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.Today,is a happy day for me. This is my seventh anniversary as President of the United States. I am
profoundly grateful for the long way we have come as a nation in these last 7 years, that today we
have the lowest poverty rate in 20 years, the lowest unemployment and welfare rates in 30 years,
the first back-to-back budget surpluses in over 40 years. I am grateful that we are coming together,
that we have the lowest African-American and Hispanic unemployment rates we have ever recorded,
that we have the lowest female unemployment rate in 40 years, the lowest single-parent household
poverty rate in 46 years, and that in the last couple of years we have finally begun to see a reversal
in the increase in inequality of incomes of working people, which was going on for nearly three
decades.
So the family of America is growing stronger, and that is fundamentally a tribute to the hard work
and adaptability of the American people. It has also been helped along the way by our hard-won
economic strategy of increasing trade, getting rid ofthe deficit, and investing in the education of our
people and in the economy in which they will live.
More than ever, with globalization and the information-based economy, investing in the minds of our
people is the most important thing we can do to assure our continued success as a nation. But that
has been the American policy for quite a long time now. The land grant college system was
established under Abraham Lincoln; the GI bill after World War I I ; the Pell grants in the 1970 s; and
the HOPE scholarship in 1997. We have made education and access to higher education a
bipartisan, national priority for quite a long while.
,
You heard the other stories that were told. I was sitting here thinking, I was the first person in my
family to go to college. And I remember when I was accepted to Georgetown -- rather late, I might
add, in the year. [Laughter] And they gave me a $ 500 scholarship, for which I was very grateful.
And I think the tuition back then was about $ 6,000, which 37 years ago, -6 years ago, seemed like
all the money in the world to me. And I was literally guilt-ridden when I went off to college to think of
the burden I was imposing on my family.
And I remember we had a family meeting about it. I remember my high school guidance counselor
called me in the office and said I was nuts, that I'd pay it back many times over in the future. But it
bothered me a lot. And then later, as I stayed in school and went on to law school, I was able to do it
all because I had the help of scholarships and loans and jobs. And if I hadn't had that help, there's no
way in the world I would be standing here today. I know that.
And because of the changes in the financial costs of higher education that Senator Schumer talked
about and because of the changes in the economy, it's even more important that we do more today,
not only for individual students but for the health and well-being ofthe American system. So that's
why we're here. You have already heard that we have been working on this hard for 7 years. We've
more than doubled college aid in those 7 years, increasing Pell grants by more than 50 percent,
rewriting the student loan program to make it easier and cheaper to get student loans, and then
importantly, to let students pay off their loans as a percentage of their income, so there would never
be an incentive for people who had those loans to drop out of school for fear that they could never
repay them anyway.
We established AmeriCorps, which now has allowed 150,000 of our fellow citizens to serve in their
communities and earn some money to go to college. We've expanded the work-study program from
700,000 to a million work-study slots. We've allowed families to save more in their IRA's and then to
withdraw the money tax-free if it's being used to pay for a college education. And of course, as
Secretary Riley said, we created the $ 1,500 HOPE scholarship tax credit to make 2 years of high
school after education through a community college just as universal as a high school education is
today.
That HOPE scholarship tax credit and the lifetime learning tax credit, which helps families pay for
the last 2 years of college, graduate schools, or going back to school or to a training program, were
designed to open the doors of college to all, and to recognize that in this economy, learning must go
on for a lifetime. And it's working.
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Today — listen to this — today, 67 percent of high school graduates will be enrolling in college next
fall. That's an increase of 10 percent just since 1993. But we know we haven't truly succeeded in
opening the doors of college to all if you mean everybody who wants to should be able to go to a
4-year school and stay -- and stay — until they finish.
Parents all across the country are genuinely stretched. And parents in a surprisingly wide range of
income groups are stretched because o f t h e loan eligibility, the Pell grant eligibility limits, and other
things. So today what we're attempting to do is to launch an agenda for higher education and
lifetime learning for the 21st century that will make college more affordable for more families and, in
the process, genuinely open the doors of college to everybody.
But we also want to encourage more people to stay in college once they go. And we want to do more
to guide young people, starting in their middle school years, to be thinking about college so that if
they can't afford it, they'll be able to get in and go.
First, the centerpiece of this budget for the coming year will be a landmark $ 30-billion college
opportunity tax cut to help millions of middle class families pay for college. It will give families a tax
deduction of up to $ 10,000 in tuition costs, providing as much as $ 2,800 in much-needed tax relief.
And as Senator Schumer said, this has never been done before.
Now, let me tell you how this works. I am for this, and I believe it's the right thing to do. But all of
you need to know that we think there's a pretty strict limit on what the total aggregate tax cuts I can
propose and sign into law is. I had to veto one last year, because I thought it was to big. Why?
Because the main thing that's brought us all along is the strength of our economy and that requires
us, in my judgment, to keep this budget balanced, to keep running surpluses, and to get this country
out of debt over the next 15 years for the first time since 1835.
So as you might imagine, one of the things that we have to do, we have these huge, fascinating
debates at this time every year about what does or doesn't go in the administration's budget. And
that's where the arm-twisting from Senator Schumer and the First Lady came in. And they made the
compelling argument — and you heard Chuck say he and Olympia had this bill in the Senate -- that
there was no benefit we could give to middle class people that would benefit more families more than
this one and no benefit we could give to families that would benefit America more than this one.
So again, I say we know this idea has bipartisan support, even in Washington. And I'll bet you'd have
to take a magnifying glass to find anybody out in the country who is against it, once I can explain
that it won't affect our ability to balance the budget and pay off the debt.
So this is the core -- this has never been done before by our country. And when you take this, plus
what we've done with the HOPE s c h o l a r s h i p s , with the other lifetime tax credits, with the Pell
grants, with the work-study slots, and with the changes in the student loan program, we will really
be able to say, everybody who wants to go to college can go. It is important that it pass, and I want
to ask all of you to help me to pass it in this session of Congress.
