y s e n i o r c i t i z e n s who have many
s t o r i e s t o share. "You can v o l u n t e e r , h e l p homeless people, l e a r n t o p l a y t h e
v i o l i n , read good books, develop your body, your mind," she says. She suggests
w r i t i n g i n a d i a r y as w e l l as w r i t i n g l e t t e r s t o r e l a t i v e s who l i v e o u t o f town.
To grown-ups, Pipher says t u r n o f f your machines--faxes, beepers, c e l l u l a r
phones--and go o u t s i d e and v i s i t w i t h whoever i s t h e r e . T a l k t o c h i l d r e n . Coach
a b a l l team. Make t i m e f o r bedtime t a l k w i t h your k i d s every n i g h t , "a way t o
g i v e each day a c l o s i n g ceremony." Read o u t l o u d as a f a m i l y . Set a s i d e a
s p e c i a l day o r evening f o r a f a m i l y o u t i n g , such as a walk t o a neighborhood
p i z z a p a r l o r o r a n a t u r e h i k e i n a park.
The good news, Pipher t e l l s t h e s t u d e n t s , i s t h a t f a m i l i e s i n d i s r e p a i r
rebuild.
" I f you t a l k about changing t h e c u l t u r e , i t makes people f e e l s o r t o f
can
�Page 22
Los Angeles Times, May 20, 1996
d e f e a t e d . 'How can I change t h e c u l t u r e ? One person?' But I h o n e s t l y t h i n k t h a t
we can change," she t e l l s t h e teenagers a t P o r t e r . "The human s p i r i t has bounced
back from worse t h i n g s t h a n TV."
GRAPHIC: PHOTO: Mary Pipher says t h e h i g h - t e c h e r a we l i v e i n i s r u l i n g our
kids.
PHOTOGRAPHER: BOB CAREY / Los Angeles Times PHOTO: ' T e l e v i s i o n , v i d e o
games, a l l t h a t s t u f f can be a d d i c t i n g . But we have t h e power t o c o n t r o l i t . I f
we can t u r n i t on, we can t u r n i t o f f . ' David McKinney, 12 PHOTO: ' . . . I f e e l
l i k e someone i s t h e r e w i t h me.' C a r l i n W r i g h t , 13
LANGUAGE: Eng1i sh
LOAD-DATE: May 20, 1996
�06/10/86
14:10
®202 456 6231
OYP DOMESTIC POL
121002/002
INSERT FOR POTUS GLENDALE SPEECH ON KIDS TV
In my State ofthe Union address, I challenged leaders in the media industty to help strengthen
American families by providing television program ratings so families could protect their
childrenfrominappropriate programs as they see fit. I am proud to say that in our meeting last
February, the leaders from the television mdustry took up this challenge and agreed to develop
their own rating system compatible with the V-chip. While much work is left to be done, the
progress we have started shows promise, and I commend these examples of their willingness to
work with us.
With progress on this issue underway, it is time to consider how we can provide more and better
educational children's programming so television could be a more positive influence in our
children's lives. Over the past year I have discussed this issue .with media leaders on several
occasions. Last year, I wrote a letter to the Federal Communications Commission supporting
their proposed rule requiring a minimum of three hours of children's educational programming
per week per station.
I believe we are at a crossroads, and it is time to use the great power of television to help our
children. Therefore, before the end of July I will invite the leaders of the television networks and
the leaders in children's programming to come to the White House to discuss how we can move
quickly to improve both the quality and quantity of children's educational programming.
JUN-10-1996 11=19
202 456 6231
P.002
�THE WHITE HOUSE
Office of
The Press S e c r e t a r y
For Immediate Release
February 8, 1996
REMARKS BY THE PRESIDENT
IN SIGNING CEREMONY FOR THE
TELECOMMUNICATIONS ACT CONFERENCE REPORT
L i b r a r y o f Congress
Washington, D.C.
11:34
A.M. EST
THE PRESIDENT: Thank you v e r y much. Mr. Vice P r e s i d e n t , Mr.
Speaker, members o f Congress, and l a d i e s and gentlemen:
I'd like
t o b e g i n by t h a n k i n g t h e L i b r a r y o f Congress f o r h o s t i n g us here.
I t ' s my u n d e r s t a n d i n g t h i s may be t h e o n l y time i n American
h i s t o r y a p i e c e o f l e g i s l a t i o n has been s i g n e d here, and perhaps
the f i r s t t i m e i n t h r e e decades when one has been s i g n e d on
Capitol H i l l .
I f t h a t i s so, t h e n t h i s i s c e r t a i n l y a w o r t h y
occasion.
I thank L i l l y Tomlin f o r r e m i n d i n g us t h a t t h e I n t e r n e t can b e f u n
-- ( l a u g h t e r ) -- and t h e s t u d e n t s a t C a l v i n Coolidge f o r r e m i n d i n g
us t h a t t h e I n t e r n e t can do a w o r l d o f good.
I thank t h e V i c e P r e s i d e n t , who f o u g h t f o r t h i s b i l l f o r so l o n g
on b e h a l f o f t h e American people. And I thank t h e members o f
Congress i n b o t h p a r t i e s , s t a r t i n g w i t h t h e l e a d e r s h i p , who
b e l i e v e d i n t h e promise and t h e p o s s i b i l i t y o f t e l e c o m m u n i c a t i o n s
r e f o r m . I thank t h e v a s t a r r a y o f i n t e r e s t groups who had
sometimes c o n f l i c t i n g concerns about t h i s b i l l who were a b l e t o
work t o g e t h e r and work t h r o u g h them so t h a t we c o u l d move t h i s
together.
T h i s law i s t r u l y r e v o l u t i o n a r y l e g i s l a t i o n t h a t w i l l b r i n g t h e
f u t u r e t o o u r d o o r s t e p . I n t h e S t a t e o f t h e Union, j u s t a few
days ago, I asked t h e Congress t o pass t h i s law, and t h e y d i d
w i t h remarkable speed and d i s p a t c h . Even t h e years t h a t were
spent w o r k i n g on i t were a r e l a t i v e l y s h o r t t i m e g i v e n t h e
t r a d i t i o n o f c o n g r e s s i o n a l d e c i s i o n - m a k i n g over major m a t t e r s .
�T h i s h i s t o r i c l e g i s l a t i o n i n my way o f t h i n k i n g r e a l l y embodies
what we ought t o be about as a c o u n t r y and what we ought t o be
about i n t h i s c i t y .
I t c l e a r l y enables t h e age o f p o s s i b i l i t y i n
America t o expand t o i n c l u d e more Americans. I t w i l l c r e a t e
many, many high-wage j o b s . I t w i l l p r o v i d e f o r more i n f o r m a t i o n
and more e n t e r t a i n m e n t t o v i r t u a l l y every American home. I t
embodies our best v a l u e s by s u p p o r t i n g the k i n d o f market r e f o r m s
t h a t t h e Vice P r e s i d e n t mentioned, as w e l l as t h e V-chip.
And i t
b r i n g s us t o g e t h e r , and i t was passed by people coming t o g e t h e r .
T h i s b i l l i s an i n d i c a t i o n of what can be done when Republicans
and Democrats work t o g e t h e r i n a s p i r i t o f genuine c o o p e r a t i o n t o
advance t h e p u b l i c i n t e r e s t and b r i n g us t o a b r i g h t e r f u t u r e .
I t i s f i t t i n g t h a t we mark t h i s moment here i n t h e L i b r a r y o f
Congress. I t i s Thomas J e f f e r s o n ' s b u i l d i n g . Most o f you know
P r e s i d e n t J e f f e r s o n deeded h i s books t o our young n a t i o n a f t e r
our f i r s t l i b r a r y was burned t o the ground i n t h e War o f 1812.
The volumes t h a t l i n e these w a l l s grew out o f J e f f e r s o n ' s legacy.
He understood t h a t democracy depends upon t h e f r e e f l o w o f
information.
He s a i d , "He who r e c e i v e s an idea from me r e c e i v e s i n s t r u c t i o n
h i m s e l f w i t h o u t l e s s e n i n g mine. And he who l i g h t s h i s paper a t
mine r e c e i v e s l i g h t w i t h o u t d a r k e n i n g
me."
