[Congressional Record Volume 142, Number 25 (Wednesday, February 28, 1996)]
[Senate]
[Pages S1388-S1393]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
SENATE RESOLUTION 226--RELATIVE TO NATIONAL CHARACTER COUNTS WEEK
Mr. DOMENICI (for himself, Mr. Nunn, Mr. Dodd, Mr. Cochran, Ms.
Mikulski, Mr. Bennett, Mr. Lieberman, Mr. Kempthorne, Mr. Dorgan, and
Mr. Frist) submitted the following resolution; which was referred to
the Committee on the Judiciary:
S. Res. 226
Whereas young people will be the stewards of our
communities, nation, and world in critical times, and the
present and future well-being of our society requires an
involved, caring citizenry with good character;
Whereas concerns about the character training of children
have taken on a new sense of urgency as violence by and
against youth threatens the physical and psychological well-
being of the nation;
Whereas, more than ever, children need strong and
constructive guidance from their families and their
communities, including schools, youth organizations,
religious institutions and civic groups;
Whereas the character of a nation is only as strong as the
character of its individual citizens;
Whereas the public good is advanced when young people are
taught the importance of good character, and that character
counts in
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personal relationships, in school, and in the workplace;
Whereas scholars and educators agree that people do not
automatically develop good character and, therefore,
conscientious efforts must be made by youth-influencing
institutions and individuals to help young people develop the
essential traits and characteristics that comprise good
character;
Whereas character development is, first and foremost, an
obligation of families, efforts by faith communities,
schools, and youth, civic and human service organizations
also play a very important role in supporting family efforts
by fostering and promoting good character;
Whereas the Senate encourages students, teachers, parents,
youth and community leaders to recognize the valuable role
our youth play in the present and future of our nation, and
to recognize that character is an important part of that
future;
Whereas, in July 1992, the Aspen Declaration was written by
an eminent group of educators, youth leaders and ethics
scholars for the purpose of articulating a coherent framework
for character education appropriate to a diverse and
pluralistic society;
Whereas the Aspen Declaration states that ``Effective
character education is based on core ethical values which
form the foundation of democratic society'';
Whereas the core ethical values identified by the Aspen
Declaration constitute the 6 core elements of character;
Whereas the 6 core elements of character are
trustworthiness, respect, responsibility, justice and
fairness, caring, civic virtue and citizenship;
Whereas the 6 core elements of character transcend
cultural, religious, and socioeconomic differences;
Whereas the Aspen Declaration states that ``The character
and conduct of our youth reflect the character and conduct of
society; therefore, every adult has the responsibility to
teach and model the core ethical values and every social
institution has the responsibility to promote the development
of good character.'';
Whereas the Senate encourages individuals and
organizations, especially those who have an interest in the
education and training of our youth, to adopt the 6 core
elements of character as intrinsic to the well-being of
individuals, communities, and society as a whole; and
Whereas the Senate encourages communities, especially
schools and youth organizations, to integrate the 6 core
elements of character into programs serving students and
children: Now, therefore, be it
Resolved, That the Senate proclaims the week of October 13
through October 19, 1996, as National Character Counts Week,
and requests the President to issue a proclamation calling
upon the people of the United States and interested groups to
embrace the 6 core elements of character and to observe the
week with appropriate ceremonies and activities.
Mr. DOMENICI. Mr. President, let me open this by sending a resolution
to the desk and asking that it be appropriately referred. It is now
sponsored by 10 Senators. It will have the requisite 50 or 60
signatures within a month and thus can get reported out of the
Judiciary Committee.
The original cosponsors of this resolution have been consistent
supporters of this resolution.
I am very pleased that Senators Nunn, Dodd, Cochran, Mikulski,
Bennett, Lieberman, Kempthorne, Dorgan, and Frist, as members of the
Senate Character Counts Working Group, are again joining me as original
cosponsors of this resolution.