Nina talked a little about her situation, but she was too modest to tell you that she's on the dean's
list, so that helps her qualify for additional scholarship aid. But her father works overtime when he
can, her mother works two jobs. Now, what does all this mean to her? For her family in their income
group, with the HOPE s c h o l a r s h i p , the new college opportunity tax cut would translate into a $
4,300 tax break for her family by the time her brother, George, enters college. That's real money.
That will make a difference to her family, and it will make a difference to America.
This plan, I say again, is important for families, but it's also important for the state of our economy.
We give tax relief today for businesses that invest in new plants and equipment; in an economy that
runs on brainpower we ought to give tax credits and tax cuts for people that invest in that
brainpower. With this action we are much closer toward taking the worry out of paying for a child's
college education. We're another step forward toward helping the middle class with a targeted tax
cut. And we're another step forward again in saying that we have literally opened the doors of college
to all.
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I am also pleased to announce that we will increase Pell grants to up to $ 3,500, and that will benefit
nearly 4 million Pell grant recipients. And that's important.
Now, for all of you who are in higher education -- this is the second thing I want to say that's
important — the second element of our plan is to strengthen our efforts to help Americans stay in
college. We have really good numbers now, and it's going to get better with this — with the number
of young people going to college. But the dropout rate is way, way too high, given the needs o f t h e
economy and the benefits to young people in staying and getting their degrees.
One-third of the lowest income students drop out of college and less than half of them earn degrees
within 5 years. Our budget will establish the college competition challenge grants to reduce the
dropout rate and improve the changes of success for nearly 18,000 of these students. We're also
going to expand the successful TRIO program to help even more students stay in college. We will
launch a dual degree initiative to expand opportunities for students at minority institutions to allow
about 3,000 minority students to earn a degree in fields where minorities today are woefully
under-represented.
The third and final part of our higher education agenda is focused on helping young people get on the
right track to college and to stay there. We need to encourage more students at an early age to get
them excited about academic achievement and to give them a sense that they actually can go to
college and get a degree and have the life of their dreams.
We passed an initiative we called GEAR UP, which does just that. It reaches out to middle school
students who are at risk, using college students to mentor them, to encourage them to set high
expectations, to stay in school, to study hard, to take the right courses to go to college, and to make
sure they know exactly what kind of aid they would qualify for, so they didn't decide when they're 12
or 13 or 14 that they won't be able to afford to go.
Our budget will double the number of students who can participate in GEAR UP to include 1.4 million
young people. Many of them come from families where they would never entertain the prospect of
going to college and where the message they get now — on the street, in the school -- is that
because of their circumstances, they won't be able to make it. We're giving them the exact reverse
message, that they will absolutely be able to make it. And young people in universities all across
America who have participated in mentoring these kids deserve the thanks of a grateful nation. We're
going to double this program, and I hope you'll help us pass that as well.
One more aspect of this is our youth opportunity grants, under the leadership of Secretary Herman at
Labor and the Youthbuild initiative at HUD. These things are working again to reach young people
who otherwise too often get let out and left behind. Taken together, these steps will provide families
with the college relief they need, students with the support they need, our economy with the skilled
work force we need, and our communities and our Nation with the better citizens we all need.
People who decide to invest in their futures through education are taking the long look ahead,
making sacrifices today for rewards tomorrow. That is the challenge we face today as a nation. We
have, for the first time in my lifetime, economic prosperity, social progress, national self-confidence,
the absence of serious crisis at home or paralyzing threat from abroad. All those conditions have not
existed at one point in my lifetime. And it is imperative that we take the long look ahead. There is no
better way to make the most of this magic moment than by helping all Americans make the most of
their God-given abilities.
Thanks for being here. Thank you.
NOTE: The President spoke at 1:55 p.m. in the Presidential Hall in the Dwight D. Eisenhower
Executive Office Building. In his remarks, he referred to Nina McLaughlin, student, who introduced
the President. The transcript released by the Office o f t h e Press Secretary also included the remarks
of the First Lady.
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decide t o do, you can pay i t back as a s m a l l percentage o f your annual
s a l a r y -- no m a t t e r how much you borrow.
We i n c r e a s e d t h e P e l l Grants.
We passed t h e HOPE S c h o l a r s h i p ,
which g i v e s a t a x c r e d i t o f up t o $1,500 f o r a c o l l e g e e d u c a t i o n , which
e s s e n t i a l l y says t h a t we make community c o l l e g e f r e e . This year, I'm
a s k i n g t h e Congress t o a l l o w a t a x d e d u c t i o n o f up t o 28 p e r c e n t o f t h e
cost o f c o l l e g e t u i t i o n , up t o $10,000. So i f you owe $2,800 i n income
t a x and you spend up t o $10,000 on c o l l e g e t u i t i o n , you wouldn't owe any
income t a x anymore. That would be good.
(Applause.)
Anyway, what he s a i d t o me was, t h a t ' s a l l w e l l and good, b u t
most people t h a t I know i n i n n e r - c i t y P h i l a d e l p h i a — o r r u r a l Arkansas,
where I'm from, f o r t h a t m a t t e r — they don't know we d i d t h a t . And t h e
k i d s t h a t need i t most a r e l e a s t l i k e l y t o know about i t . So, he s a i d ,
we ought t o have a mentoring program t o h e l p k i d s when t h e y ' r e coming o f
age and t h e y s t a r t t o t h i n k about t h i s , so t h a t they get t h e l e a r n i n g
and o t h e r support t h e y need and they know t h a t they w i l l be able t o go
t o c o l l e g e i f t h e y do what t h e y ' r e supposed t o do.
We worked as hard as we c o u l d t o open t h e doors o f c o l l e g e f o r
a l l , b u t you guys have got t o walk t h r o u g h those doors.
And I r e a l l y
b e l i e v e t h a t i n t h e f u t u r e we w i l l l o o k and back and see t h i s Gear-Up
program as a p r o f o u n d l y i m p o r t a n t step i n ending i n e q u a l i t y , i n l i f t i n g
people i n America. And no m a t t e r what he s a i d g i v i n g me c r e d i t f o r i t ,
i t was Congressman Fattah's i d e a . I t wouldn't be here i f i t weren't f o r
him.