Today, t h e i n f o r m a t i o n r e v o l u t i o n i s s p r e a d i n g l i g h t ,
the l i g h t
J e f f e r s o n spoke about, a l l across our l a n d and a l l across t h e
w o r l d . I t w i l l a l l o w every American c h i l d t o b r i n g t h e ideas
s t o r e d i n t h i s r e a d i n g room i n t o h i s o r her own l i v i n g room o r
school room.
Americans have always had a genius f o r communications.
The
powers o f our Founding Fathers' words r e v e r b e r a t e d across t h e
w o r l d from t h e moment t h e y were s a i d down t o t h e p r e s e n t day.
From t h e Pony Express t o the m i r a c l e o f a human v o i c e over t h e
phone l i n e , American i n n o v a t i o n s and communications have broken
t h e b a r r i e r s o f t i m e and space t o make i t e a s i e r f o r us t o s t a y
i n t o u c h , t o l e a r n from each o t h e r , t o reach f o r a h i g h e s t
aspirations.
Today our w o r l d i s b e i n g remade y e t a g a i n by an i n f o r m a t i o n
r e v o l u t i o n , changing t h e way we work, t h e way we l i v e , t h e way we
r e l a t e t o each o t h e r . A l r e a d y the r e v o l u t i o n i s so p r o f o u n d t h a t
i t i s changing t h e dominant economic model o f t h e age.
And
a l r e a d y , thanks t o the s c i e n t i f i c and e n t r e p r e n e u r i a l genius o f
American workers i n t h i s c o u n t r y , i t has c r e a t e d v a s t , v a s t
o p p o r t u n i t i e s f o r us t o grow and l e a r n and e n r i c h o u r s e l v e s i n
body and i n s p i r i t .
�But t h i s r e v o l u t i o n has been h e l d back by o u t d a t e d laws, designed
f o r a t i m e when t h e r e was one phone company, t h r e e TV n e t w o r k s ,
no such t h i n g as a p e r s o n a l computer. Today, w i t h t h e s t r o k e o f
a pen, our laws w i l l c a t c h up w i t h our f u t u r e . We w i l l h e l p t o
c r e a t e an open marketplace where c o m p e t i t i o n and i n n o v a t i o n can
move as q u i c k as l i g h t .
An i n d u s t r y t h a t i s a l r e a d y o n e - s i x t h of our e n t i r e economy w i l l
thrive.
I t w i l l c r e a t e o p p o r t u n i t y , many more high-wage j o b s and
b e t t e r l i v e s f o r a l l Americans. Soon, w o r k i n g p a r e n t s w i l l be
a b l e t o check up on t h e i r c h i l d r e n i n c l a s s v i a computer.
F a m i l i e s heading o f f on v a c a t i o n t r i p s w i l l be a b l e t o program
t h e f a s t e s t r o u t e i n t h e i r car computers, thanks t o t h e work t h e
Department o f T r a n s p o r t a t i o n i s now d o i n g . On a r a i n y Saturday
n i g h t , y o u ' l l be a b l e t o o r d e r up every money ever produced o r
every symphony ever c r e a t e d i n a minute's t i m e .
For those o f us who l i k e t o watch too many movies and l i s t e n t o
t o o much music i n a s i n g l e s i t t i n g , t h a t may be a mixed b l e s s i n g .
T h i s law a l s o recognizes t h a t w i t h freedom comes r e s p o n s i b i l i t y .
Any t r u l y c o m p e t i t i v e market r e q u i r e s r u l e s . T h i s b i l l p r o t e c t s
consumers a g a i n s t monopolies. I t guarantees t h e d i v e r s i t y o f
v o i c e s our democracy depends upon. Perhaps most o f a l l , i t
enhances t h e common good. Under t h i s law, our s c h o o l s , our
l i b r a r i e s , our h o s p i t a l s w i l l r e c e i v e t e l e c o m m u n i c a t i o n s e r v i c e s
at reduced c o s t . T h i s simple a c t w i l l move us one g i a n t s t e p
c l o s e r t o r e a l i z i n g a challenge I put forward i n the State of the
Union t o connect a l l our classrooms and l i b r a r i e s t o t h e
I n f o r m a t i o n Superhighway by t h e year 2000 -- not t h r o u g h a b i g
government program, but t h r o u g h a c r e a t i v e e v e r - u n f o l d i n g
p a r t n e r s h i p l e d by s c i e n t i s t s and e n t r e p r e n e u r s , s u p p o r t e d by
business and government and communities w o r k i n g t o g e t h e r .
We know t h e I n f o r m a t i o n Age w i l l b r i n g b l e s s i n g s f o r our people
and our c o u n t r y . But l i k e most human b l e s s i n g s , we know t h e
b l e s s i n g s w i l l be mixed. We a l s o know t h a t the programming
beamed i n t o our homes can undercut our v a l u e s and make i t more
d i f f i c u l t f o r parents t o r a i s e t h e i r c h i l d r e n .
C h i l d r e n sometimes are exposed t o images p a r e n t s don't want them
t o see because t h e y s h o u l d n ' t . A comprehensive s t u d y r e l e a s e d
j u s t y e s t e r d a y c o n f i r m s what every p a r e n t knows -- t e l e v i s e d
v i o l e n c e i s p e r v a s i v e and numbing, and i f exposed c o n s t a n t l y t o
i t , young people can develop a numbing, l a s t i n g , c o r r o s i v e
r e a c t i o n t o i t . T e l e v i s e d v i o l e n c e i n t o o much volume and
i n t e n s i t y over t o o l o n g a p e r i o d o f time may t e a c h our c h i l d r e n
t h a t such v i o l e n c e has no consequences and i s an u n a v o i d a b l e p a r t
of modern l i f e .
Neither i s true.
�I n my S t a t e o f t h e Union address, when I asked Congress t o pass
t h e telecommunications law I mentioned i n p a r t i c u l a r t h e V-chip
designed t o s t r e n g t h e n f a m i l i e s and t h e i r a b i l i t y t o p r o t e c t
t h e i r c h i l d r e n from t e l e v i s i o n v i o l e n c e and o t h e r i n a p p r o p r i a t e
programs as t h e y determine.
I am v e r y proud t h a t t h i s new
l e g i s l a t i o n i n c l u d e s t h e V-chip.
I t ' s not such a b i g
r e q u i r e m e n t , as you can see -- here i s one -- but i t can make a
b i g d i f f e r e n c e i n the l i v e s of f a m i l i e s a l l over America.
I thank t h e Congress and the members of b o t h p a r t i e s f o r g i v i n g
p a r e n t s who want t o t a k e more r e s p o n s i b i l i t y f o r t h e i r c h i l d r e n ' s
u p b r i n g i n g an i m p o r t a n t t o o l t o do so.
I thank t h e Congress f o r
r e d u c i n g t h e chances t h a t the hours spent i n church o r synagogue
o r i n d i s c u s s i o n around t h e d i n n e r t a b l e about r i g h t and wrong
and what can and cannot happen i n t h e w o r l d w i l l not be undone by
u n t h i n k i n g hours i n f r o n t of a t e l e v i s i o n s e t .
Of course, p a r e n t s now have t o do t h e i r end of t h e j o b and decide
what t h e y do o r don't want t h e i r young c h i l d r e n t o see.
But i f
every p a r e n t uses t h i s c h i p w i s e l y , i t can become a p o w e r f u l
v o i c e a g a i n s t t e e n v i o l e n c e , t e e n pregnancy, t e e n drug use, and
f o r b o t h l e a r n i n g and e n t e r t a i n m e n t . The r e s p o n s i b i l i t y o f
p a r e n t s t o do t h i s i s something t h e y deserve and something t h e y
p l a i n l y need. Now t h a t t h e y have i t , t h e y must use i t .
I want t o acknowledge i n t h i s audience t h e a c t i v i s t s , t h e p a r e n t s
who pushed f o r t h e V-chip and thank you v e r y much f o r making i t
possible.
To make t h e V-chip as e f f e c t i v e as i t can be, I have c h a l l e n g e d
t h e broadcast i n d u s t r i e s t o do what t h e movies have done, t o r a t e
programming i n a way t h a t w i l l h e l p t h e p a r e n t s t o make these
decisions.
