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FIRST LADY HILLARY RODIIAM CLINTON
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ANNUAL CHICAGO PUBLIC SCHOOLS PRINCIPALS' LUNCHEON
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CHICAGO CULTURAL CENTER
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JUNE 3,.1998 .
as delivered
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Thank you. Thank you very much. I am just delighted to be here for many different .
reasons to see this beautiful room filled with all of you wh9 are on the front lines of improving
public education and doing such a tremendous job for the c,hildren of Chicago.
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As the mayor said, I've been in a number of your sdhools -- not nearly enough -- and I
hope I will be able to visit more in the next several years. And I've seen the changes; I've seen
them slowly but surely, really taking root I know that the fork that is being done in all of the
schools represented here can only happen because there areI leaders like you in those schools, and
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in this public education system.
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I take nearly any invitation I am given to come bac~ to Chicago. Especially during the
NBA Playoff season. (Laughter) I have to say though, Suntlay night I thought I was going to
lose ten or twelve years offiny life. I'don't know about yoti, but wh,en I watch a sporting event
on television--that I have any emotional investment iri--I hdve to get up and leave the room from
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time to time. I've become convinced that in some totally bizarre way that the reason we're not .
. scoring is because I'm watching. (Laughter) So rest assured that I'll leave the room a lot in the
next days.
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. But it is great to be here to help celebrate the accoJplis~ents of ~his ~ity and,
particularly, the accomplishments of this school district. I ~ant to thank the extraordinary
. Commissioner of Culture, Lois Weisberg. I don't know thdtshe' s gotten exactly the credit she
deserves for all the work she does, but I try to give it to her:every time I'm in Chicago, and in
this Cultural Center, and doing anything in the city that Lois has had any role in. She's made
such a difference. She celebrated my 50th birthday here at hte Cultural Center. I could have
gone without having a celebration of my 50th birthday. But, between my friends--some of whom
are here frQm my school days in Park Ridge both elementarY, junior high, high ·school,and in .
between--Lois, who celebrates everybody's birthday, takes ky occasion to do so. Which, I
happen to think is a fabulous idea to promote the celebrato~ aspects of living in this city. She's
done a very, very good job. (Applause)
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please~
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to be with Maggie Daley.
Daley has been such a voice:
for children, and for the arts, and has really spear-headed orie of the most influential and creative
projects that I know of anywhere in the country, called Gall~ry 37. (Applause) It has made an
extraordinary difference not only in the lives of individual children and artists, but also in the
artistic landscape of this city and other places. If you come Ito the WhiteHouse, and come to my
office sometime, you'll see a lot of the benches that the young people who work at Gallery 37
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make and decorate. I'm always proud to point out that theylwere mad~ in Chicago.
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I too am very impressed by, and grateful for, the leaaership of this city by the Mayor.' It
is so exciting for' me every time I am with the Mayorbecau~e he has about a million ideas
minute.. I always feel that he could, on his own, probably s~pply the power for a small city for a
year, because the electricity and the energy is just coming oht. But I so enjoy that, because we do.
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know how to solve our problems., We do know what makes sense. We do know that as tough as
things are, we can make a difference. Who would have thohght that 5 years ago we'd be able to
say that crime has fallen 5 years in a row? Well, the Presid~nt and the mayor thought so. That's
why they adopted strategies like comrilUnity policing, instead ofjust ringing their hands and
talking about how bad things were. (Applause)
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Who would have thought that we would have, in my opinion, the most successful
Democratic convention ever in 1996 because the city was ~ beautiful and hospitable as it is now.,
(Applause).
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. But the real crown jewel in what you, and the mayor, and this city is doing, is what
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you've'done in the schools. I want to pay a special word of thanks to everyone who is associated'
with .the school' board, with the school's administration, bu~I particularly to all of you. Because
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that's really why I'm here.' Because I know that we're luckY to have a President who cares about
education. And Chicago is very lucky to have a mayor wh9 cares about education and who can
recruit talented people to come and work on this problem .. But none of the progress that we are
seeing could have been possible without each of you. Therfis absolutely no doubt about that. .