And he deserves t h e c r e d i t .
(Applause.)
One t h i n g I n o t i c e d about being P r e s i d e n t i s , because you've
got t h e microphone, you tend t o get t h e c r e d i t . Now, sometimes you t e n d
t o g e t t h e blame, t o o .
(Laughter.)
I was g l a d t o support i t , g l a d t o
f i g h t f o r i t , and I'm g l a d we got i t done. But I thank you,
Congressman, f o r what you d i d .
Now, why i s i t so i m p o r t a n t ? Your g r e a t P h i l a d e l p h i a n ,
Benjamin F r a n k l i n , once s a i d , "Genius w i t h o u t e d u c a t i o n i s l i k e s i l v e r
i n t h e mine." Not mind, mine. What does t h a t mean? The s i l v e r i s n o t
worth a n y t h i n g unless you get i t o u t o f t h e mine, r i g h t ?
Otherwise,
i t ' s j u s t down some dark hole somewhere. So, always, always, e d u c a t i o n
has been i m p o r t a n t . But today i t i s more i m p o r t a n t than ever b e f o r e .
And a l l o f you know why, don't you?
You've seen computers, you know how t h e I n t e r n e t works. What
you may n o t know i s t h a t we a r e d o u b l i n g t h e whole volume o f knowledge
i n t h e w o r l d about every f i v e years now. We are d e v e l o p i n g
supercomputers t h a t w i l l soon operate on c h i p s t h e s i z e o f a t e a r d r o p .
You w i l l l i v e i n an age where y o u ' l l f i n d out what's i n t h e b l a c k holes
i n o u t e r space and what's i n t h e deepest holes i n t h e ocean.
You may know somebody t h a t ' s i n t h e w h e e l c h a i r because t h e y
had an a c c i d e n t . Probably i n t h e l i f e t i m e o f t h e c h i l d r e n i n t h i s room,
t h e b i o l o g i c a l sciences and t h e computer sciences w i l l merge, and when
somebody has an a c c i d e n t and they've i n j u r e d t h e i r s p i n e , t h e y ' l l t a k e a
p i c t u r e o f t h a t s p i n e , and a computer program w i l l design a l i t t l e c h i p
you can p u t i n t h e spine t h a t w i l l a l l o w people t o get up and walk -- i n
your l i f e t i m e .
I t h i n k i n your l i f e t i m e w e ' l l f i n d cures f o r Alzheimer's, f o r
Parkinson's Disease. I t h i n k w e ' l l have a vaccine f o r AIDS. I t h i n k
w e ' l l be able t o keep women from d y i n g from b r e a s t cancer, and men from
d y i n g from p r o s t a t e cancer. I t h i n k t h a t you w i l l communicate as a
normal course t h r o u g h your computers, over t h e I n t e r n e t , w i t h people a l l
over t h e w o r l d . And p r e t t y soon t h a t l i t t l e screen t h a t you use f o r t h e
I n t e r n e t w i l l g e t s m a l l e r and s m a l l e r , and y o u ' l l be able t o use i t f o r
telephone c o n v e r s a t i o n s and f o r your t e l e v i s i o n . And a l l your
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communications w i l l be i n one s m a l l , but p o w e r f u l , computer, w i t h one
screen and one keyboard. And t h e n someday, y o u ' l l get r i d o f t h e
keyboard and y o u ' l l j u s t t a l k a t the computer and i t w i l l do what you
tell i t to.
I t ' s g o i n g t o be an e x c i t i n g t i m e . But i f you don't have a
good e d u c a t i o n -- i f you don't read w e l l , speak c l e a r l y , w r i t e w e l l ,
understand b a s i c math and b a s i c t e c h n o l o g y -- you won't be a b l e t o t a k e
f u l l advantage of i t . On the o t h e r hand, i f you do have a good
e d u c a t i o n , t h i s t e c h n o l o g i c a l r e v o l u t i o n i s going t o take more people
out o f p o v e r t y more q u i c k l y , and enable more poor neighborhoods i n
America and poor v i l l a g e s i n remote c o u n t r i e s around the w o r l d t o
develop t h e i r c a p a c i t i e s than a n y t h i n g t h a t has ever happened i n a l l o f
human h i s t o r y .
So I might see, as you grow up, the poor p a r t s o f my n a t i v e
s t a t e i n t h e M i s s i s s i p p i D e l t a f l o u r i s h i n g , because i t won't m a t t e r t h a t
t h e y ' r e way out i n t h e c o u n t r y anymore because t h e y ' r e connected t o t h e
Internet.
I ' l l be a b l e t o see poor neighborhoods i n P h i l a d e l p h i a and
New York C i t y and o t h e r urban areas able t o get the same k i n d o f
investment and s t a r t the same k i n d o f businesses and do t h e same k i n d o f
t h i n g s anybody anywhere e l s e can -- i f we have a good e d u c a t i o n .
You know, t h e r e are p l a c e s i n America -- you k i d s might be
s u r p r i s e d about t h i s -- t h e r e are I n d i a n r e s e r v a t i o n s i n America where
70 p e r c e n t o f t h e people s t i l l don't have telephones -- 70 p e r c e n t -where over h a l f t h e people don't have j o b s . But t h e y , t o o , can be
helped, but o n l y i f t h e y have e d u c a t i o n .
So I wanted t o come here today because I t h i n k k i d s i n poor
neighborhoods and poor p l a c e s l i k e I grew up are j u s t as smart as k i d s
anywhere e l s e .
(Applause.) I t h i n k the good Lord has made e d u c a t i o n
e q u a l . But I t h i n k you've got t o gear up -- ( l a u g h t e r . ) Otherwise, I
don't care how smart you are -- Ben F r a n k l i n was r i g h t , your s i l v e r
might as w e l l be down i n the mine.
