Congressional Record, Volume 149 Issue 92 (Friday, June 20, 2003)

[Congressional Record Volume 149, Number 92 (Friday, June 20, 2003)]
[Senate]
[Pages S8261-S8265]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

AMERICAN HISTORY AND CIVICS EDUCATION ACT OF 2003

The PRESIDING OFFICER. Under the previous order, the hour of 9 a.m.
having arrived, the Senate will resume the consideration of S. 504,
which the clerk will report.
The legislative clerk read as follows:

A bill (S. 504) to establish academies for teachers and
students of American history and civics and a national
alliance of teachers of American history and civics, and for
other purposes.

The PRESIDING OFFICER. The Senator from Tennessee.

Amendment No. 951

Mr. ALEXANDER. Mr. President, I ask unanimous consent the substitute
amendment to S. 504, which is at the desk, be agreed to, and the motion
to reconsider be laid upon the table.
The PRESIDING OFFICER. Without objection, it is so ordered.
The amendment (No. 951) was agreed to.
(The amendment is printed in today's Record under ``Text of
Amendments.'')
Mr. ALEXANDER. Mr. President, on March 4, I made the maiden speech
the majority leader has encouraged each of us new Senators to make. I
chose two urgent issues I care most about: The education of our
children, No. 1; and the principles that unite us as Americans, No. 2.
I then introduced S. 504, the American History and Civics Education Act
of 2003.
In a few minutes, we will vote on that bill. Its purpose is to help
put the teaching of American history and civics in its rightful place
in our schools so our children can grow up learning what it means to be
an American. Its purpose is to inspire better teaching and more
learning of the key events, key documents, key persons,

[[Page S8262]]

and key ideas that shaped the institutions and democratic heritage of
the United States of America.
This legislation would do that by creating summer academies for
students and teachers of American history and civics. There will be up
to 12 Presidential Academies for teachers. These might last 2 weeks and
be sponsored by an educational institution or a nonprofit organization.
And there will be up to 12 4-week Congressional Academies for students.
It also creates a State-by-State national alliance of history and
civics teachers, and authorizes $25 million for these purposes.
We need this legislation because our children are not learning what
it means to be an American. In his testimony before our committee,
author David McCullough spoke of Ivy League college students who think
Abraham Lincoln was President before the Civil War and that Germany and
Italy were our Allies during World War II. One-third of fourth, eighth,
and twelfth graders do not even have basic knowledge about American
history and civics, making them what one might call civic illiterates.
They are not learning it because, in too many instances, it is not
being taught.
Civics too often is dropped from school curricula. More than half the
States have no requirements for a course in American government and
American history. When it is taught, it is too often watered down. The
textbooks are too dull, the pages too often feature victims and
diminish heroes. Because of politically correct attitudes from the
right and from the left, teachers are afraid to teach the great
controversies, the great conflicts, the great struggles, the great
stories that are the heritage, the essence of American history.
This effort has overwhelming support in the Congress--36 U.S.
Senators of both parties. An identical bill has been introduced in the
House of Representatives by Roger Wicker of Mississippi, and 160
Members of the House, of both parties, support it.

I want especially to reiterate my thanks to the majority leader who,
during a busy time, has found time for this small but important piece
of legislation, and to the Democratic whip, Mr. Reid, who has also made
it possible for there to be time for this in the midst of this debate
and who is the prime cosponsor of this legislation. I thank Chairman
Gregg of our committee for reporting it promptly and for cosponsoring
it, and Senator Kennedy, the ranking member, who did not just cosponsor
it but was busy gathering other cosponsors.
I want to acknowledge, too, the support of Conrad Burns, the Senator
from Montana, a historian who is chairman of the relevant
appropriations subcommittee, and especially Senator Byrd of West
Virginia, who has been a leader in other legislation that has passed
this body on American history, and who took the time to come to the
hearing on this legislation, in person, and to testify.
I yield the floor and reserve whatever time remains.
The PRESIDING OFFICER. The Senator from Nevada.
Mr. REID. I ask unanimous consent Senator Lautenberg be added as a
cosponsor to S. 504.
The PRESIDING OFFICER. Without objection, it is so ordered.
Mr. REID. Senator Alexander said, ``It's time to put the teaching of
history and civics back in its rightful place in our schools so our
children grow up learning what it means to be an American.''
That is really what this is all about. It is about having history and
civics as a part of what our schools are about and should be about. I
acknowledge, as I did last night on the Senate floor, the leadership of
the Senator from Tennessee, the former Secretary of Education, in
pushing this legislation to the point where it is.
I hope this is the first of many such measures that we work on here.
I believe in local control of schools. But I also believe the Federal
Government must recognize national problems in education and address
those problems and help local school districts meet what I believe are
national imperatives. Certainly, this is one.
It is so easy to shortchange these courses. As I look back at some of
the great teachers I had, they taught history and government on the
high school level. A man by the name of Michael Callahan taught basic
history and government in high school in Henderson, NV, where I went to
school. But for him I am not sure I would have the interest in
government and history that I have today. He allowed us to participate
in government. He allowed us to understand history. He was a dynamic
teacher.