I i n v i t e d t h e e n t e r t a i n m e n t i n d u s t r y l e a d e r s t o come
t o t h e White House t o work w i t h me t o improve what our c h i l d r e n
see on t e l e v i s i o n , and I'm pleased t o announce t h a t e x a c t l y t h r e e
weeks from today, on February 29th, we w i l l convene our meeting
and g e t t o work. I thank the l e a d e r s of t h e e n t e r t a i n m e n t
i n d u s t r y f o r coming and I w i l l l o o k f o r w a r d t o w o r k i n g w i t h them.
I n 1957, P r e s i d e n t Eisenhower signed another i m p o r t a n t b i l l i n t o
law, another b i l l t h a t was l i k e t h i s .
I t seized the
o p p o r t u n i t i e s o f t h e moment. I t made them more b r o a d l y a v a i l a b l e
t o a l l Americans. I t met t h e c h a l l e n g e of change. I t r e i n f o r c e d
our fundamental v a l u e s and a s p i r a t i o n s . And i t was done i n a
harmonious, b i p a r t i s a n s p i r i t .
�The I n t e r s t a t e Highway A c t l i t e r a l l y brought Americans c l o s e r
t o g e t h e r . We were connected c i t y t o c i t y , town t o town, f a m i l y
t o f a m i l y , as we had never been b e f o r e . That law d i d more t o
b r i n g Americans t o g e t h e r than any o t h e r law t h i s c e n t u r y , and
t h a t same s p i r i t o f c o n n e c t i o n and communication i s t h e d r i v i n g
f o r c e b e h i n d t h e Telecommunications A c t o f 1996.
When P r e s i d e n t Eisenhower signed t h e highway b i l l , he gave one o f
h i s pens t o t h e f a t h e r o f t h a t l e g i s l a t i o n . Senator A l b e r t Gore,
Sr., o f Tennessee. H i s son, t h e Vice P r e s i d e n t , i n many ways i s
the f a t h e r o f t h i s l e g i s l a t i o n because he's worked on i t f o r more
t h a n 20 y e a r s , s i n c e he f i r s t began t o promote what he c a l l e d , i n
the phrase he c o i n e d , "The I n f o r m a t i o n Superhighway."
You heard him say today t h a t he always dreamed t h a t a c h i l d from
h i s l i t t l e home town o f Carthage c o u l d come home from s c h o o l and
be a b l e t o connect t o t h e L i b r a r y o f Congress. I'm proud t h a t
the Vice P r e s i d e n t i s a b l e t o be here today and t o p l a y t h e r o l e
he deserves t o p l a y i n t h i s . And I thank a l l t h e o t h e r s who have
done t h i s .
But two days ago, I asked him i f he would g i v e me t h e
pen t h a t h i s f a t h e r g o t from P r e s i d e n t Eisenhower t o b e g i n t h e
s i g n i n g o f t h i s l e g i s l a t i o n . And so, t h a t i s t h e v e r y n i c e pen
you see.
Mr. Speaker, I don't know what we can do about t h i s i n a
b i p a r t i s a n manner, I'm a f r a i d t h a t people would say t h a t i n t h e
'50s t h a t ' s t h e t i m e when people i n Washington were r e a l l e a d e r s
and pens were r e a l pens.
(Laughter.)
At any r a t e , I'm g o i n g t o b e g i n , i n honor o f Senator Gore, Sr.,
and Vice P r e s i d e n t Gore, t h e s i g n i n g w i t h t h a t pen t h a t P r e s i d e n t
Eisenhower used t o s i g n t h e I n t e r s t a t e Highway A c t , and t h e n go
on w i t h t h e s i g n i n g .
And a g a i n , l e t me say t o a l l o f you, I wish every person here who
has p l a y e d a r o l e i n t h i s c o u l d have one o f these pens. I am
v e r y , v e r y g r a t e f u l t o you. And t h e n a f t e r I s i g n t h e a c t u a l
b i l l , we're g o i n g t o s i g n a copy o f t h e b i l l over here and send
i t i n t o cyberspace. I b e l i e v e t h a t t h i s i s t h e f i r s t b i l l t h a t
ever made t h a t j o u r n e y , and t h a t w i l l make me whatever i t was
E r n e s t i n e s a i d , a cybernaut, o r whatever she s a i d .
(Laughter.)
Again, l e t me thank you from t h e bottom o f my h e a r t , e v e r y one o f
you, f o r making t h i s g r e a t day f o r America p o s s i b l e . Thank you.
(Applause.)
END
11:48 A.M. EST
�THE WHITE HOUSE
O f f i c e o f t h e Press S e c r e t a r y
For Immediate Release
February 9, 1996
OPENING REMARKS BY THE PRESIDENT
TO FAMILIES I N V-CHIP DISCUSSION
P r i v a t e Residence
Alexandria, V i r g i n i a
11:05
A.M. EST
THE PRESIDENT: F i r s t o f a l l , I ' d l i k e t o thank o u r host f o r
welcoming us i n , and t o a l l t h e members o f t h e press and o u r guests
here.
As you know, y e s t e r d a y
I signed
into
law t h e
Telecommunications A c t o f 1996, which i s t h e f i r s t major o v e r h a u l
of o u r t e l e c o m m u n i c a t i o n s laws i n s i x decades.
That b i l l w i l l do an enormous amount o f good f o r o u r c o u n t r y .
I t w i l l , f o r consumers, open up v a s t new o p p o r t u n i t i e s f o r
e n t e r t a i n m e n t , v a s t new o p p o r t u n i t i e s f o r i n f o r m a t i o n , v a s t new
o p p o r t u n i t i e s f o r d i f f e r e n t k i n d s o f communications.
I t will
c r e a t e many, many thousands o f high-wage j o b s .
But i t w i l l a l s o
b r i n g a l o t more images and messages i n t o every home i n America.
One o f t h e t h i n g s t h a t t h e Vice P r e s i d e n t and Mrs. Gore and I
l i k e so much about t h i s b i l l i s t h a t i n a d d i t i o n t o g e t t i n g t h e
b e n e f i t s o f t h e telecommunications r e v o l u t i o n , i t g i v e s more power
t o p a r e n t s t o c o n t r o l what t h e i r young c h i l d r e n see on t e l e v i s i o n
by r e q u i r i n g a l l new t e l e v i s i o n s e t s t o have a V-chip i n them.
So we wanted t o come here today t o d i s c u s s w i t h these f o l k s
how t h e y f e e l about i t and t o g i v e them and t o g i v e you a chance t o
see how t h i s w i l l work. So I ' d l i k e t o t u r n i t over t o t h e V i c e
P r e s i d e n t and g i v e him a chance t o make a d e m o n s t r a t i o n and t o
comment.
* * * * *
�CLOSING REMARKS BY THE PRESIDENT
TO FAMILIES AT V-CHIP DISCUSSION
THE PRESIDENT: L e t me j u s t say one f i n a l t h i n g about t h i s .
Maybe we ought t o change t h e name from t h e V-chip t o Parent Power
chip.
(Laughter.)
One o f t h e t h i n g s t h a t we t a l k about a l l t h e t i m e , t o go
beyond t h i s , i s t h a t a l l these t e c h n o l o g i c a l changes t h a t a r e g o i n g
on i n t h e w o r l d a r e so w o n d e r f u l i n so many ways. They're making
o p p o r t u n i t i e s f o r people t o do t h i n g s t h e y never c o u l d do b e f o r e .
But i f we're n o t c a r e f u l , t h e y a l s o make t h e m a j o r i t y o f t h e people
f e e l t h a t t h e y ' r e l o s i n g c o n t r o l o f t h e i r l i v e s i n many ways -- n o t
j u s t t h i s way, i n many ways. And I t h i n k a n y t h i n g we can do t o
harness t h e power o f new technology, t o g i v e people more c o n t r o l
back over t h e i r l i v e s , t h e i r f a m i l y ' s l i v e s , t h e workplace, t h e
community, t h a t ' s a good t h i n g .
We don't want people t o f e e l
powerless.
One o f t h e t h i n g s t h a t f r u s t r a t e s people i n t h i s c o u n t r y i s
t h e y f e e l t h e r e a r e a l l these f o r c e s o u t t h e r e r u n n i n g around
w o r k i n g on t h e i r l i v e s and t h e y have no c o n t r o l over them. And
t h i s i s maybe j u s t one s m a l l s t e p , b u t i t ' s a way o f s a y i n g t o
people t h a t new t e c h n o l o g i e s can put you back i n t h e d r i v e r seat i n
y o u r l i v e s , n o t t a k e you f u r t h e r and f u r t h e r o u t o f them.