I was the f i r s t person i n my f a m i l y ever t o go t o c o l l e g e . I
had a grandmother who got a correspondent's degree i n n u r s i n g ; l i v e d i n
a l i t t l e o l d p l a c e w i t h about 50 people u n t i l she was o l d enough t o move
t o t h e b i g g e s t c i t y around, which had 6,000 people i n i t . But from t h e
time I was a k i d , f o r whatever reason, my mother and my grandmother and
my s t e p - f a t h e r , who d i d n ' t have a h i g h school diploma, t h e y t o l d me I
was g o i n g t o c o l l e g e .
From the time I was e i g h t or n i n e , I b e l i e v e d
them. They s a i d i t and I j u s t decided I was.
We've done e v e r y t h i n g we c o u l d t o remove t h e f i n a n c i a l
barriers.
We've done e v e r y t h i n g we c o u l d t o g i v e your schools s u p p o r t ,
t o i d e n t i f y problems and t u r n them around and i n c r e a s e t h e q u a l i t y o f
e d u c a t i o n . But t h e c h i l d r e n have t o l i v e i n an environment where
e x c e l l e n c e i s expected and people know i t w i l l be rewarded.
(Applause.)
So t h e idea b e h i n d Gear-Up i s get c h i l d r e n when t h e y ' r e young and s t a y
w i t h them u n t i l t h e y a c t u a l l y go t o c o l l e g e .
Every one o f you who's been a p a r t o f i t , I thank you. I
thank t h e l e a d e r s from t h e schools, the u n i v e r s i t i e s , t h e businesses,
the community o r g a n i z a t i o n s f o r m e n t o r i n g our young people, f o r t a k i n g
them around c o l l e g e campuses, f o r l e t t i n g people see c o l l e g e s and
imagine i t . I never went on a c o l l e g e campus when I was 9 or 10 years
o l d , I t h i n k , u n t i l my music took me t h e r e . One of the t h i n g s I l e a r n e d
from t h e t i m e I was your age i s , i f you want t o do something b i g w i t h
your l i f e , f i r s t you have t o imagine t h a t you can do i t . You have t o
know how t o put a p i c t u r e i n your mind o f what you want t o be.
So, Toya says, I want t o be a t e a c h e r . How does she know she
wants t o be a t e a c h e r ? Because she's seen people t e a c h i n g , and d o i n g
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good t h i n g s , and l i g h t i n g f i r e s o f excitement i n c h i l d r e n ' s minds.
so she can imagine what a w o n d e r f u l t h i n g i t would be t o be a good
teacher.
And
The B i b l e says, where t h e r e i s no v i s i o n , t h e people p e r i s h .
I wish i t were w r i t t e n i n p o s i t i v e terms -- where t h e r e i s v i s i o n , t h e
people f l o u r i s h .
I want you t o be able t o imagine your dreams. And
t h a t ' s a n o t h e r b i g p a r t o f t h i s program.
I want t o thank a l l t h e educators f o r g e t t i n g t h e young people
e x c i t e d about academic achievement, and h e l p i n g t o improve t h e i r s t u d y
s k i l l s , and s t r e n g t h e n i n g t h e c u r r i c u l u m , and g e t t i n g k i d s t o t a k e
courses l i k e a l g e b r a t h e y might o t h e r w i s e j u s t as soon n o t t a k e , b u t i t
w i l l h e l p you go t o c o l l e g e .
(Applause.) And take t h e hard courses.
Challenge y o u r s e l f .
Your mind i s j u s t l i k e any o t h e r muscle i n your
body, i f you want i t t o work b e t t e r you've g o t t o work a t i t . Don't be
afraid.
Do you know t h a t over 90 p e r c e n t o f the people -- r e a l l y about
99 p e r c e n t o f t h e people -- are capable o f l e a r n i n g 100 p e r c e n t o f what
they need t o know t o do n e a r l y a n y t h i n g . Most o f us never use more t h a n
a modest percentage o f our b r a i n power. You s h o u l d be brave, you can do
it.
I believe that i n t e l l i g e n c e i s equally d i s t r i b u t e d i n the
w o r l d , b u t o p p o r t u n i t y i s n ' t . What we're t r y i n g t o do i s t o make
o p p o r t u n i t y as e q u a l l y d i s t r i b u t e d as i n t e l l i g e n c e i s . (Applause.) But
e f f o r t i s not equally d i s t r i b u t e d either.
I remember when -- I'm going t o Chicago when I leave you, and
s i n c e P h i l a d e l p h i a i s i n t h e b a s k e t b a l l p l a y o f f s and Chicago i s n ' t , I
can now say t h i s -- ( l a u g h t e r . ) Back i n the years when t h e B u l l s were
doing so w e l l -- you know, my w i f e grew up i n Chicago -- so we were o u t
t h e r e and we knew a l o t o f people t h a t were a s s o c i a t e d w i t h them. And
everybody was t a l k i n g about how Michael Jordan was t h e g r e a t e s t n a t u r a l
b a s k e t b a l l p l a y e r t h e y had ever seen. And t h i s f r i e n d o f mine who was
a s s o c i a t e d w i t h t h e B u l l s s a i d , yes, he c e r t a i n l y i s , and you'd be
amazed, because he's a l s o t h e f i r s t person t h a t comes t o p r a c t i c e , t h e
l a s t person t h a t l e a v e s , he s t i l l shoots more f r e e throws i n p r a c t i c e
t h a n anybody on t h e team. You'd be amazed how much more o f a n a t u r a l
a t h l e t e he i s because he works harder t h a n everybody e l s e .
(Applause.)
I l i k e t o play golf.
But once I heard a commentator say t o a
g r e a t g o l f e r t h a t a l l the people who p l a y e d w i t h him s a i d i t was
a s t o n i s h i n g t h a t he was a l s o a l u c k y g o l f e r . And he s a i d , yes, I ' v e
been r e a l l u c k y , b u t I've n o t i c e d t h a t t h e harder I work, t h e l u c k i e r I
get.
(Laughter.)