This resolution requests that the President of the United States
proclaim the week of October 13 through 19 as ``National Character
Counts Week.'' I want to discuss with the Senate and those interested
in what we say here what Character Counts is all about in our country
and what the movement for Character Counts is all about.
I send the resolution to the desk as previously requested, and I ask
for its referral to the appropriate committee.
The PRESIDING OFFICER. The resolution will be received and
appropriately referred.
Mr. DOMENICI. Many exciting and unique character education programs
have taken place over this past year. As important, thousands of young
people, local and national organizations, schools, parents and citizens
have participated in efforts to make their communities aware of the
positive benefits of character education.
One example is 12-year-old Carrie Beeman from the Roswell, NM
Mountain View Middle School. Carrie will be coming to Washington, DC as
1 of 104 young Americans to be recognized for their service to their
communities in the national Prudential Spirit of Community youth
volunteer awards program. She received a $1,000 for her work in the
Chain of Character contest by helping organize and selling 14,000 chain
links to raise funds for the local character education efforts in
Roswell. By calling businesses and other interested citizens, she
helped raise $400 for her school's student council and $2,000 for her
town's local Character Counts program.
Carrie's effort personifies the great national grassroots movement to
support character programs: No matter the age, everyone can participate
at the local level to help promote good character in their schools and
in their communities. All of us in New Mexico who are working at the
local and State level to promote character education programs are very
proud of Carrie and are deeply appreciative that the selection
committee for the Prudential awards recognized her fine efforts.
There are many reasons why the character education movement is
gaining such momentum, and let me mention just a few that bear
attention.
First let me talk about violence on television and a recent study of
that. Let me take a couple of moments of time to talk about this to the
Senate.
A recent comprehensive study commissioned by the National Cable
Television Association--National Television Violence Study--articulates
some disturbing statistics. Among the study's finding were that:
Perpetrators of violent acts on TV go unpunished 73 percent of the
time; 47 percent of all violent interactions show no harm to victim,
and 58 percent depict no pain. Longer term consequences--such as
financial or emotional harm--were shown only 16 percent of the time;
few programs containing violence, just 4 percent, emphasize nonviolent
alternatives in solving problems.
As depicted on television, violence inflicts little pain and minimal
consequences for actions that hurt, maim, and kill. Such actions
glamorize abhorrent behavior that shouts ``it's OK'' to be
irresponsible, dishonest, and violent. Responsibility, respect,
or caring apparently do not have enough public appeal to ensure high
viewer ratings.
Another example of why so many are concerned about the values of
America is the findings of a 3-year study just completed by the
Josephson Institute of Ethics for their 1996 Report Card on American
Integrity. Anonymous, written surveys were administered nationally in
schools and during various programs conducted by the institute that
included responses from 5,740 high school students, 2,289 college
students, and 3,190 adults not in school. Basically, the survey
revealed that very high percentages of young people, as well as adults
over 25, have fallen into such habits as lying, cheating and stealing.
For example: 42 percent of high school male respondents and 31 percent
of high school females said they had stolen something from a store
within the previous 12 months; nearly half the high school males and
one-third of the high school females--41 percent of high-schoolers
overall--said they would lie if they thought it necessary to get or
keep a job; 1 in 4 adult respondents, 2 of 5 collegiate respondents,
and over half the high schoolers said they would or probably would lie
about their debts to get a badly needed loan; and more than half the
males and one-third the females said it is sometimes justified to
respond to an insult or verbal abuse with physical force, with nearly
half of all high school respondents saying they had struck another
person or used physical force within the previous year.
And, adding another dimension to these findings, it is likely that
the real percentage of those actually engaging in dishonest conduct is
higher than that reflected in the Josephson Institute's study. Why?
Because 41 percent of high school respondents, 37 percent of collegiate
respondents, and 25 percent of those respondents not in school admitted
to giving a dishonest answer to at least one or two survey questions.