Thank you.
END
Thanks a g a i n f o r having me here.
11:35 A.M. EST
�OVP DOMESTIC POL
06/10/96
14:19
,
™
6
2
3
12)001/002
1
Office ofthe Vice President
Domestic Policy
Old Executive Office Building
Washington, DC 20501
(202) 456-6222
TO:
FROM:
DATE:
lb
5L
number of pages including cover
COM; .BNTS:
P.001
JUN-10-1S96 l i s IB
202 456 6231
�THE W H I T E H O U S E
WAS H IN GTO N
G L E N D A L E COMMUNITY C O L L E G E R E M A R K S
DATE:
TIME:
LOCATION:
CONTACT:
I.
Tuesday, June 11, 1996
10:15 am - 11:15 am
Glendale Community College
Glendale, CA
Kitty Higgins
Kris Balderston
PURPOSE
To highlight your accomplishments on preserving the American family.
II.
BACKGROUND
Glendale Community College is an excellent venue for you to give a speech on preserving the
American family. Founded in 1927, the school has provided a flexible and reasonable
educational option for middle class families. Enrollment is 13,500 college-credit students
taking day and evening classes at the main campus plus another 8,000 non-credit adult
education students at off-campus sites.
GCC offers the same classes as those available during the first two years at most universities.
With reasonable fees, students can save from $3,000 to $8,000 by attending GCC and then
transferring to a University of California school for their final two years. The percentage of
Glendale students receiving federal assistance is three times the state average. Those
completing the College Scholars Program have automatic junior standing at any UC and at
many private colleges and universities. The college also offers 2-year Associate in Arts
degrees in 26 majors and Associate in Science or Certificates of Completion in 71 areas.
Glendale is symbolic of the many urban communities that are in the midst of substantial
demographic change. Currently, two thirds of GCC students were bom in foreign countries
The college has received local, state, and national awards for their Volunteer and Service
Learning Center, funded by an AmeriCorps grant, which has successfully integrated service
into the traditional curriculum and which has placed over 1,200 students into the community
doing volunteer activities during the last two years.
The Professional Development Center, which offers specialized training for private industry, is
the largest community college enterprise of its kind in the country. GCC's state-of-the-art
career training is augmented by a complete system of occupational advisory committees
composed of industry professionals. In addition, the college has strong support programs for
PHOTOCOPY
PRESERVATION
�adult reentry students and extensive non-credit community-oriented programs aimed at parent
education, retirement seminars, and lifelong learning.
Glendale's commitment to job placement is exemplified by their active involvement with the
local Private Industry Council. This partnership is currently working to offer training for laidoff workers and the long-term unemployed in a variety of vocational areas.
III.
PARTICIPANTS
YOU
Dr. John Davitt, President, Glendale Community College
IV.
SEQUENCE OF EVENTS
YOU are announced to the stage, accompanied by Dr. John Davitt.
Dr. Davitt makes welcoming remarks and introduces YOU.
YOU make remarks.
Upon conclusion of remarks, YOU work a ropeline and depart.
V.
PRESS
Open Press
VI.
REMARKS
Provided by Speechwriting.
PHOTOCOPY
PRESERVATION
�President William J. Clinton
Prepared Remarks
Glendale Community College
Glendale, California
June 11, 1996
Thank you, President Davitt. I am honored to be here at Glendale Community
College. This school has been a center of learning here for nearly 70 years. When the 1933
earthquake, cracked the foundation of your buildings, the students here were so dediccated to
their education that you met in tents. Over the years, the student body has changed; many of
you were bom in other countries. But what has remained unchanged is the dream for a
better future - and Glendale's role in providing the knowledge and the skills to help them
come true.
This school is an anchor in this beautiful community, as many of our community
colleges are across our nation. Schools like Glendale fill a real need in our changing
economy and our changing world. They allow people of all backgrounds and all ages to get
the lifelong learning they need to compete for the best jobs. Public community colleges
make up the biggest sector in higher education in America. That's why we must do all we
can to help them prosper.
Glendale is a model for what a community college can do and do well. I commend
you for your achievements, especially through your Volunteer and Service Learning Center,
which is part of AmeriCorps. More than 1,200 students have done national service through
your program here, and that is outstanding.
You have also set a standard for career training through your Professional
Development Center. And as you have done all this and been family friendly. Three out of
four students here are parents. And that is typical of community colleges across our country.
I became President convinced that our nation's mission is to offer every American
responsibilty, and demand that every American take responsibility. That is America's basic
bargain. That is what you are doing by working so hard to get an education. It is the core of
what we call the American Dream.
The familly is the foundation of the American Dream. And nowhere do the values of
opportunity, responsibility and community come together as when our people try to raise
children and hold families together in this changed culture and new economy. If you're a
parent, a worker and a student - all at the same time — you are faced with difficult choices
every hour of the day. All of you have not made the choice to do all three lightly, but
because you know that if you do all that, you and your family can have a better life. You
are taking responsibility for the future of you and your family. But sometimes, it isn't easy.
In our new economy, being a parent may be the toughest job of all. You're never off
the job and yet you never seem to have enough time with the children. Nobody works
�bankers hours anymore - not even bankers. Careers demand time and energy and focus.
Even in one breadwinner households, fathers are working longer, commutes have gotten
longer as cities have sprawled into the suburbs. Even in a household where both parents
work, parents don't have time to make medical appointments, school conferences, afterschool activities, ballgames - all the things that make parenting a joy and show our children
that we love them.
So the first thing we need to do to raise our children right is to give them economic
opportunity. And in the information age, the key to opportunity is education.
We have worked hard to give our young poeple a vibrant, growing economy in which
to live and work. Over the past 3 1/2 years, we have turned our economy around. We cut
the deficit in half, because it is wrong to pass on to our children a legacy of debt. The
combined rate of unemployment, inflation, and mortgages are at a 27-year low. As interest
rates have come down, more families are able to afford homes. And the economy has
generated 9.7 million news jobs - 590,000 of them in California. More and more of these
jobs are good jobs, jobs with a future, jobs that require skills and knowledge.
Last week, I told the graduates at Princeton University that we must make the 13th
and 14th years of education as much a national standard as 12 years are today. What you
are doing by attending Glendale Community College is what all Americans must do, if we
are to unlock the possibility of the new age.
I have already put in place a comprehensive program to open the doors of college
wider than ever before - from direct student loans to millions of students, to expanded Pell
Grant scholarships. But we must do more. For families, I have proposed a tax cut that
would allow you to deduct $10,000 every year for the cost of college or other education after
high school. And last week, at Princeton University, I proposed that we give every person
in America a $1500 tax credit to pay the cost of tuition for the first 2 years of college. For
students here at Glendale, we are saying: if you keep a B average, and stay off drugs, tuition
should be free. We will give you the opportunity - if you take responsibiltiy to make the
most of your own lives.
But you know so well how even education cannot give you extra hours in the day. So
many of you are going to school, working, raising kids, tending to a husband or wife. And
the world of work is even more unforgiving. No one should have to choose between being a
good parent and a good worker.
That is why we passed the Family and Medical Leave Act, which guarantees unpaid
leave to care for an ailing parent or sick child.
And that is why I have challenged America's great corporations to do more. We have
to recognize that America's companies are better off when they have employees who do not
have to worry about their kids throughout their workday. Corporations need to be more
family friendly both because it can help for their bottom line and because it is consistent with
our basic values. So I urge businesses: Give your workers time to make it to a teachers
�conference or to a recital. Experiment with flex time, open satellite offices to reduce
communting, and give workers the computers and faxes they need to work more at home.
And companies can do much more to help parents with the job of raising their
children. More and more companies are opening day care centers, so very young children
can be close by their mothers or fathers. I know that here at Glendale, you have a low-cost
babysitting service so that students with children can make their classes. That's the kind of
thing we need more of.
All of this is important for its own sake. But it is important for another reason:
Families today face stresses that were unthinkable even a generation ago, with outside
influences that sometimes leave parents wondering whether their kids will learn and live by
the values and character they're taught at home.