So we're d e a l i n g w i t h t h r e e t h i n g s here: what you've g o t
i n s i d e you, t h e s i l v e r i n t h e mine; whether you have o p p o r t u n i t i e s and
you know i t , your v i s i o n ; and then your e f f o r t , which o n l y you can
supply. But we b e l i e v e i n you and you must b e l i e v e i n y o u r s e l f .
You've
got t o s t a y i n s c h o o l and aim h i g h , and go t o c o l l e g e because you can
a f f o r d i t and t h e r e w i l l be a p l a c e f o r you. And t h e r e i s o n l y g o i n g t o
be more emphasis on t h a t .
And I understand t h a t t h e Sulzberger School a l r e a d y has 300
s t u d e n t s e n r o l l e d . And I understand t h a t t h e r e a d i n g and math scores
have a l r e a d y gone up. So I want t o t e l l you -- I'm j u s t g o i n g t o make
one announcement today, because I b e l i e v e i n t h i s .
Today, we're g o i n g
t o g i v e o u t $185 m i l l i o n i n new g r a n t s f o r summer school and
a f t e r - s c h o o l programs; t o support 48 s t a t e s i n s e t t i n g up l e a r n i n g
c e n t e r s , t o t r y t o h e l p more people do what you're d o i n g i n t h i s Gear-Up
program and i n o t h e r programs t h a t work. Everybody needs an e d u c a t i o n
i n America and we've g o t t o p r o v i d e i t . (Applause.)
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Now, guess what? We had 1,000 good a p p l i c a t i o n s we can't f u n d
w i t h t h a t $185 m i l l i o n .
And one o f the t h i n g s t h a t I want t o do t o
support Gear-Up here i s t o g e t enough money i n t o our budget so t h a t
every school i n t h e c o u n t r y w i l l be able t o o f f e r a f t e r - s c h o o l programs
t o every c h i l d who needs i t . That's i n our budget t h i s year. And we're
going t o f i g h t f o r i t , and I hope y o u ' l l h e l p us.
(Applause.)
And so f a r , we haven't persuaded the Congress t o adopt t h i s ,
or t o f u l l y fund R e p r e s e n t a t i v e Fattah's Gear-Up program so t h a t more
k i d s can be i n i t . But I t h i n k t h a t my coming here and showing you, and
having Toya speak t o t h e c o u n t r y t h r o u g h the press corps here, ought t o
g i v e a l i t t l e more impetus behind the Gear-Up program. We need more
support f o r i t . (Applause.)
Out here i n t h i s audience today, t h e r e may be another f u t u r e
g r e a t p r e s i d e n t ; t h e r e may be another f u t u r e g r e a t business l e a d e r ;
t h e r e may be another f u t u r e g r e a t m i n i s t e r ; t h e r e may be someone who
w i l l d i s c o v e r an a b s o l u t e cure f o r AIDS; t h e r e may be someone who w i l l
design a c a r t h a t w i l l g e t 500 or 600 m i l e s a g a l l o n . A l l o f you t h i n k
about t h a t . One o f you c o u l d do t h a t . And every one o f you can have a
good l i f e , and do something t h a t makes a d i f f e r e n c e , and have c h i l d r e n
of your own t h a t w i l l have even b e t t e r l i v e s .
That's what Gear-Up i s
a l l about.
We b e l i e v e i n you.
And we want you t o b e l i e v e i n
yourselves.
Good l u c k , and God b l e s s you.
(Applause.)
Now, s y m b o l i z i n g what every student who completes t h i s program
w i l l do, Congressman F a t t a h and I are going t o g i v e Toya Doe,
r e p r e s e n t i n g a l l o f you, her 21st Century Scholars C e r t i f i c a t e .
I hope
t h a t a l l o f you w i l l have these, go through t h i s program and f i n i s h i t .
This i s a t i c k e t t o t h e f u t u r e . And, remember, i f you gear up, y o u ' l l
get t o c o l l e g e . And a f t e r t h a t , t h e r e ' s no s t o p p i n g you.
So l e t ' s g i v e Toya another b i g hand.
(Applause.)
END 3:02 P.M. EDT
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32 Weekly Comp. Pres. Doc. 987
Source: All Sources : / . . . / : Presidential Documents
Terms: atl 5 (college!) and tax credit w/10 college and not university and hope scholarship and importan! w/3
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Public Papers of the Presidents
Public Papers ofthe Presidents
June 4, 1996
CITE: 32 Weekly Comp. Pres. Doc. 987
LENGTH: 4010 words
HEADLINE: Remarks at the Princeton University Commencement Ceremony in Princeton, New Jersey
BODY:
Thank you very, much. President Shapiro, members ofthe faculty, alumni, to parents and friends
of this graduating class, especially to the graduates of the class of 1996. Let me thank your
co-presidents, George Whitesides and Susan Suh, who came to say hello to me this morning, and
compliment your valedictory, address by Bryan Duff and the Latin address by Charles Stowell. I
actually took 4 years of Latin in high school. [Laughter] And even without being prompted, I knew I
was supposed to laugh when he was digging me about going to Yale. [Laughter]
I want to also thank Princeton for honoring the high school teachers and the faculty members here
for teaching, for today we celebrate the learning ofthe graduates, and we should be honoring the
teachers who made their learning possible. I thank you for that.
It's a great honor to be here in celebrating Princeton's 250 years. I understand that Presidents are
only invited to speak here once every 50 years. President Truman and President Cleveland — you've
got to say one thing, for all the troubles the Democrats have had in the 20th century, we've had
pretty good timing when it comes to Princeton over the last 100 years. [Laughter]
I want to thank President Shapiro for his distinguished service to higher education in our country. I
thank Princeton for its long and noble service to our Nation. I also am deeply indebted to Princeton
for the contributions it has made to our administration and to my Presidency.
My Press Secretary, Mike McCurry, sat in these seats in 1976. I'm sure that Princeton had something
to do with the fact that he not only thinks but talks so fast. The Chair of our National Economic
Council, Laura Tyson, was a Princeton professor then, and Mike McCurry's thesis adviser. And you got
back from me Professor Alan Blinder, who was a distinguished member of the Council of Economic
Advisers and the Vice Chairman of the Federal Reserve, and a brilliant contributor to our efforts to
improve the economy. I want to thank Alan Blinder here among his colleagues and his students for
what he has done.