Just these two studies alone suggest that good character habits are
not being emphasized or practiced by significant numbers of young and
adult Americans. At the same time, the Josephson Institute's survey
showed that 96 percent of not-in-school adults said that being ethical
in all aspects of their lives is very important, but only 64 percent of
the high schoolers said they place such a high value on ethics. I would
suggest that while the high schoolers numbers are not nearly as high as
they should be, at least there is acknowledgment that being ethical is
desirable and important.
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I do not believe that America is made up of liars, cheats and
thieves. In fact, I believe that most Americans want to do well by
their fellow citizen. At the same time, exemplary behavior is not a
genetic trait--it needs to be taught. Being responsible, caring,
honest, or trustworthy needs to be reinforced by parents, schools,
community organizations, and adults. This is what we mean by character
education. And, it takes everyone's participation to make it work.
Mr. President, about 3\1/2\ or 4 years ago, as I stated here on the
floor before, a group of Americans from all walks of life--from various
religions, from commerce, from labor organizations, housewives--met in
Aspen, CO. They issued a declaration, which is now known in some parts
as the Aspen Declaration. The Aspen Declaration is the result of 3\1/2\
days of intensive evaluation by this broad spectrum of Americans.
The conclusion that they reached is that there was a serious shortage
and diminution of basic character among the American people which was
frightening, and in particular they were frightened about what was
happening to young people, who did not seem to have any values nor any
idea of what character was all about.
The conclusion of the declaration was that we should promote across
America what is now known as ``the six pillars of character.'' There
are many organizations and many institutions who are looking at
character building.
We chose here in the Senate to pass a resolution 2 years ago--and it
has been done 2 years in a row--asking Americans to recognize for 1
week in October a week promoting Character Counts. While for many of us
we have gone further, there are no laws to be passed. This is not a
legislative function. But many of us have chosen to exercise our
leadership in conjunction with others to establish in our communities,
or our States, the idea that a community and the schools should be part
of promoting Character Counts.
There are six pillars of character, the six words that are being used
across this land, in our schools, in businesses, in institutions like
the YMCA, and myriad organizations: ``Trustworthiness,'' that is a root
word that carries with it such things as honesty, integrity, living up
to your commitments; and the words respect, responsibility, fairness,
caring, and citizenship.
While the ultimate goal of these six principles is being celebrated
in parts of America, it is catching on and taking hold more than
anywhere else in the schools of America. I will just tell you, Mr.
President, in New Mexico, on a volunteer basis, without a mandate, we
now have 11 communities and 2 counties that have adopted Character
Counts as community goals with an emphasis on the six pillars.
I say to my friend who will speak soon, who is an advocate of
Character Counts, there are now scores of public schools in New Mexico.
You can tell whether they are a Character Counts school because if you
drive by and if they have anything out front that indicates messages
about the school, you will find on that message board the character of
the month, and you will see up there ``responsibility.'' You can then
find out and be assured that if you attended that public school for
that month in all the classes, be it math, English, geography, or
whatever it is in the grade schools, you will find teachers have been
empowered to insert into the classroom that word ``responsibility.''
It is a marvel to observe, to go to a school and talk with the
teachers who have been empowered on a volunteer basis to promote as
part of their education mission character and the six pillars of
character. There are innovative ways of involvement that are occurring,
but let me suggest that we have not yet received in my State and a few
States I have visited, any objections from the adult community to
promoting these six pillars of character.
Now, is there going to be an objection raised to trying to define
``trustworthiness'' and get it across to our young people? Is there
going to be an adult objection to ``respect,'' to ``responsibility,''
to ``fairness,'' to ``caring,'' to ``citizenship''? We have found
nothing.
So what we have done by using the Aspen Declaration and the current
idea of six pillars of character is to open the window and let into our
public schools, if they want to, on a volunteer basis, principal by
principal, empower our teachers to bring into the classroom some very
fundamental things that most Americans are excited to think about.