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You've given a lot of us around the country hope. I go to a lot of cities that are still
trying to figure out how to make heads or tails about the prbblems they have jn their schools.
And I'm always saying, look at the decisions that they're ~aking in Chicago. Look at how
. they're facing up to their problems. Look at the results that they are beginning to get. It didn't'
happen overnight, but they didn't point fingers at each oth~r. They didn't spend their time in .
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anarchy, engaging in the blame game. .They rolled up their:I sleeves and they decided .to do what
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needed to be.done.
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. You have proven that we can adopt sensible strategtes that will once again mak~'our
public schools ~he kinds of institutions we can be proud of,! because of the products they are
producing and the children's lives that are being turned aro;und.
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It's 'happemp.g all over the CIty.. In fact, Paul Valance told me at lunch today that some of
the biggest turn-arounds are happening in those areas of th~ city that have the poorest kids. I
want to cOnlmend you, because I am sick and tiredofheanrtg people in education elsewhere in'
the country say to me, "Well what do you expect? Look at ~e kids we get." That is a cop-out.
That. is ~ absolute cop-out. (Applause)
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A hundred years ago we took people from all
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world that were flooding into this
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city and cities like it. We took people who were coming up from the South who had been slaves,
and the children of slaves, and who had never been educated:. We started putting them in public,
school, and maybe they only went to the sixth grade, or the ~ighth grade, or the tenth grade. But"
nobody made excuses for them. Nobody sat around and said, "Poor old Joe. He's just come
over with his parents from the boat. Or poor old Mary, she'Jjust one generation from the
, fields." We had a belief that if we worked hard enough, and Iif we worked together and if we
didn't,give up on any kid, we wouldn't make geniuses out of them. They weren't all going to be
Nobel ,Prize winners, or Pulitzer Prize authors, but they'd firld a place' in this society. And they'd'
lead honorable" respectable lives, and they would raise kids, land they'd make ,a contribution.
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And then times changed on us, and we lost a little bitI ofcontrol. We couldn't quite figUre
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out how we were going to do the work that needed to be done when the ecoIiomywas changing
so fast. Because there used to be a lot ofjobs; I remember g~owing up here there were jobs in the
factories on the south side. There :were jobs in the meat packing plants. There were all kinds of '
jobs, where you didn't need a whole lot of education, where la strong back, and a willingness to
work would get you there. Butall that began to change and ~he public education system didn't'
keep up with it, at first. And how could it? It was overwhelmed by the changes.' With the '
economy moving so quickly, and jobs disappearing so fast, Jnd the demand for more education
coming at such a rapid rate, how were we going to meet the bbligations to the next generation of
children?
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,I understand--and I think ~e all do--whywe lost our ~ay for awhile there. Because it
was difficult to figure out exactly what we were doing in tenUs ofeducating. For what? For
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what kind of future?
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But finally it daWned on us., Th~t there weren't going tb be many, if any, jobs left for good, .
hard working decent people, who were Willing to get up at tIie crack of dawn and work, 8, 10, 12
hours a day. There just weren't going to be those jobs, and we had to do something to enable'
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everybody to be as well prepared as possible.
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'And I'm beginning to the see the, country and the peQple kind of catch up with that'
awareness as well. We're seeing a lot of success, for example, in people moving off of welfare.
Because, a lot of people are recognizing that they've got to s~t an example for their children.
, They've got to go towork. They've got to encourage their children to go to school. We're , '
seeing a lot of people who never thOUght that their kid needea to ,go to college, all of a sudden
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recognizing that they do need to get as much education as pdssible.
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So the circumstances were poised for the hard decisions that needed to be made, but we
had to have leadership. We had to have peqple at all levels dfthe education system. We had to
have leaders in the business and labor community~, We had t~ have political decision makers,
citizens and parents who all reached a new consensus about ~e importance of education.