And today, our young parents are facing a new set of social pressurs - ways that our
society makes it harder, not easier, to raise children and give them good values. And I am
pleased that concerned, parents, educators, students and government are coming together to
help families - coming together by keeping tobacco out of the hands of teenagers, keeping
drugs out of our schools, teaching the young about the impact of teenage pregnancy, trying
to protect our children from the effects of violence on the media.
Today, young people are bombarded by degrading and exploitative ads and images on TV, in music, on billboards, on the Internet. The [x] hours a week that the average child
spends in front of a TV can overwhelm the time we spend at church, around the dinner table,
in quiet bedside converstations, as we try to teach our children right from wrong. The
overwhelming force of commercialism can make it hard for parents to raise their kids right.
[Our message to advertisers: stop pandering to our children.] We see children
smoking, and know that they have been exposed to the influence of tobacco advertising.
Every single day, 3,000 youngsters begin to smoke, and that means 1,000 of them will die
before their time - from heart disease, or cancer or emphysema. Last week, the state
Department of Health here said tobacco use among adults in California went up in the last
six months of last year. This follows another survey showing a rise in smoking among
teenagers nationwide.
California has been a pioneer in trying to protect kids from tobacco. You have made
it more expensive for teens by adding a tax of 25-cents a pack and using that money to
finance anti-smoking programs. A few weeks ago, the Board of Education in San Francisco
even banned clothing, backpacks and other gear that advertise tobacco.
But we need to do more. We need to give our families a fighting chance against an
industry that spends over $6 billion to promote smoking. Last summer, my Administration
proposed regulations to curb tobacco use by our young people. A cartoon camel and a
smoking cowboy are not good role models for our sons and daughters. These images have
got to go. We will not back down.
�These days the jacket or shoes a teenager wears can make them a target of gang
members and thieves. I have advocated school uniforms because where they have been used,
school violence has gone down, and grades have gone up. And, I would bet that parents
have more peace of mind.
And as we rebuild our families, we must address one of the biggest influences in the
lives of children: television. It is a constant companion. And that rightly concerns parents. If
a guest came into your home and used words or painted images that were unsuitable for
children, you would likely invite them to leave and not come back. But that's a challenge
when the guest is television, and when children can bring them into your home.
And that's what television does. In my State of the Union address, I challenged
leaders in the media industry to help strengthen American families by providing television
program ratings so families could protect their children from inappropriate programs as they
see fit. I am proud to say that in our meeting last February, the leaders from the television
industry took up this challenge and agreed to develop their own rating system compatible
with the V-chip. While much work is left to be done, the progress we have started shows
promise, and I commend the industry leaders who have shown a willingness to work with us.
With progress on this issue underway, it is time to consider how we can provide more
and better educational children's programming so television could be a more positive
influence in our children's lives. Over the past year, I have discussed this issue with media
leaders on several occasions. Last year, I wrote a letter to the Federal Communications
Commission supporting their proposed rule requiring a minimum of three hours of children's
education programming per week per station.
I believe we are at a crossroads, and it is time to use the great power of television to
help our children. Therefore, before the end of July, I will invite the leaders of the television
networks and the leaders in children's programming to come to the White House to discuss
how we can move quickly to improve both the quality and quantity of children's educational
programming. It is my hope that this will lead to a restoration of family hour and to
increased educational TV.
I believe that the media will again respond to this great challenge that faces every
parent in America. Only by working together - business, government and our communities can we succeed in restoring to parents control over what their kids see and watch.
We can help our families help themselves, heal themselves, rebuild themselves - and
we must. But govemment can only help. It's up to every family to make the commitment to
share time together, to talk, to listen, to care and to recognize that having a family can be
the single greatest blessing each of us will have. I don't know of a single person who wants
his or her tombstone to read: " I wish I'd spent more time at the office." That will never be
where regret will lie.
When you are shaping lives, can there be anything else that's more important? As a
parent, you have an impact beyond the boundaries of your home. My friend Cardinal
�Bemardin of Chicago likes to remind us that families are the "smallest democracy across the
heart of society," the place where new generations leam about democracy's rights and
responsibilities. When the state of our families is healthy, so is the state of our larger unions
- from our communities to our national community.
So you have your jobs to do: Be a good worker, and a good student, because that is
important to your future. But mostly, be a good parent, because that is important for all our
futures.
Thank you and God bless America.
�/GFC OF SECRETflRYi
P. 2/6
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•
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1
�Glendale Community College - Overview of the College
http://www.glendale.cc.ca.us/about/overview.htm
Overview of the College
,h
Established in 1927, Glendale Community College will soon be celebrating its 70 anniversary as a major two-year
community college serving the populations of Burbank, Glendale, Pasadena, and parts of Los Angeles. On the eve of
this milestone, Glendale Community College remains dedicated to providing rigorous, high-quality, lower division
instruction for students who wish to obtain associate degrees, transfer to a four-year institution, or qualify for
vocational certification. Its strong curriculum, outstanding faculty, and community education programs are
responsive to the changing needs of the individuals and diverse population which it serves.
The main campus of the college occupies 100 acres and has 15 permanent buildings, many of which have been recently
modernized. It is beautifully located on the slopes of the San Rafael Mountains overlooking the valleys in the Glendale
area. Recent major changes at the college include: remodeling of the Auditorium and Administration Buildings; new
construction ofthe San Rafael Building, the Child Development Center, and a new parking structure. Currently, two
new buildings are being constructed which will contain additional classrooms, modern student computer labs, and
additional space for the Library.
In its credit program, the college services approximately 14,500 students each semester, in both day and evening
classes. Approximately 7,000 other students are reached each semester through the noncredit adult education
program and specialized job training programs, such as the Professional Development Center (PDC) and the Job
Training Partnership Act (JTPA).
To About the College Menu
Return
To Main Menu
-loH
06/06/96 19:33:54
�- Gle* i^\e College: The Early Years
http://english.glendale.cc.ca.us/gcchist.html
It's August 1937 and the new Verdugo Campus of Glendale Junior
College was only weeks away from opening for its first full semester.
Students campaigned throughout the city to convince the voters to
pass a bond issue that made construction of the new campus possible.
Photo: Glendale Community College Library, Chester Lynch Collection
Glendale College in the 1930s
Note: Glendale College's early years reveal an energetic student body and a strong ambition to make the
college bigger and better. This short article takes you back to the 1930s and the hijinks, hardships and hard
work that have led to the GCC we know today.
Glendale Junior College, which had opened in 1927 with 139 students, erupted in class warfare that flapped
over the Fall 1930 semester.
It began when three freshmen lifted a sheet from the Glendale YMCA and painted "Frosh" on it in bold
letters. Under the cover of darkness, one of them hoisted the banner to the top of the campus flag pole,
carefully greasing it on the way down to ward off upper classmen.
When dawn came, "There was a riot at the flag pole," claimed a student account. "Classes were discontinued
for two days as fire hoses and all available and unavailable equipment was put into use. The faculty wailed at
the empty class rooms."
The sophs' revenge was swift: a group of them kidnapped the freshman vice president and held him hostage
for several hours in Griffith Park. At the pleas of the administration, a compromise was made: the freshman
leader was released, and the flag was removed.
At the end of the semester, the lingering grudge was settled amicably enough-even though sophomores
eventually stole the flag, ripped it to shreds and hoisted the rags up the flag pole. The students held a Class
Day, where each class defended its honor with, among other things, a tug-o-war over a campus mud hole.
Glendale Junior College, which later came to be known as Glendale College and eventually as Glendale
Community College, started small and simple. Established by local voters, it operated for two years out of the
west wing of Glendale Union High School on East Broadway. In 1929, the college moved to the comer of
Harvard and Louise-the site of today's Glendale Central Library-where it occupied a campus that had served
younger students since 1908.
The gray stone buildings of the Harvard Campus were perhaps a little too historic. The 1933 Long Beach
earthquake damaged the main buildings so severely that state inspectors ruled that classes could no longer be
held in them. From Spring 1934 to Spring 1937, classes were held in 15 tent bungalows.
Wrote Chester Lynch in his 1987 history of the college: "Going to classes in tents had advantages. If you were
not particularly interested in what your instructor was saying, you could listen to the instructors in the tents on
either side two or three over if you wished."