I thank Tony Lake and Bruce Reed and John Hilley and Peter Bass, all members of our staff who
graduated from Princeton. Two Princeton graduates who are no longer living, Vic Raiser and his son,
Monty, were great friends of mine. Vic's wife, Molly, is here, our protocol chief. And if it hadn't been
for him I might not be here today, and I want to recognize their contributions to Princeton and
Princeton's gifts to them.
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I also want to say that one of my youngest staff members is a classmate here, Jon Orszag. And when
the ceremony is over, I'd like to have you back at work, please. [Laughter]
I would like to talk to the senior class today about not only the importance of your education, but the
importance of everyone else's education to your future. At every pivotal moment in American history,
Princeton, its leadership, its students have played a crucial role. Many of our Founding Fathers were
among your first sons. A president of Princeton was the only university president to sign the
Declaration of Independence. This hall was occupied by the British in 1776, liberated by Washington's
army in 1777, and as the president said, sanctified forever to American history by the deliberations of
the Continental Congress in 1783.
In 1896, the last time there was a class of '96, when Princeton celebrated its 150th anniversary and,
as has been said, Grover Cleveland was President, Professor Woodrow Wilson gave his very famous
speech, "Princeton in the Nation's Service." I read that speech before I came here today. And I'd like
to read just a brief quote from it: "Today we must stand as those who would count their force for the
future. Those who made Princeton are dead, those who shall keep it and better it still live. They are
even ourselves." What he said about Princeton 100 years ago applied then to America and applies to
America even more today.
At the time of that speech 100 years ago, America was living as it is living today, through a period of
enormous change. The industrial age brought incredible new opportunities and great new challenges
to our people. Princeton, through Wilson and his contemporaries, was at the center of efforts to
master these powerful forces of change in a way that would enable all Americans to benefit from
them and protect our time-honored values.
Less than 3 years after he left this campus, Woodrow Wilson became President ofthe United States.
He followed Theodore Roosevelt as the leader of America's response to that time of change. We now
know it as the Progressive Era.
Today, on the edge of a new century, all of you, our class of '96, are living through another time of
great change, standing on the threshold of a new Progressive Era. Powerful forces are changing
forever our jobs, our neighborhoods, the institutions which shape our lives. For many Americans, this
is a time of enormous opportunity. But for others, it's a time of profound insecurity. They wonder
whether their old skills and their enduring values will be enough to keep up with the challenges of
this new age.
In 1996, like 1896, we really do stand at the dawn of a profoundly new era. I have called it the age
of possibility because of the revolution in information and technology and market capitalism sweeping
the globe, a world no longer divided by the cold war. Just consider this: There's more computer
power in a Ford Taurus every one of you can buy and drive to the supermarket than there was in
Apollo 11 when Neil Armstrong took it to the moon. Nobody who wasn't a high-energy physicist had
even heard of the World Wide Web when I became President. And now even my cat, Socks, has his
own page. [Laughter] By the time a child born today is old enough to read, over 100 million people
will be on the Internet.
This age of possibility means that more Americans than ever before will be able to live out their
dreams. Indeed, for all of you in the class of '96, this age of possibility, is actually an age of high
probability, in large measure because ofthe excellent education you celebrate today.
But we know that not all Americans see the future that way. We know that about half of our people in
this increasingly global economy are working harder and harder without making any more money;
that about half of the people who lose their jobs today don't ever find another job doing as well as
they were doing in their previous one.
We know that, therefore, our mission today must be to ensure that all of our people have the
opportunity to live out their dreams in a nation that remains the world's strongest force for peace and
freedom, for prosperity, for our commitment that we can respect our diversity and still find unity.
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This is about more than money. Opportunity is what defines this count. For 220 years, the idea of
opportunity, for all and the freedom to seize it have literally been the defining elements of America.
They were always ideals never perfectly realized, but always our history has been a steady march of
striving to live up to them. Having these ideals achievable, imaginable for all is an important part of
maintaining our sense of democracy and our ability to forge an American community with such
disparate elements of race and religion and ethnicity across so many borders that could so easily
divide this country.
And so I say to you, creating opportunity for all, the opportunity that everyone has, that many of you
are now exercising, dreaming about your future -- that is what you must do in order to make sure
that this age of possibility is really that for all Americans.
When I took office, I was concerned about the uncertain steps our country was taking for that future.
We'd let our deficit get out of hand; unemployment had exploded; job growth was the slowest since
the Great Depression. The country seemed to be coming apart when we needed desperately to be
coming together.
I wanted to chart a new course, rooted first in growth and opportunity: first, to put our economic
house in order so that our businesses could prosper and create jobs; second, to tap the full potential
of the new global economy; third, to invest in our people so that they would have the capacity to
meet the demands of this new age and to improve their own lives.
This strategy is in place, and it is working. The deficit is half of what it was. The Government is now
the smallest it's been in 30 years. As a percentage ofthe Federal work force, the Federal Government
is the smallest it's been since 1933, before the beginning ofthe New Deal. We signed over 200 trade
agreements. Our exports are at an all-time high. Fifteen million of our hardest pressed people have
gotten tax cuts. Most ofthe small businesses have as well.
We've invested in research and defense transformations. We've invested in new technologies, and
we've invested in environmental protection and sustainable development. And I will say,
parenthetically, the great challenge of your age will be to prove that we can bring prosperity and
opportunity to people all across the globe without destroying the environment, which is the
precondition of our successful existence. And all of you will have to meet that challenge, and I
challenge you to do it.
Our economy, while most of the rest of the world was in recession, has produced 8/z million new
jobs, the lowest combined rates of inflation, unemployment, and home mortgages in three decades,
the lowest deficit as a percentage of our income of any advanced economy in the world, 3.7 million
more American homeowners, and record numbers of new small businesses in each of the last 3
years.