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That's what I think is happening now. And I believelChicago is leading the way in
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forging that consensus. And I'm always telling people, we'll !go see what they're doing in '
Chicago. And when I travel arQund the country, and people tiIlk to me about things like vouchers
for schools, I say, "Go.to Chicago!" We don't need vouchersl we justneed a public education
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. system that works for every single child. (Applause)
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So now that we have a strategy, and you all are leading the way here in the country by
what you're doing in Chicago. What does that mean, and wh~redo we go from here?
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. Well, we need to do more to give you the tools to do the work that you know needs to be
in each·ofyour schools. The President has an education agenaa that he's worked out with people
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like the Mayor, and the people who are involved in I1.11U'ling ~e Chicago schools. He knows that
we have to reduce class size, and we have to repair school butIdings and build new ones. We
have to insure safer schools. We do have to set high s~dar1s, We have to do what needs to be
done to expand after school programs and pre-school prograqts so the kids are both prepared and
able to get the extra help they need.. .
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. Now this agenda--particularly the President's call for 11 00,000
teachers, which' .
echoes the call he made in 1993 for 100,000 more police. Because how are you going to make
the streets safer ifyou don't have more police on the streets? And how are you going to lower
the class size and give a lot of these kids more attention, as YflU know better than i, ifyou don't
have the teachers to do the job? And its not just a Chicago i~sue, it's an American issue, which
is why the federal government should step in and help proviqe the funding for 100,000 more
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teachers. (Applause)'
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, . And what kind of message does it send to a youngstet if we're telling this youpg person,
maybe a first generation American, or certainly a child ofhaid working people who never went
to college, or a child of somebody who has just gotten off ofiwelfare. What does it mean if we
say, we really believe in education but, by the way, we reall~ want you;to attend that school
.. that's fallen down aro~d your ears? That school that hasn't, been repatred, the one where the
. toiletsdon't work, we want you to go there. We want you t~ believe we care about you and
your education. .
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Well, most kids I know are smarter than that and most teachers deserve better than that.
We need to do more to make the' ip.fras~cture of our public /education system the best it can be'
and we certainly need to do what is required to make our scliool buildings safe, and accessible,
and available to people, not just during the school day but toithe'neighborhood during the off .
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The President has proposed such a plan. S~ there is ~ome very important work that the
federal government can do if the COrigress would focus on rbal education reform and quit trying
to design ways to undermine the viability of the education s~stem with these voucher plans. If
the Congress woUld adopt a real education agenda, then the United States .government could be a
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. better partner to the city schools here in Chicago and around,I the country.
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We also need to recall what it was about the education that many of us received that stood·
us in such good stead. My husband and 1have talked about thiJ a lot. He went to school in the'
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public schools of a state that nt!ver got off the bottom in terms hf per capita spending for
children. But the elementary school and the high school that h~ went to, they had art classes,
they had music classes, they had band, they had a full range of liSports and recreation activities,
they had clubs.
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A lot of kids education -- and mine, going to a suburbJ Chicago ~chool district -- didn't
just happen during the academic classes, it happened when the ~music teacher was introducing' us·
to opera, or the art teacher was attempting to show me how to get some sense of perspective
which I've never gotten to this day. So, we knew there was a lbt going on that was beyond .
reading, writing and arithmetic. And so much of that has been !~~t out in the first years.
. When the budget has had to be tightened, what's gone?; After-school programs,·
recreational programs, art programs, music programs.' 1 think that we have missed such an
opportunity with a whole group of children, to find their talents, to give them something to .
believe in themselves. (Applause) And even to take people lik~ me, who have no talent, but to
expose us to the talent of other people, to develop in someone like me an appreciation for those
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who can create, for the students who go to Gallery 37 that sculpt and paint, and do what 1 saw·
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them do when 1 visited.
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And 1 think one of the challenges we face as we're moving along the reform agenda, and
we're seeing test scores go up, is to not lose sig~t about what a rell rounded education means.
What the full range of exposure for all ofour chIldren should mean.
I have a wonderful quote I hOard recently from the ChoJ director of a youth choir in
Oakland California.. When he was justifying his efforts before the school board to get additional·
funds to enrollmore kids in his choir because the choir had tak~n off, and more kids wanted to
.get in. He said, "You know a child can be in a gang, or a gang 9f singers." .