A contemporary account was a little less charitable, however, saying that "Tent City" featured "unbearable
1 of2
06/06/96 19:28:46
�Glencfele College: The Early Years
http://english.glendale.cc.ca.us/gcchist.html
heat in the summer months, with equally unbearable cold and dampness in winter."
It wasn't all grim, though. The tents were linked by a network of boardwalks which apparently encouraged
some students to roller skate from class to class.
Clearly, though, students and faculty wanted to get back into real classrooms. That yearning was channeled
into a 1935 bond measure to build a new campus on North Verdugo Road with local and federal Works
Progress Administration money.
According to a 1939 account, the student body "displayed more school spirit... than any year before or since.
Every student worked to put the bonds across, and it is to every member of this class that all succeeding
classes owe the Verdugo Campus."
When the measure carried by a citywide vote of 7705-1848 on Oct. 5, 1935, the students staged a gigantic
snake dance through the main streets of Glendale, followed by a bonfire on the campus which over one
thousand townspeople attended.
The new campus prompted changes. In keeping with its Spanish architecture, the Buccaneer mascot was
keelhauled in favor of the Vaquero. The student newspaper and yearbook, the Galleon and Log respectively,
were renamed the El Vaquero and La Reata. School colors were changed from orange and black to maroon
and gold by vote of the student body. Songs, yells and names of clubs were changed.
But the war between the freshmen and the sophomores continued on. They clashed on the new campus for the
first time in a January 1938 event called "The Big Brawl."
-Mike Eberts
After the 1933 earthquake rendered Glendale Junior College's main
buildings unsafe, classes were moved into tents. Many of the tents were
linked by temporary wooden walkways, which led to a short-lived fad:
roller skating to class. Back then, the college was located at Louise and
Harvard, the current site of the Glendale Public Library.
Photo: Glendale Community College Library, Chester Lynch Collection
A total of
2 of 2
people have accessed this page since March 26, 1996.
06/06/96 19:28:54
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Clinton Library
D O C U M E N T NO.
AND TYPE
003. note
SUBJECT/TITLE
DATE
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page)
06/07/1996
RESTRICTION
P6/b(6)
COLLECTION:
Clinton Presidential Records
Speechwriting
Michael Waldman
OA/Box Number: 14451
FOLDER TITLE:
[Glendale Community College - 1996] [1]
2006-0469-F
dbl910
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)|
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an agency 1(b)(2) of the FOIA]
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b(4) Release would disclose trade secrets or confidential or financial
information 1(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy 1(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes 1(b)(7) o f t h e FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions 1(b)(8) of the F O I A ]
b(9) Release would disclose geological or geophysical information
concerning wells 1(b)(9) of thc F O I A ]
National Security Classified Information 1(a)(1) o f t h e PRA|
Relating to the appointment to Federal office 1(a)(2) of the PRA|
Release would violate a Federal statute 1(a)(3) of the PRA]
Release would disclose trade secrets or confidential commercial or
financial information |(aX4)of the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors |a)(5) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy |(aX6) of the PRA]
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of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�06/37/1996
15:55
8856659184
FAGRE /HOLMBERG
PAGE
81
Coo3T
5^
SW" \ J | - ^ ^ 2d
^ *
^
^
5
Clinton Library Photocopy
�06/07/1996
15:55
8056659184
FAGRE / O M E G
HLBR
PAGE 02
CHANCELLOR'S OFFICE
CALIFORNIA COMMUNITV COLLEGES
RESEARCH AND ANALYSIS UNIT
FAX NUMBER (918) 327-5839
DATE
TO:
ATTENTION:
FROM:
fJs-/^t^
7
NUMBER OF PAGES (Including this oaga):
3
PLEASE CALL: r9im WS-lSdi IF PAGES ARE NOT RECEIVED
COMMENTS:
�06/0?/1996
15:55
JLN 07 '96
8056659184
FAGRE /HOLMBERG
03:i4*n CflLIFCRNIR COrfUNITY COLLEGE:
PAGE
P. 5
Tabl«4
Statcwid* Enrotlmant By Ags
1983 and 1994
Pall. 1993
Parcanc
Enroll
18.9%
258,€38
376,577
27.6%
14 3%
195,639
11.0%
149,729
8.5%
116.350
10.4%
141,478
9.4%
128,335
9,769
1,376,565
<-19
20-24
25-29
30-34
35-39
40-49
50+
Unknpwn
TOTAL
%Chng
F a l l 1994
1993-94
Percent
Enroll
255,621
19.0%
-1.2%
-2.1%
366,493
27.3%
14.3%
-1.9%
192,002
10.7%
-3.4%
144,634
113.777
8.4%
-2.2%
10.7%
1.7%
143,664
129,261
96%
0.7%
9,963
1,357,615
Chan 4
Stattwida EnroRmant By Aga
1993 and 1994
< =19
s
20-24
26-29
3034
O f til 1993 •
L
Sourw> Cfawietllor's 0 « i c « , October l
im.
35-39
1994
40-49
03
�06/Qi/lSSS
15:55
JUTS 07 ' 96
8056659184
FAGRE /HOLMBERG
PAGE
04
P.4
03= 13PM CPLIFORHIfi CCWUNITY COLLECZ
Tablt S
Statewide Enrolimant By Qandar
1993 and 1994
/
F a i l 1593
PcrcenC
Enroll
55.9%
7C5.695
44.1%
603,998
€,692
1,376,565
Gendar
Mala
unknown
TOTAL
FalJL
Enroll
761,023
590.966
5,626
1,357,615
Chart 6
Statawida Enrollmant By Qandar
1993 and 1994
V
800.000
700,000
A
600,000
500,000
400,000
300,000
200,000
100,000
0
PilM993 •Fall 1994
«oure« Chancellor's Offiet, Oetob«r 1 IMS.
:
1994
Percent
56.3%
43.7%
%Chng
1993-94
• -0.6%
-2.2%
�06/07/1996
15:55
JUS PT? '96
FAGRE /HOLMBERG
8056659184
03= 13PM C^LIFOWHIR COfTUrUTY
PAGE
05
P.3
CQg^
8t«t«widt Enrollment By Ethnichy
1993 and 1984
Schnicity
Am Ind/Alagkan
Asian/Pac I si
Black
Filipino
Hiapanic
Whita
Othar
Unknown
TOTAL
Fall. 1993
F a l l 1994
%Chng
Percent
Enroll
Enroll
Percent
1993-94
15,470
1.2*
15,649
1.2*
1.2*
171,633
13. 0*
13.6%
175,493
2.2%
7.7*
1.7*
101.863
103,618
8.0%
45,S96
3.5*
45,616
-0.2%
3 5%
291,739
298,747
22.1%
2.4*
23.0%
671,873
50. 9*
638,068
49.1%
-5.0*
20,812
1.6%
20,444
1.6%
-1.8*
57,479
59,960
4.3%
1.376,565
1,357,615
Charts
Statawida Enrollment By Ethnicity
1993 and 1994
700,000/"
Aml/AI» Aafin/PI
Bltok
Filipino Hispanie Whita
• Pall 1993 BFali 1994
Eoure*:
Chancellor'a
Offioe,
Oetob«r
l
10
199%.
Other
Unkn
�-"-"J
10:00
6056559184
FAGRE /HOLMBERG
AN 07 ' X 0 3 : ^ CRLIF-^W COmNITY COLEGE
PAGE
TaWt 7 ^
Statawlde Enrollmant By Educational Statu*
19B3 and 1094
Bducational
Status
Firat-Ti»«
Tranafar
Raturn Tranafar
R«turning
Continuing
Unknown
TOTAL
%Chngr
Fall. iJ93
F a l l 1994
Percent
Enroll
Enroll
Percent
1993-94
20.04
261,007
244.425
19.1%
-6.4%
9.9%
130,440
128.611
10.2%
1.4%
2.7%
37,470
2.9%
35,040
-6.5%
12.7%
161,275
124%
163,276
1.2%
54.9%
-0.8%
714,878
55 3%
709,228
75,206
2.6%
73,324
1,376,565
1,357,615
Chart?
Statawida Enrollment By Statue
Pad 1983 & 1994
1«Time
Tr»ntt«f
Ret Trarsfer
• Fall 1993 •Pail 1994
soure*:
chancellor
• of flee.
October 1
11
199$.