We are doing well, but we must do better if we are going to make the promise of this new age real to
all Americans. That means we have to grow faster. How fast can we grow? No one knows the exact
answer to that. But if we look at the long term, if we believe in our people and invest in them and
their opportunities, and our people take responsibility, the sky is the limit.
We must look with the greatest skepticism toward those who promise easy and quick solutions. We
know that the course that leads to long-term growth is in the minds and spirits and ideas and
discipline and effort of people like those of you who graduate here today. We are on the right course;
we must accelerate it, not veer from it.
We have to finish the job we started in 1993 and balance the budget, not only because we want to
free you and your children of the legacy of debt but because that will keep interest rates down,
increase savings, expand companies, start new small businesses, help more families buy homes and
more parents send their children to college.
We know we have to continue to fight for fair and open trade because we proved now if other
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markets are as open to our products and services as we are to theirs, we'll do just fine. We know we
have to do more to help all Americans deal with the economic changes of the present day in a more
positive way by investing in the future and targeting tax cuts to help Americans deal with their own
problems and build strong families. We know we have to continue to invest in the things that a
Government needs to invest in, including research and development and technology and
environmental protection. We know that since so many people will have to change jobs more often
than in the past, we have to give families the security to know if they change jobs they can still carry
with them access to health care and pensions and education for a lifetime. But finally and most
importantly, if we really want Americans — all Americans — to participate in the future that is now at
your fingertips, we have got to increase the quality and the level of education not just for the
graduates of Princeton and Georgetown and Yale and the State universities of this country but for all
the American people. It is the only way to achieve that goal.
The very fact that we have been here or our forebearers have for 250 years is testimony to the
elemental truth that education has always been important to individual Americans. And for quite a
long time, education has been quite important to our whole country. Fifty years ago when the class of
'46 was here, coming in after World War I I , the GI bill helped to build a great American middle class
and a great American economy. But today, more than ever before in the history of the United States,
education is the faultline, the great Continental Divide between those who will prosper and those who
will not in the new economy.
If you look at the census data, you can see what happens to hard-working people who have a high
school diploma or who drop out of high school and try to keep up in the job market but fall further
and further behind. You can also see that if all Americans have access to education, it is no longer a
faultline, it is a sturdy bridge that will lead us all together from the old economy to the new.
Now, Ave have to work to give every American that kind of opportunity. And we've worked hard to do
it, from increasing preschool opportunities, to improving the public school years, to increasing
technology in our schools. And this spring the Vice President and I helped to kick off a NetDay in
California where schools and businesses and civic leaders hooked up nearly 50 percent ofthe schools
to the Internet in a single weekend. What I want to see is every schoolroom and every library in
every school in America hooked up to the Internet by the end of the year 2000. We can do that.
And I am very proud that I was asked to announce today that a coalition of high-tech companies,
parents, teachers, and students are launching NetDay New Jersey this week to connect over a
thousand schools in New Jersey to the Internet by this time next year. That will make a huge
difference in making learning more democratic and information more accessible in this country. I
thank them for that, every single person in New Jersey who will be a part of that.
But we have to face the fact that that is not enough. We have to do more. Just consider the last
hundred years. At the turn of the century, the progressives made it the law of the land for every child
to be in school. Before then there was no such requirement. After World War I I , we said 10 years are
not enough, public schools should extend to 12 years. And then, as I said, the GI bill and college
loans threw open the doors of college to the sons and daughters of farmers and factory workers. And
they have powered our economy ever since.
America knows that higher education is the key to the growth we need to lift our country. And today
that is more true than ever. Just listen to these facts. Over half the new jobs created in the last 3
years have been managerial and professional jobs. The new jobs require higher level skills. Fifteen
years ago the typical worker with a college degree made 38 percent more than a worker with a high
school diploma. Today, that figure is 73 percent more. Two years of college means a 20-percent
increase in annual earnings. People who finish 2 years of college earn a quarter of a million dollars
more than their high school counterparts over a lifetime.
Now, it is clear that America has the best higher education system in the world and that it is a key to
a successful future in the 21st century. It is also clear that because of cost and other factors, not all
Americans have access to higher education.
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I want to say today that I believe the clear facts of this time make it imperative that our goal must
be nothing less than to make the 13th and 14th years of education as universal to all Americans as
the first 12 are today.
We have put in place an unprecedented college opportunity strategy. Student loans can now be
given directly to people who need them, with a provision to repay them based on the ability ofthe
graduate to pay, based on income. This is a dramatic change which is making loans more accessible
to young people who did not have them before. AmeriCorps, which by next year will have given over
65,000 young people the chance to earn their way through college by serving their country and their
communities. More Pell grants, scholarships for deserving students every year.
Now we want to go further. We want to expand work-study so that a million students can work their
way through college by the year 2000. We want to let people use money from their individual
retirement accounts to help pay for college. We want every honor student in the top 5 percent of
every high school class in America to get a $ 1,000 scholarship.
And we also want to do some other things that I believe we must do to make 14 years of education
the standard for every American. First, I have asked Congress to pass a $ 10,000 tax deduction to
help families pay for the cost of all education after high school, $ 10,000 a year.
Today I announce one more element to complete our college strategy and make those 2 years of
college as universal as 4 years of high school -- a way to do it, by giving families a tax credit
targeted to achieve that goal and making clear that this opportunity requires responsibility to receive
it.
We should say to Americans who want to go to college, "We will give you a tax credit to pay the
cost of tuition at the average community college for your first year, or you can apply the same
amount to the first year in a 4-year university or college. We will give you the exact same cut for the
second year but only if you earn it by getting a B average the first year, a tax deduction for families
to help them pay for education after high school, a tax credit for individuals to guarantee their first
year of college and the second year if they earn it."
This is not just for those individuals, this is for America. Your America will be stronger if all Americans
have at least 2 years of higher education.