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We've got to create safe places where the children can find their own identities again:
maybe on the sports team arid on the field, and maybe in a choit as well, or maybe sitting quietly
and practicing an instrument, or trying to draw something that teacher has already modeled.
And 1 think that it's so critical in these days when so many kidslhave so much going on in their
. lives. You know. You know what they bring to school. And, ifs not just poor kids, it's all kids.
There's just so much going on around them that they have to sor out. .
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Even if they come from stable two parent families, they I'see a whole lot of stuff on tV.
that I.wish they wouldn't see. They're are exposed to Ii whole lot .more than 1 was ever exposed
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to until 1 was well into adulthood. How can they make sense ofJall that?· And then, you've got
teachers standing in front of classrooms of kids, and I've had a good friend' of mine that has
taught for years and she calls it the "remote control phenomenoit." She said, "I stand up there
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and what worked 20 years ago no longer works." She said, "I ~eellike these kids are just
mentally clicking me off. Running through the remote control ~ooking for a better channel."
(Laughter)
, , Well what can you expect when the first thing a child is able to do--remember when we
,used to learn about and talk about hand-eye coordination, wheniwe worried about learning how
to tie their-shoes sothey could develop their mental capacity--well now they just learn to use the'
remote control. It amuses,it entertains them; ir-doesn't ask an~hing from them. So then we
expect them to go to a school, and sit in a classroom, and , I mentally "using the remote
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That's why weh~ve to get them engaged in learning, andI've seen wonderful examples
·of that in many of the classrooms of your schools that I have viJited. I've seen hands-on
programs in the'sciences. I've seen kids working with blocks aitd other materials to do math
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problems, that were well beyond what I. thought a first or seco~d grader could do.
I've seen lots of interactive learning going on. And'I thiink that's one of the roles that the
arts has to play because you have tc) be involved. You can't just watch and expect that picture to
show up on that paper.. You can't just sit there and pretend thatiyou're listening, when you have
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So there are many reasons why we have to look for ways to bring the arts back into our
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schools. But we've also learned something. It's not just a nice idea or 1)0stalgia for people in my
generation thinking about what we had when we were in pubic ~chool. It's not even one of my
favorite films, "Mr. Holland's Opus," that made me think of all #lose years back with all those
plays, and performances, and variety shows that we used to do. ,;
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It's also because we no~ have very significant and comJ.~lling research that arts
education can be a powerful force in boosting academic perfonrlances, particularly when it's '.
·moved into the core curriculum of a school. A four year study ihvolving an elementary school in
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Dallas, Texas, has proven what educators, and cultural supporters, have been saying for years.
That integrated arts curriculum can dramatically improve acaderhic success. A recent North
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Carolina study demonstrates that .math learning is enhanced by these hands-on visual
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,experiences. We know that when it comes to SAT scores, students of the arts continue to
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outperform thekp~rs who don't have such programs in their schools.
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, I can remember back in 1983, when my husband asked Je to work on education reform "
in Arkansas. I went and visited lots of schools, and I just could hot believe that so many of the
students didn't have in 1983 what I had in 1963. They didn't ha~e the libraries, they didn't have
the arts programs. They didn't have the exposure that I'd gro~ up taking for granted. As a
result, they didn't have the tools at their disposal to manipulate iWormation, to think abo\lt, to
make synthesizing ideas work as they learn things, and weren't able to add to their academic
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accomplishments.
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A study a few years ago called "Coming Up T~ller" thai was released by the President's
Committee on the Arts and Humanities-~on which Maggie Dal~y has so well served--offered
compelling evidence that the arts provide young people, particrllarly those from homes and
neighborhoods where there is little exposure to the arts, with cr~ative alternatives to destructive
behavior.
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The study reported many rese~ch studies, ~d anecdot~s, but I particularly like the ones'
where an'individual stuoent WiILall ofa sudden find anoppo~ty to be in an artistic program
during school, or after school, and all of a sudden caught fire. The kid who'd never been
in~rested before all of a sudden was. '.' .'