There is much being said about anxiety in the current political
campaign, and I submit there may very well be the anxiety spoken of
about jobs and whether or not jobs are in jeopardy because of a
changing American economy, but there is another anxiety that is very
big and very powerful, and it is the anxiety of adults over what is
going to happen to our children if somehow or another values or pillars
of character are not brought into their lives to compete with the
bombardment of ideas coming from whatever source young people are
currently subject to, from television to what they see and what they
read. And ultimately in a State like mine, we have concluded that you
need to bring adults and kids together and you need to have adults
concerned about the same six pillars of character which I have repeated
now several times in this Chamber.
In our State, it is contagious. Teachers have gone to classes to get
the basic principles of how you promote these in the classroom. They
have been given that education free by various groups that have raised
money. They have all committed to teach another teacher. And the work,
how they put this together, is beginning to evolve with little
direction from the national organization which is more like an
umbrella. This is all going to be done locally by schoolteachers and
principals and boards of education and business leaders who want to
change the character of the community. It is exciting. It is not the
answer to everything, but it is a start. I am certain the Senate and
the House will once again declare the week as Character Counts Week,
but it is more interesting to note that from that seed a few years ago,
a number of Senators and Congressmen have decided to work with mayors
and Governors to begin to promote not 1 week but all year long, not 1
day but every day in the classrooms of our schools one of these pillars
of character to be brought into the common language of the children and
their daily experience. The innovativeness of teachers who are
empowered to do this is absolutely magnificent. They are out there with
new and better ideas on how to instill such a thing as responsibility
in young people, or such a character trait as fairness, or such a
quality as trustworthiness. It is truly exciting.
Actually, in our State, in the city of Albuquerque and its public
school system, the largest in the State by far, it has been approved by
the board of education and they say any principal and school that wants
to do it, do it. We have gone down to two other areas next in size, the
county where the principal city is Las Cruces and they are starting it,
in the county of Dona Ana. The adults get together from all walks of
life under our format and start a council. The schools are then
involved, the churches are involved, and other organizations.
I do not want to overstate the case because this is a complicated
world that our young people are being raised in. It is a fearsome and
frightening world for young people. Some around here know I raised a
very large number of children. I have eight, the youngest of which,
twins, are 28. I am quick to say to groups that they would have a very
difficult time today, much more difficult today than even 15 years ago.
The pressures are enormous.
This Character Counts idea, this idea of promoting the six pillars
and getting them out there as a buttress to the disorder that is around
our children, is exciting. There are many comparable things occurring,
and by these comments I do not mean to belittle any others. But it
works. Character Counts education works.
As experience has shown in my home state, New Mexico, character
education can be embraced by the young and old and the public and
private sectors in a way that transcends political, cultural,
religious, and socioeconomic differences. Because like our Federal
deficit, what I would call a national ``character deficit,'' transcends
all differences. And, as I know we can and must bring our Federal books
into balance, we can and should work to end
[[Page S1391]]
our national character deficit, especially among our younger citizens.
In New Mexico, I am proud to say that Character Counts is growing by
leaps and bounds. The State of New Mexico received one of the four
grants from the Department of Education to States to develop character
education pilot programs. This pilot program came about as a result of
an amendment we offered last year to the Elementary and Secondary
Education Act, and I thank my good friend and colleague Senator Dodd
for his assistance in helping pass this amendment. The communities of
New Mexico want character education and they have brought it into their
schools, local social and civic organizations, city governments,
churches, and parent-teacher organizations to develop Character Counts
community programs.
There are 11 cities and 2 entire counties who have adopted the
program, with 3 more on-line to start-up in a few months. These efforts
consist of leadership councils that develop programs that encompass
every aspect of community life to reinforce the Character Counts
message. The schools develop their curriculums to accommodate character
training in each class; there are billboards on the streets that
proclaim the support and importance of the program; there are public
events to raise money to support the programs; and there are media
events to publicize the programs. Let me cite just a few examples of
activities in New Mexico. I just received a letter from the University
of New Mexico's Department of Intercollegiate Athletics. I ask
unanimous consent that a copy of their letter be printed at the end of
my remarks.