Returning
Continuing
06
�T E PRESIDENT H S SEEN
H
A
BUSINESS. CONSUMER. AND REGIONAL ROUNDUP
Demographic Study Paints Picture of Single-Parent Families. The Census
Bureau reports that single-parent families make up more than 30 percent of
American households with children, with most such families headed by women.
Single parenthood was particularly prevalent among African Americans: 65
H.S I percent of black families were headed bv a single parent, compared to 25 percent
-rv- j for whites. These figures represent an enormous increase for both groups since
1970, when only 35 percent of black families and 10 percent of white families
<were headed by a single parent. About 38 percent of single parents in 1994 had
never been married. More than one in five single parents neither owned nor
rented their own home, but instead were living with relatives or other
acquaintances.
Ji
/
�-
JUN 07 ' 96 05:31Pri D E O C O S C E A Y
O/F F ERTR
P. 3/6
Who's Coming to
Community Colleges
f there is anything typical about
community college students, it Is that they
are atypical. They come, in astounding
numbers, from all age groups, ethnic
groups, and backgrounds. Public
community college students make up the
largest Sector in higher education in the
United States—37 percent.
With their emphasis on open admission
and accessibility, community colleges
serve many who otherwise could not
continue their education, including
growing numbers from underserved
populations. About 47 percent of ail
minorities in college attend community
colleges, and more than half of higher
education students with disabilities attend
public community colleges.
Flexible scheduling and low tuition attract
many students ta attend classes part-time
while maintaining jobs. In fact, nearly twothirds of community college students are
older than the traditional college age of 21.
* Of the nearly 2.3 million 1992 firsttime freshmen, approximately 50
percent attended a community
college.
* During the 1991-92 academic year, 39
percent (5.7 million) of the nation's
college students were enrolled in
community colleges.
Women make up 58 percent of the
enrollment at community colleges.
* The average age of a community
college student is 29.
* Community colleges range in
enrollment from 200 students to over
100,000 students.
�JUN 07 '96 05:33PM D E O C OF SECRETARY
O/F
P. 4/6
The Community College
Impact
•ople attend community colleges for a
varifety ofreasons.Although some
students intend to transfer to a four-year
college or university, others enroll to earn
technical degrees, to prepare for job entry,
to upgrade their career or skills, to develop
basic remedial skills, and for persona]
interests; Many are the first member of
their families to enroll in higher education,
These students tend to be older, have
family and job responsibilities, and attend
college part-time.
The number of associate degrees they
award is only one important measure of
community colleges' impact. Success is
•
I I I
Mil
^•
also defined by such indicators as transfer
rates, student goal attainment and
satisfaction, job placement rate, and
employer satisfaction.
Community colleges are key players in
training the workforce of the future.
Teaming up with business and industry,
community colleges train and retrain
thousands of employees annually,
providing an invaluable economic
resource to local communities.
:i>*5*
mm
na
J
t n /on
�P.5/6''
JUN 07 '96 05:34Pri D E O C O S C E A Y
O/F F ERTR
;
How Community Colleges
Do What They Do
Community College Staff
•
A
prominent trend among community
colleges in the last 20 yean is the
growing use of part-time faculty. Many
instructors are working professionals who
provide practical insights and real-world
observations. Use of part-timefacultyalso
allows community colleges to keep tuition
low in the face of funding cutbacks. This,
in turn, helps two-year Institutions fulfill
their primary mission of maximising
access to higher education.
* Community colleges confer more
than 400,000 degrees each year.
* Community colleges offer programs
that place high quality graduates in
some of the most sought-after
professions of the modem workplace,
* Of community college faculty
members, 65 percent serve part-time.
* In 1992, 96 percent of community
colleges provided.workforce training
programs for business and industry
employers in their communities,
including programs In workplace
literacy and English as a Second
Language.
* Women made up 42 percent of
community college faculty
nationwide, compared to 29 percent
at four-year institutions during the
1991-92 academic year.
pll
ESQ* m . IK p:j mi m
$mf M:- SIP M- W ' m s i
M L * S0Z ZOZa
tl-LX
9B/I0/90
�JUN 07 '96 05:35PM D E O C OF SECRETARY
O/F
P. 6/6
Take a Closer Look...
FifumcialAid
S
tudentfinancialaid is fundamental
to equal educational opportunity.
However, since many community college
students are older, self-supporting, and
attend less costly institutions on a parttime basis, fewer receive financial aid
awards than in other sectors, despite a real
need.
(
* Almost 30 percent of community
college students receive finandal aid
through Pell grants, student loans,
and/or college work-study programs.
o
rder AACCs new statistical book. National
Profile of Community CWleges; Trends &
'Statutes, 1995-96. Filled with charts and
graphs on the growth of community
colleges, student and staff characteristics,
outcomes, funding, governance, and
expenditures, thisfirst-of-its-kindvolume
provides complete information in an easily
understood format.
ORDER FORM
Please send mc . copies of National Profilt of
Comrnunity ColUgn: Trtnds » StatisHea. 1995-96 @ $6S
per copy (fS for AACC memben). Domestic orders
O
include postage and handling; foreign orders add 2011 of
total.
Name.
Title _
Inst/Org.
Address
City, State, Zip
Phone
Fax__
Payment Method
Money order er check
Invoice (95 fee added)
Purchase order #
MasterCard
_ Visa
Exp. date
Card number
Signature,
Mail to:
AACC Publications
P.O. Box 311
Annapolis Junction, MD 21701
Phone: 301/4904116
Pax: 301/604-0138
code: kp295
�P 11/20
Volunteer and Service Learning Center
The Volunteer ie Service Learning Center (VSLC) at Glendale Community College
(GCC) was established through a Learn and Serve: Higher Education grant from the
Corporation for National Service and as a result of the National Community Service Act
of 1993. Since September of 1994, the Volunteer and Service Learning Center (VSLC)
has sent over 1200 students into the community to provide much needed services.
Participants reflect the multicultural make-up of the Glendale community, which
includes substantial populations of Armenians, Iranians, Arabs, Latinos, and Asians.
Glendale Community College established the Volunteer and Service Learning Center
(VSLC) to assess on-going needs in the community, recruit and place students in
volunteer positions, and incdrporate service learning into academic curriculum. In this
short time, the VSLC has been recognized by national, state, and local organizations for
its achievements.
The city and the college have changed in justfifteenyears from a conservative,
homogeneous suburb to a bustling center of immigration access. The social changes in
Glendale have been tremendous. In 1980,74% of the residents were non-Hispanic
Caueasiarwf; by 1990, this group accounted for only 53% of the dty's 186,457 residents.
This transformation has created much social stress and fragmentation in the community
and at the college. Most of our students are not only unaccustomed to the idea of
volunteerism, but are also struggling to develop a sense of community in their newly
adopted homeland. The service learning program at GCC provides opportunities for
students, native and immigrant, to get involved with the community and develop a
sense of social responsibility. Needs in the community are compelling and include
aspects from each of the national priorities in education, public safety, human needs,
and the environment
The Center has three main functions: (1) to be the driving force behind incorporating
service learning into the classroom; (2) to serve as a "clearinghouse" of volunteer
opportunities for students; and (3) to work on specific community service project such
as community service, mentoring, and HIV/AIDS Education.
Each semester, 25 faculty members offer a service learning component in approximately
30 class sections. As part of courses in various departments, and on a co-curricular
basis, over 300 college students tutor, mentor, and read to approximately 700 K-12
students each year. College students also assist the community policing program in
staffing neighborhood substations, assist In organizing neighborhood watch groups,
and provide translation services for the program. Other programs educate students and
youth in HIV/ADDS prevention, assist the elderly in retirement homes, and provide
service at over 150 local non-profit community-based organizations.
2500 North Verdugo Road, GkndaU, California 91208
8l8-2iO-1000
�P.12/20
P. 12
S
^
t
^
0 f
* . Center h « been hono^
exceptxonal program* in California each yeaT
Ua^g C ^ t ^
e C D 5 n i b 0 n f 0 r
5 t a t e w i d e S e n a t e
«'™»«™«y « " k e
te
^
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the VolontMr «Ss«rvi«
�Page 3
11TH STORY o f L e v e l 1 p r i n t e d i n FULL f o r m a t .