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I've gone around and visited some of those programs like Gallery 37, and others in other
cities, and I have seen with my own eyes what a difference it cJn make. We also know from
educational psychology that people learn in different ways. SorlIe people are visual learners, .
. some people are auditory earners. Some people are kinestheticjlearners, some people learn by
doing. Some people, in a way, have an absorbative ability wi~ their whole body. Some of them
become our greatest athletes ifthey'ie given the chance to develop the discipline. '
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We are all different and introducing the arts, particularly for young people who don't
have the outlets for that kind of expression otherwise, really de~onstrates clearly that we can
capture something, light a fire in some,ofthose kids.
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. We also know that the future work world--this information age that we are now a ,part of,
that looks like its only going to continue to accelerate in its de~elopment--prizes exactly the
skills that the arts themselves use, skills like creativity and inndvation. If you go and talk to
companies like GE or Microsoft, they are encouraging their em~loyees to be exposed to the
visual and performing arts, because they want people to be cre~tive and come up with new ideas
and think about how do to things differently.
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a child--and particularly at-risk child that perhaps might
get hooked into academic learning--but it will also help preparf a child for the world of work as
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I think that the Chicago Arts Partnerships in Education.is a very good way of beginning
to make sure that we have the arts well represented in our sch06ls here in this city. I also
applaud the partnership between the Chicago public schools ana Columbia, College--which is
. training 900. high school math and science teachers to use art, niusic and. dance to enrich the
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teac1~ing of their subjects .. Albert Einstein once said, "The gift pf fantasy has meant more to me
than my talent for absorbing knowledge," and imagination, that we have to trigger in everyone,.
for them to feel that they have a real claim on their own future.
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A few weeks ago, I went to one of the toughest neighborhoods in Washington, where the
student body, and the school across from the housing project, Jas predominantly very poor and
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disadvantaged. I went to something called a poetry slam. I don 'it know' if any of you have seen
such a thing, but they are projects that are funded by the Americ6rps Writer's Corps--where
, young writers and'poets are serit into the classrooms in some of ~ur toughest neighborhoods
where they work with young people -in helping them to write their own poetry and where they
have contests, like sports contests. It's like going to the Olympibs, because you have one school
represented by their four best poets, and the other school represepted by their four best poets.
Then you have an audience of people who hold up cards like an tce-skating contest ranking the
kids.=from one to ten.
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,It has the excitement of a sporting contest. Who could h~ve tho~ght that these kids would
have labored over these poems. And the poems were so evocati{,e, they told stories about their
lives. There was one young girl who got up and told a poem abdut the homeless man she has to
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walk by everyday on her way to school. Another talked about what went on in his housing,
project, and the noise that sometimes just made him feel like he }vas going to shatter into a
million pieces. One had a poem about the legacy of Duke Ellington. One student said, "I'm so
good at music, that when you hear my song, you'll sing it for th~, rest of your life~" (Laughter)
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Every one of these young people talked about how being in this poetry program had
helped them put their anger on paper, instead of taking it out 'on their fellow classmates. in the,
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hallways, or on the streets. That it gave them a confidence that they hadn't had before.
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This program was funded ,by, as I said, Americorps and the National Endowment for the
Arts,because they believe, and my husband and his administratibn believe, that art is not a
luxury, it's a necessity. And; that as we know more about the c~allenges we're going to face in
the future, it should be an integral part of our lives, and Particul+lyofour education system. '
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So we at the fedenillevel do what we can to try to promdte arts projects like the Writers
Corps, arts programs, and provide funding for local projects eveh chance we can get. . But I also
in the next two years intend to embark on a national campaign tq get arts education back into our
schools. (Applause),
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the beginning of a new
miIlennium--its time for us to decide about the legacies we warlt to leave for future generations.