The PRESIDING OFFICER. Without objection, it is so ordered.
(See exhibit 1.)
Mr. DOMENICI. The Department has many plans to emphasize the
Character Counts Program by promoting the messages on the university
arena message boards for the men's and women's basketball games,
putting the message on marquee boards on our major highways, and
through public address announcements at the basketball, baseball, and
softball games.
A letter from Janice Argabright, the teaching principal of the San
Antonio Elementary School, who said:
We stress a family atmosphere at our school where we all
help each other. Many of our students are farm/ranch kids,
who have many chores to do after school. We would like to
continue to instill these values. We recently began the
Character Counts Program in our school. The parents and
students applauded this action. Our Social Studies teacher
has been going over the six fundamental core elements of good
character. In fact, the students do character analysis on
certain prominent people and TV role models. They found out
that Bart Simpson isn't so cool after all.
Moreover, the San Antonio Elementary School incorporated this
Character Counts in the DARE program and as the principal said, the
students saw the words every day and practiced them and they came to
``understand the meanings and the traits that show a person of
character.'' As an attachment to the letter, the students signed an
invitation to come visit their Character Counts Program, even though
they knew I was very busy in Washington, DC. I ask unanimous consent
that a copy of this letter be printed in the Record at the conclusion
of my remarks.
The PRESIDING OFFICER. Without objection, it is so ordered.
(See exhibit 2.)
Mr. DOMENICI. The ethics officer for the Sandia Laboratory in New
Mexico, John Dickey, sent out a message to the employees seeking
volunteers who are interested in introducing Character Counts to kids
ages 2 to 12 in their churches, social clubs, and community activities.
Within 48 hours, Mr. Dickey received 36 responses from employees who
offered their help.
The Association for Supervision and Curriculum Development held its
State conference for educators in Las Cruces. The theme of the meeting
was ``Character Education for Entire Communities.'' And, the New Mexico
State Education Department is conducting character education and
Character Counts in a series of four 1-day workshops throughout the
State.
The Albuquerque public school system is instituting middle school
athletic programs. Character Counts is being used as the underlying
basis for this citywide athletic program as coaches and referees are
hired and players recruited. The Character Counts logo will be
displayed on the sports uniforms.
Terry Linton of the State Referees Association instituted a
``Character Counts Code of Conduct'' for players, parents, coaches, and
referees. This code will be instituted into the local soccer and little
leagues.
Last year, Character Counts in Chavez County, NM, was featured on a
nationally televised program with Peter Jennings entitled ``Children
First--Real Solutions for Real Problems.'' As a result of the
outstanding success of the Roswell and Chavez County efforts, over
1,000 telephone calls flooded into my local office from all over the
country and Canada about how to set up a communitywide Character Counts
Program.
Mr. President, Character Counts in New Mexico is a statewide and
communitywide effort. This is a program that has unbelievable energy
because everyone that hears about it believes in it and wants to make
it work. This is a program for our children with thousands of committed
adults working to make it a reality. This is the best example of
grassroots dedication and participation I have seen in many years.
As in the past years, I urge my colleagues to join us in cosponsoring
and passing National Character Counts Week. It supports America's
children, families, and the entire community. It is one of the best
things we can do to encourage and promote something that is good and
right.
Exhibit 1
Lobos,
The University of New Mexico,
Albuquerque, NM, February 21, 1996.
Marty Wilson,
APS Coordinator for Character Education, Albuquerque Public
Schools, Albuquerque, NM.
Dear Marty: I am pleased to inform you that the University
of New Mexico Department of Athletics is extremely excited
and willing to help promote the Character Counts program. In
response to your request for our participation, the
Department of Athletics, as of February 13, 1996, is
supporting this program by running messages on the following
advertising/promotional vehicles:
(1) University Arena Message Boards (UNM Men's & Women's
basketball games).
(2) Marquee Board on University & Stadium Boulevards.