Think of it: We're not only saving to children from very poor families who think they would never be
able to go to college, people who may not have stellar academic records in high school, "If you're
willing to work hard and take a chance, you can at least go to your local community college, and
we'll pay for the first year. If you're in your twenties and you're already working, but you can't move
ahead on a high school diploma, now you can go back to college. If you're a mother planning to go
to work, but you're afraid you don't have the skills to get a good job, you can go to college. If you're
40 and you're worried that you need more education to support your family, now you can go part
time, you can go at night. By all means, go to college and we'll pay the tuition."
I know this will work. When I was the Governor of my home State, we created academic challenge
scholarships that helped people who had good grades and who had good behavior to go to college.
But my proposal today builds mostly on the enormously successful HOPE Scholarships in Georgia,
which guaranteed any student in the State of Georgia free college as long as they had a B average.
This year those scholarships are helping 80,000 students in the State of Georgia alone, including 70
percent of the freshmen class at the University of Georgia.
In recognition of Georgia's leadership, I have decided to call this proposal America's HOPE
Scholarships. And I want to thank the Governor of Georgia, Zell Miller, who developed this idea. I
also would like to recognize him — he came up here with me today — and thank him for the
contribution that he is now going to make to all of America's future.
Governor Miller, where are you? Would you please stand up? Here he is. Thank you. [Applause.]
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Let me say, as all of you know, money doesn't grow on trees in Washington, and we're not financing
deficits anymore. I'm proud to say, as a matter of fact, for the last 2 years our budget has been in
surplus, except for the interest necessary to pay the debt run up in the several years before I became
President. So we are doing our best to pay for these programs. And this program will be paid for by
budgeted savings in the balanced budget plan. We cannot go back to the days of something for
nothing or pretend that in order to invest in education we have to sacrifice fiscal responsibility.
Now, this program will do three things. It will open the doors of college opportunity to every
American, regardless of their ability to pay. Education at the typical community college will now be
free. And the very few States that have tuition above the amount that we can afford to credit, I
would challenge those States to close the gap. We're going to take care of most of the States. The
rest of them should help us the last little way.
Second, it will offer free tuition and training to every adult willing to work for it. Nobody now needs to
be stuck in a dead-end job or in unemployment. And finally, this plan will work because it will go to
people who, by definition, are willing to work for it. It's America's most basic bargain. We'll help
create opportunity if you'll take responsibility. This is the basic bargain that has made us a great
nation.
I know that here at the reunion weekend the class of '46 has celebrated its 50th reunion. And I want
to just mention them one more time. Many members of the class of '46 fought in the Second World
War. And they came home and laid down their arms and took up the responsibility of the future with
the help of the GI bill. That's when our Nation did its part simply by Wing them the opportunity to
make the most of their own lives. And in doing that, they made America's most golden years.
The ultimate lesson of the class of 1946 will also apply to the class of 1996 in the 21st century.
Because of the education you have, if America does well, you will do very well. If America is a good
country to live in you will be able to build a very good life.
So I ask you never to be satisfied with an age of probability for only the sons and daughters of
Princeton. You could go your own way in a society that, after all, seems so often to be coming apart
instead of coming together. You will, of course, have the ability to succeed in the global economy,
even if you have to secede from those Americans trapped in the old economy. But you should not
walk away from our common purpose.
Again I will say this is about far more than economics and money. It is about preserving the quality
of our democracy, the integrity of every person standing as an equal citizen before the law, the
ability of our country to prove that no matter how diverse we get, we can still come together in
shared community values to make each of our lives and our family's lives stronger and richer and
better. This is about more than money.
The older I get and the more I become aware that I have more yesterdays than tomorrows, the more
I think that in our final hours, which all of us have to face, very few rarely will we say, "Gosh, I wish
I'd spent more time at the office," or, "If only I'd just made a little more money." But we will think
about the dreams we lived out, the wonders we knew when we were most fully alive. This is about
giving every single, solitary soul in this country the chance to be most fully alive. And if we do that,
those of you who have this brilliant education, who have been gifted by God with great minds and
strong bodies and hearts, you will do very well, and you will be very happy.
In 1914, Woodrow Wilson wrote as President, "The future is clear and bright with the promise of the
best things. We are all in the same boat. We shall advance and advance together with a new spirit." I
wish you well, and I pray that you will advance, and advance together with a new spirit.
God bless you, and God bless America.
NOTE: The President spoke at 12 noon in the courtyard at Nassau Hall. In his remarks, he referred to
Harold Shapiro, president, Princeton University.
6 of 7
6/6/2000 8:57 PM
�Clinton Presidential Records
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�STATE
OF THE
UNION
ADDRESS TO THE 105"' CONGRESS
Second Session
+* +.
\m
*********
PRESIDENT WILLIAM J. CLINTON
January 27, 1998 • Washington, D.C.
�Clinton Presidential Records
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marker by the William J. Clinton Presidential Library Staff.
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Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
��Clinton Presidential Records
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marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
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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
Lowell Weiss
Creator
An entity primarily responsible for making the resource
Lowell Weiss
Office of Speechwriting
Date
A point or period of time associated with an event in the lifecycle of the resource
1997-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36408">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7431951">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2006-0470-F
Description
An account of the resource
This collection consists of the speechwriting files of Lowell Weiss. Lowell Weiss worked as a Special Assistant to the President, Presidential Speechwriter from June 1997 - August 2000. Weiss traveled and wrote speeches for President Clinton on domestic issues. His speeches cover a broad array of topics. Major issues he wrote on concern the environment, education, the economy, and race relations. He wrote weekly radio addresses; commencement speeches; and remarks for bill signings, events, and conferences. The records consist of speeches, drafts, memoranda, correspondence, schedules, event and travel arrangements, notes, articles, and printed email.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Extent
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464 folders in 36 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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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
Speech Drafts - Michael Waldman - Education - Template Speeches
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
Lowell Weiss
Identifier
An unambiguous reference to the resource within a given context
2006-0470-F
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 33
<a href="http://clinton.presidentiallibraries.us/items/show/36408">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/20761206">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Medium
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Preservation-Reproduction-Reference
Source
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20761206
42-t-7431951-20060470-F-033-014-2015