Earlier this. morning 'Maggie Daley and I were at the Art InstitutJ, where the Sara Lee
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Corporation announced a magnificent gift. Twelve paintings frdm their private collection,to the
Art Institute, one to the Contemporary Art Museum here in Chic~go, and other museums around
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the'country. I sat, and I looked at those works--most of them 19th century, early 20th--and I
thought, just think in a 100 years, somebody could be making a tontribution to the Art Institute' ,
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of work that was done by Chicago artists who got their start in the Chicago public schools.
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And when Sara Lee made that announcement, the Chief Executive, John Bryant said that
it was going to be a Millennium gift to'America. I said 'how ple~ed I was because, last summer,
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Ybu give gifts every day in your schools .. You give gifts that may not make headlines,
but as the mayor said, will be remembered in the hearts of students and teachers and parents in
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I remember those gifts. I have with me today one of my favorite ,teachers from high
school. . A math teacher, that was not my favorite subject, but he ivas one of my favorHe teachers.
(Laughter)
Arid I rememberextremety well how he conducted himself, how he encouraged us, he
was our class sponsor, he was always there in our corner tryingtd make sure we behaved in an
appropriate manner. But I remember, and thousands of hundreds !Of thousands of people '
remember your legacies, and we have to think about how we will ,build 'on that and what gifts we
will give.
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, I want to leave you ~ith some words of Rita Dove, who'Jas our poet laureate a few years
ago. Recently at the White House, as part of our MillenniumCel~bration, we had our present,
'poet laureate, and our two'former poet laur~ates, of whom one w~ Rita Dove. She served from
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"If chIldren are unable to VOlce what they mean, no one wtll know how they feeL If they
cannot imagine a different world, they are stumbling through a dJrkness made all the more
sinister by its lack of reference points. For a young .person growihg up in America's alienated
and disparate neighborhoods, there can be no greater empowermJnt than·to dare to speak: from'
the heart--and then to discover thatone is not alone in one's feelirgs. Once hope and self esteem
have been. engendered, the work of redefining the future can begin."
"
'
!
j
Well, thank God for,our poets like Rita Dove, and thank God for our artists who help us '
give voice to what we feel. And thank God for all o~ our teacher~ and our principals whp do "
what you do everyday to try, to light that spark in our children. I hope that you will find in the
, next years even greater satisfaction'because you'll see you're beder supported in the workyou .
do. You'll see the results of your hard work, and you too will fedl that the gifts you're giving to
the future are well respected and appreciated, and that you are pa)t ofbuilding what we need to
, have as we move in to the Millennium. Thank you very much.
9
�
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
Lissa Muscatine - Press Office
Creator
An entity primarily responsible for making the resource
First Lady's Office
Press Office
Lissa Muscatine
Date
A point or period of time associated with an event in the lifecycle of the resource
1993 - 1997
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36239" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/7431941" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2011-0415-S
Description
An account of the resource
<p>Lissa Muscatine first served in the Clinton Administration as a speechwriter. Within the First Lady’s Office, she served as Communications Director to the First Lady.</p>
<p>Lissa Muscatine’s records consist of materials from First Lady Hillary Clinton’s Press Office, highlighting topics such as health care, women’s rights, the Millennium Council, Hillary Clinton’s 2000 Senate campaign, and deal extensively with press interviews given by the First Lady; her domestic and foreign travel; and speeches and remarks, on a wide variety of topics, given by her before and during her time as First Lady. The records include interview transcripts, press releases, speeches and speech transcripts.</p>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Extent
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1,324 folders in 27 boxes
Text
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Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
FLOTUS Statements and Speeches 1/31/98 - 6/15/98 [Binder]: [6-3-98 Chicago Public Schools Principals Luncheon]
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 21
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0415-S-Muscatine.pdf" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/7431941" target="_blank">National Archives Catalog Description</a>
Creator
An entity primarily responsible for making the resource
First Lady's Office
Press Office
Lissa Muscatine
Identifier
An unambiguous reference to the resource within a given context
2011-0415-S
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
Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Medium
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Reproduction-Reference
Date Created
Date of creation of the resource.
11/26/2012
Source
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2011-0415-S-flotus-statements-speeches 1-31-98-1-6-15-binder-6-3-98-chicago-public-schools-principals-luncheon
7431941