We are also mentioning this program through public address
announcements at:
(1) UNM Men's basketball games.
(2) UNM Women's basketball games.
(3) UNM Men's baseball games.
(4) UNM Women's softball games.
This is a tremendous program that we are pleased to support
and we hope our efforts will help to communicate the message
of the Character Counts program within our community. Please
contact me if there is any way we can help to further promote
this program.
Sincerely,
Sean Johnson,
Assistant Marketing Director,
UNM Athletic Department.
____
Exhibit 2
San Antonio Elementary School,
San Antonio, NM.
Senator Pete Domenici,
Sunbelt Plaza Complex,
Las Cruces, NM.
Dear Senator Domenici: San Antonio Elementary is a small
rural school located in San Antonio, New Mexico, about 75
miles South of Albuquerque, New Mexico. The population of our
school averages about 80 students, Kindergarten thru Fifth
Grade. We stress a family atmosphere at our school, where we
all help each other. (You visited our school about 8 or 9
years ago). Many of our students are farm/ranch kids, who
have many chores to do after school. The community of San
Antonio still believes in the ``family''. We would like to
continue to instill these values. We recently began the
Character Counts Programs in our school. The parents and
students applauded this action. Our Social Studies teacher
has been going over the six fundamental core elements of good
character. In fact, the students do character analysis on
certain prominent people and T.V. role models. (They found
out that Bart Simpson isn't so cool after all).
Our school emphasizes the good in all. We try to build
self-esteem in each student. We do this through different
programs, like the D.A.R.E. (Drug Abuse Resistance Education)
program. The students have even painted pillars with the 6
core elements--Trustworthiness, Respect, Responsibility,
Fairness, Caring and Citizenship in our hallway. The students
thought that if they saw the words everyday, they would
practice them. They have come to understand the meanings and
the traits that show a person of character.
We would very much like to have you visit our school in the
near future to foster Character Development in our students.
It would
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mean so much to them to have someone in your position visit. It would
also be nice to have a representative from the Character
Counts Coalition visit. I read a while back that Tom Selleck
visited an Albuquerque Elementary school with you. San
Antonio Elementary School is just as important!
Sincerely,
Janice Argabright.
The PRESIDING OFFICER. The Senator from North Dakota.
Mr. DORGAN. Mr. President, I commend the Senator from New Mexico for
the substantial amount of leadership he has provided on Character
Counts for some long while now.
I had a friend ask me, ``What province is it of the Senate to be
teaching about pillars of character? That is not the job of the
Senate.'' I said, ``No, that is not the job of the Senate. It is the
job of everyone in this country. Every single American, especially
every single American parent, ought to be preaching the pillars of good
character.''
I have a couple of young children, so I know firsthand how difficult
it is for children to navigate through the influences of today's
popular culture, trying to understand what is right and what is wrong.
And there is nothing that is more important to children than example,
the example set by their parents, the example of their neighbors, their
community, their churches, and so on. Sadly, the evidence is all around
us that our children apparently do not have the good examples they
need. There is coarser language. There is more violence. There is more
truancy. There seems to be less respect.
I am not going to describe all of the villains that cause that. Much
of it is, I assume, caused by a lack of attention at home and a lack of
good example. George Will wrote a column this past Sunday, titled
``With `Friends' Like These . . .'', in which he described the dialog
on the popular Thursday evening show ``Friends,'' which is shown at a
time when children are watching. I ask you, look at the language in
this television show and then ask yourself, what is a 12-year-old or
14-year-old to make of popular culture that sends them these messages?
I wrote a letter in October to the president of a television network
in America. I was prompted to write because, the night before, our
television had been tuned in to the most popular sitcom. During that
television program, which showed at 9 o'clock here in Washington, but
at 8 o'clock in my home State of North Dakota, when presumably a lot of
children would be watching, they used the full word that is abbreviated
by SOB 12 times during the half-hour program.