C o p y r i g h t 1996 The Washington
The Washington Post
Post
February 25, 1996, Sunday, F i n a l E d i t i o n
SECTION: OP-ED; Pg. C l l
LENGTH: 786 words
HEADLINE: W i t h 'Friends' L i k e These . . .
BYLINE: George F. W i l l
BODY:
I t i s 8 p.m. Do you know where your teenagers are? I f i t i s Thursday, t h e y
p r o b a b l y are w a t c h i n g NBC's " F r i e n d s . " One r e c e n t , and r e p r e s e n t a t i v e , episode,
f e a t u r i n g what may have been p r i m e - t i m e t e l e v i s i o n ' s f i r s t premature e j a c u l a t i o n
j o k e , i l l u s t r a t e s why p o p u l a r c u l t u r e w i l l be a prominent s u b j e c t t h i s
p r e s i d e n t i a l season.
" F r i e n d s " i n v o l v e s v a r i o u s twentysomethings and t h e i r " r e l a t i o n s h i p s . " The
s c r i p t f o r t h e episode t h a t a i r e d Feb. 8 c o n t a i n s s e v e r a l s u b p l o t s . One young
woman f a l l s f o r an o l d e r man. Joey and Chandler, t h r i l l e d by t h e i r new
t e l e v i s i o n , hope never t o r i s e from t h e i r r e c l i n i n g c h a i r s .
Chandler: "Pizza's on t h e way. I t o l d you we wouldn't have t o g e t up."
Joey: "What i f we have t o pee?"
Chandler
( p i c k i n g up t h e phone): " I ' l l
c a n c e l t h e sodas."
The c e n t r a l s t o r y concerns Ross and Rachel h a v i n g t h e i r f i r s t and second
d a t e s . A t t h e end o f t h e i r f i r s t t h e y k i s s . She s t a r t s t o g i g g l e .
Rachel: "I'm s o r r y . I t ' s j u s t t h a t . . . w e l l , when you moved your hands t o
my b u t t , i t was l i k e , 'Hey, Ross's hands a r e on my b u t t ! ' "
She composes h e r s e l f , a g a i n t h e y k i s s , a g a i n she g i g g l e s .
Ross: "My hands were nowhere near your b u t t ! "
Rachel: " I know! I was j u s t t h i n k i n g about when t h e y were t h e r e t h e l a s t
t i m e . I'm s o r r y . I promise I won't laugh. Now come on, p u t your hands back on my
butt."
Ross: "No. I can't now. I f e e l a l l s e l f - c o n s c i o u s . "
Rachel: "Oh, come on, t o u c h my b u t t . "
Ross: "No."
Rachel: "Just one cheek."
�Page 4
The Washington Post, February 25, 1996
Ross: "The moment's gone."
Rachel: "Then hold out your hands and I ' l l back i n t o them."
Ross: "Oh, that's romantic."
Rachel: "Come on, touch i t . "
Ross: "No."
Rachel: "Oh, come on, squeeze i t . "
Ross: "No."
Rachel: "Rub i t ? "
ROSS: "No."
Rachel (her voice r i s i n g ) : "Oh, come on, would you j u s t grab my ass?"
The next night, before t h e i r second date, Ross, a museum curator, i s c a l l e d
t o deal w i t h a mistake i n a display.
Ross (on the phone): "Australopithecus i s n ' t supposed t o be i n that display.
. . . No. No. Homo h a b i l i s was erect. Australopithecus was never f u l l y erect."
Chandler: "Well, maybe he was nervous."
Rachel accompanies Ross t o the museum, where he corrects the display o f
p r e h i s t o r i c mannequins. She s i t s next t o a mannequin. The s c r i p t says: "Her face
i s r i g h t at h i s waist . . . [She] l i f t s up his l o i n c l o t h and takes a peek. With
an impressed shrug, she drops i t down."
Ross f i n i s h e s too l a t e t o take Rachel t o dinner, so, grabbing some animal
skins from the display of mannequins, he takes her i n t o the museum's
planetarium, where he illuminates the stars and they r e c l i n e on the f u r s . He
puts down a small carton of j u i c e , they begin ardently undressing each other, he
r o l l s on top o f her. The s c r i p t d i r e c t i o n s then are: "Passionate, they r o l l on
the f l o o r . A f t e r a moment, Rachel stops, p u l l e d up short." She emits a cry of
dismay.
Rachel (disappointed, but tender): "Oh, no. Oh. Oh, honey. That's okay."
Ross (looking puzzled, then recognizing her misapprehension): "What? Oh, no.
You j u s t r o l l e d onto the j u i c e box."
Rachel (passionately r e l i e v e d , looks heavenward): "Oh. Thank God!"
Then, proving there was no premature e j a c u l a t i o n , he again r o l l s back onto
her, and the scene ends. The next scene i s the next morning. They are back i n
the mannequin display, slowly awakening, embracing naked beneath the animal
skins. And a p r i e s t , a nun and a group of schoolchildren are s t a r i n g at them.
Well.
�Page 5
The Washington Post, February 25, 1996
More depressing than what "Friends" considers w i t , which rises only from the
cretinous t o the sophomoric, i s the fact that the program transmits t o
teenagers the message that such shallow s e x u a l i t y i s not only acceptable, i t i s
expected of them. Those who accept t h i s notion of s o p h i s t i c a t i o n are apt t o have
such an impoverished sense of sensuousness, of the d e l i g h t s of r e a l adult sexual
e l e c t r i c i t y , that mature eroticism w i l l be unimaginable t o them.
Asked i f she understood the j u i c e box joke, V i c t o r i a W i l l , who i s 15 and
perfect, r e p l i e d i n the tone of a patient duchess addressing a dimwitted
footman: "Dad, I'm not 4." What d i d she think of i t ? She has her namesake's
f l a i r f o r concision-. "Uncalled f o r . "
Indeed. America was born i n a struggle t o remove r e s t r a i n t s imposed from
without. Today i t i s s t r u g g l i n g t o achieve r e s t r a i n t s a r i s i n g from w i t h i n each
American. Today, as at the nation's b i r t h , the great p o l i t i c a l question i s : What
kind of character i s produced by American l i f e ? When parents cannot watch e a r l y
evening t e l e v i s i o n w i t h t h e i r children without wincing, t h e i r d i s t r e s s w i l l take
on p o l i t i c a l c o l o r a t i o n , and the winner of the nation's premier p o l i t i c a l o f f i c e
i s apt t o be he who best exemplifies credible disgust with what distresses them.
GRAPHIC: Photo
LANGUAGE: ENGLISH
LOAD-DATE: February 25, 1996
�
Dublin Core
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Title
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Michael Waldman
Description
An account of the resource
<p>Michael Waldman was Assistant to the President and Director of Speechwriting from 1995-1999. His responsibilities were writing and editing nearly 2,000 speeches, which included four State of the Union speeches and two Inaugural Addresses. From 1993 -1995 he served as Special Assistant to the President for Policy Coordination.</p>
<p>The collection generally consists of copies of speeches and speech drafts, talking points, memoranda, background material, correspondence, reports, handwritten notes, articles, clippings, and presidential schedules. A large volume of this collection was for the State of the Union speeches. Many of the speech drafts are heavily annotated with additions or deletions. There are a lot of articles and clippings in this collection.</p>
<p>Due to the size of this collection it has been divided into two segments. Use links below for access to the individual segments:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?advanced%5B0%5D%5Belement_id%5D=43&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=2006-0469-F+Segment+1">Segment One</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?advanced%5B0%5D%5Belement_id%5D=43&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=2006-0469-F+Segment+2">Segment Two</a></p>
Creator
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Michael Waldman
Office of Speechwriting
Date
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1993-1999
Identifier
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2006-0469-F
Extent
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Segment One contains 1071 folders in 72 boxes.
Segment Two contains 868 folders in 66 boxes.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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paper
Dublin Core
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Title
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[Glendale Community College - 1996] [1]
Creator
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Office of Speechwriting
Michael Waldman
Is Part Of
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Box 24
<a href="http://clinton.presidentiallibraries.us/items/show/36404"> Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763296">National Archives Catalog Description</a>
Identifier
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2006-0469-F Segment 2
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.
White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Medium
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Preservation-Reproduction-Reference
Date Created
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6/3/2015
Source
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7763296
42-t-7763296-20060469F-Seg2-024-013-2015