I was so angry about this that I wrote to the president of the
network and received a letter back from him; I wrote back and received
another letter, and I have since talked to the president twice at
various meetings. I asked him, by what standard do you decide to send
this into living rooms across the country at a time when children are
watching television? What has happened that says to us that it is all
right to entertain adults even if it hurts our kids?
I have been more interested in television violence and in fact, I
have introduced legislation along with the Senator from Texas, Senator
Kay Bailey Hutchison, to address this problem. But I am also concerned
about language and other things, especially on television, that say to
our children that it is all right to be a smart aleck and all right not
to be respectful and all right to use this kind of language.
I worry a lot about that. So I simply say what all of us are saying
with this resolution, that character does count. Those organizations
that are involved in the Character Counts effort have taken the Aspen
Declaration and said, here are the pillars of character that should be
valued in our country. We want everyone in our country--parents,
teachers, churches, business leaders--to be working to try to teach
these pillars of good character.
Those who say that this is not the Government's job are right, this
is everybody's job. This effort is not about legislation. It is not
about creating rules. It is not about saying to anyone, ``Here is what
the Government thinks.'' It is about encouraging the teaching by
everyone of the pillars of good character.
The Senator from New Mexico described what those pillars of good
character are. But let me just mention them again because I do not
think we can mention them often enough--trustworthiness, respect,
responsibility, fairness, caring, and citizenship.
Over the last 30, 40, 50 years things have changed a lot. Kids in
America used to watch ``Leave It To Beaver'' on television. Now it is
``Beavis and Butthead.'' Compare the contents of these two programs and
ask yourself, what are our children listening to? What kinds of things
are they seeing? What are they learning about the way adults act and
think and behave? And then ask yourself, is there not a reason for all
of us to want to support and welcome the efforts of the Senator from
New Mexico and the many groups that are promoting the teaching of the
pillars of good character?
This effort asks parents and teachers and everyone in this country to
care a little more about what our kids are hearing and seeing and to
suggest to school leaders and others that teaching the pillars of good
character will build a better country.
Mr. President, I know there are others who want to cosponsor this
resolution. And I will end as I began by thanking the Senator from New
Mexico for providing leadership on this issue here in Congress. But the
issue did not start here. The issue started with some thinkers and some
concerned people around this country who got together and evaluated the
problem, and developed a solution in which we to try to create and
nurture an environment for teaching the pillars of good character. Let
me congratulate all of these leaders and pledge my support and
continued work to further their efforts.
Mr. DODD. Mr. President, I am pleased to join with the distinguished
Senator from New Mexico and a bipartisan group of my colleagues in
cosponsoring this Senate resolution designating October 13-19 as
National Character Counts Week.
This morning, like every morning before it and every morning to come,
young Americans are headed off to learn their three R's--reading,
writing, and arithmetic--in our Nation's schools. But as we know, the
school day involves more than just the transmission of facts or the
relaying of concepts. It's also about character. In the best classrooms
in America our children are given the opportunity to learn and practice
basic character traits such as sharing, cooperation, and respect.
The Character Counts initiative calls on all Americans to embrace the
development of six attributes--trustworthiness, respect,
responsibility, fairness, caring, citizenship--as a fundamental aspect
of our children's education and as a critically important means of
strengthening our Nation. The lessons our young people learn as
children are the ones that will stay with them the rest of their lives.
As Eleanor Roosevelt once said: ``Character building begins in our
infancy, and continues until death.''
We live in a time when teenage pregnancy and juvenile crime are
spiraling out of control. A recent poll suggests that two-thirds of
Americans believe most people can't be trusted, half say most people
would cheat others if they could and in the end are only looking out
for themselves. These statistics and the seeming erosion in the basic
norms of civility, even among our Nation's children, are ample evidence
of the need for programs that promote character development.
No one would argue that Character Counts is a panacea for these
complex problems. First and foremost, we need better education,
stronger families, and healthy doses of individual responsibility.
Clearly the primary obligation for the building of our children's
values and belief systems lies with our Nation's families. There is
only so much government can do. But, with parents being forced to spend
more and more time out of the house, our Nation's schools can and
should play a positive role in helping to build character among
America's children.
There is nothing inappropriate or heavy-handed about teaching
character in our schools. These programs don't impose morality or any
one group's world view. These programs teach honesty, courage, respect,
responsibility, caring, citizenship, and loyalty, attributes that I
believe all Americans agree upon.
These principles transcend religion, race, philosophy, and even
political affiliation. For those Americans who
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share the goal of energizing our democracy and strengthening our
Nation's character these initiatives are simply common sense.
What's more, these programs garner tangible benefits. In Connecticut,
the Southwest Elementary School in Torrington implemented a character
education program in September and has already seen positive results
from its students. Attendance is up, students are more respectful
toward their teachers and school administrators are convinced that
Character Counts is responsible. The school engages parents in the
effort, who along with educators and the students themselves, love the
program.
While character education may not be a magical solution to all
America's problems, it represents a positive effort to make a real
difference in our children's lives. Character development programs for
our children strengthen our lives, our communities, and our Nation as a
whole.
I commend my friend and colleague from New Mexico for all of his work
in this area. And I invite all my colleagues from both sides of the
aisle to join us in supporting character education as a vital means of
molding better individuals, strengthening families, and creating a
responsible American citizenry.
Mr. FRIST. Mr. President, I rise today to join my colleagues, both
Republican and Democrat--and especially Senator Domenici--in submitting
this year's resolution to designate the week of October 13 through 19
as Character Counts Week.
The Character Counts Coalition is gaining momentum across the
country, and I am proud to be a part of that effort.
With core members such as the American Red Cross and the Boys and
Girls Clubs of America, Character Counts now includes over 80 member
organizations whose efforts are reaching more than 40 million children,
educators, and youth development professionals.
Mr. President, the Character Counts movement--which emphasizes
trustworthiness, respect, responsibility, fairness, caring, and
citizenship--seeks to teach the core elements of good character to our
Nation's young people.
In today's world of widespread abortion, rape, divorce, illegitimate
births, and violent crime, such a movement has never been more timely.
In my home State of Tennessee, many citizens have joined the call for
character renewal.
In the Franklin and Bradley County school systems, my friend, Mr.
Skeet Rymer, has responded the Lessons of Life essay program, based on
a model developed by Mr. John Templeton of the Templeton Foundation.
In that program, students write essays examining their own lessons of
life, and develop values that will lead them to fulfilled and
productive lives.
Reactions from teachers and school board members, such as Lois
Taylor, show just how important this program is. She tells us that
through the essay contest, students learn to identify their own values
and to lay the foundation for good choices throughout their lives.
Another teacher, Janis Collins says, ``I just can't sing the
program's praises enough.'' The Templeton Lessons of Life Essay
Scholarship contest is just one example of the conscientious effort
Tennesseeans are making to educate young people on the importance of
moral decisionmaking and conduct.
Mr. President, I also want to commend the city of Greeneville, TN,
which has put together a character education program featuring 10
community virtues: self-respect, respect for others, perseverance,
courtesy, fairness and justice, responsibility, honesty, kindness,
self-discipline, and courage.
Greeneville's character education team--concerned teachers,
principals, parents, ministers, school psychologists, and education
board members--asked themselves what kind of qualities they would like
their students to have, and they have volunteered their time to make
sure these characteristics are nourished.
I think that the good people of Greeneville have shown the kind of
character--the kind of selfless giving--of which America needs so much
more.
Mr. President, Tennesseeans have joined the national effort to save
our children from the moral decay we see all around us because they
recognize that the only way to preserve this great democracy--this
system that requires so much from each of us--and our American way of
life, is to instill virtue and moral fortitude in the next generation
of Americans.
This will not happen without our effort, and without the incredible
leadership of movements like Character Counts. Again, I commend Senator
Domenici, and all those who are working so hard, to make character
count once again in the United States of America.
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