I believe that is what we are trying to do here--give teachers the
tools they need to become better teachers. Obviously, teachers have
chosen their profession in the effort to improve the lives of children
they teach. This legislation deals with courses K through 12. But even
though these teachers have chosen teaching as their profession, it
doesn't mean they don't need help. That is what this is all about--to
help them through this academy and become better teachers who are
better equipped to do the things they need to do to teach.
This legislation is not going to be based just in the South or the
Northeast or just in the Midwest. The legislation calls for 12 regional
academies to be determined by the Chairman of the National Endowment
for the Humanities. He will choose the academies on a regional basis.
This program will be effective all over the United States. I am
confident that the Presidential Academies for teaching American history
and civics will be important. There will be 12 of them. There will be
up to 12 Congressional Academies for students of American history and
civics.
I am convinced that if we show we are concerned about education here
in Washington, the schools at home will become better schools and
teachers will become better teachers. I hope this will receive
unanimous support.
This is only the first step. It is easy for us here in Washington to
pass legislation where we authorize things to happen, but the next step
is appropriating the money to make sure that the authorization we have
made is effective. The distinguished Senator from Tennessee and I have
had the assurance of members of the Appropriations Committee that they
will allow us to go this next step and have money appropriated.
As I indicated last night, Senator Byrd having participated in the
public hearing is a step in the right direction. Senator Conrad Burns
has indicated he will be helpful. I look forward to working in the
appropriations process to make sure we carry forward on the promise of
Senator Lamar Alexander, a Senator who authored this legislation,
indicating it is important to put the teaching of American history and
civics in its right place in our schools so children can grow and learn
what it means to be an American.
Mr. Kennedy. Mr. President, I am pleased to support the American
History and Civics Education Act to create academies for teachers and
high school students of American history. The bill will expand the
programs of the National Endowment for the Humanities to improve the
educational experience of young Americans and broaden their
understanding of our unique heritage.
The American national experience is a comparatively short one, but
its early struggles, revolutionary roots, and democratic ideals have
shaped our national character. Early American history includes eras of
prosperity and progress, dark years of war, and racial struggles. Each
of these defining moments has called forth great leaders and national
heroes, in all walks of life, who unhesitatingly offered their
resources, their efforts and, sometimes, their lives on behalf of their
belief in the principles of tolerance, religious freedom, and equality.
Each generation of Americans has defended those principles and, in the
process, strengthened our national purpose and resolve.
To prepare the next generation of American leaders, we must ensure
that they understand not only these historic challenges and
achievements but also the key documents that are our enduring
guideposts, especially the Constitution and Bill of Rights.
This legislation, introduced by my colleague from Tennessee, will
authorize a competitive grant program for institutions of higher
education and nonprofit educational research centers to conduct summer
seminars for history teachers to strengthen their skills in

[[Page S8263]]

their subject area. These seminars will enable teachers to develop a
broader understanding of history and also new skills and enthusiasm to
present this material to their students.
The legislation also authorizes a competitive grant program for
academies for outstanding high school juniors and seniors who have
excelled in their study of history. These academies will enable these
promising young students to learn from especially talented teachers and
provide a special opportunity for them to advance their understanding
of the great achievements of our proud Nation.
The HELP Committee conducted an impressive hearing on this
legislation earlier this year. Among the several distinguished
witnesses who appeared before the committee was the Pulitzer Prize-
winning historian, David McCullough. He spoke eloquently of the urgent
need to improve the educational experience of history students.
He reminded us that passion for learning is ``caught not taught,''
and that the better prepared our teachers are, the more likely we are
to stimulate a new generation of historians, history lovers, and
national leaders.
Mr. McCullough also suggested that those institutions that ultimately
conduct these academies should reach out to their local Park Service
historic sites, which offer incredible resources and a birds-eye view
of history to enthusiastic visitors. He has been an ongoing presence at
both the Longfellow House and the Adams Historic Park sites in
Massachusetts during his research on his impressive biography of John
Adams. Those same artifacts are accessible to all aspiring history
lovers and can ignite a passion for visitors to these sites as they
visualize John Adams at his desk writing his friend, Thomas Jefferson,
debating the goals and dreams of a young Nation.
John Adams wrote, ``I must study politics and war that my sons may
have the liberty to study mathematics and philosophy . . . in order to
give their children the right to study painting, poetry and music.''
Our second President was a great leader in his time and his words
inspire all Americans to learn more about our past in order to better
prepare for the future. If we neglect study in the arts and humanities,
we will know considerably less about ourselves, our Nation, our allies
and our adversaries--and we will be considerably less prepared for the
challenges which loom on the horizon.
The new academies will be under the jurisdiction of the National
Endowment for the Humanities whose Chairman, Bruce Cole, is doing an
impressive job at the Endowment. As an historian himself, he knows the
importance of our goal.
The bill is a timely and important initiative which will make
American history come alive for students, and serve our communities and
our country well in the years ahead. I commend Senator Alexander for
his leadership in developing this bipartisan legislation that is based
on the model which he implemented earlier as Governor of Tennessee. I
am confident that these summer academies will enrich the learning
experience of thousands of young students who want to know more about
their heritage as Americans.
It is a visionary effort and I hope that my colleagues will join me
in supporting it today.
Mr. ALEXANDER. Mr. President, I thank the Senator from Nevada, the
distinguished assistant Democratic leader, for his comments late last
evening when we discussed this bill and for his support. I look forward
to working with him on other education legislation in a bipartisan way.
I am glad he talked about appropriations. Senator Stevens also is a
cosponsor of the bill, for which we are pleased.
People from potential sponsoring institutions have asked me how this
might work.
First, the legislation has to be passed. But given the strong
bipartisan support it has in both Houses, if it were to be passed and
the money were to be appropriated in a reasonable period of time, the
first of these academies might open in the summer of 2004. For that to
happen, the National Endowment for the Humanities would need to receive
applications beginning this fall. I hope the universities, the
nonprofit organizations, and the State educational institutions will
begin to prepare for that. They might look at the Governors' Schools
across this country in many States as models.
At a time when the United States of America is under attack because
of who we are, it is crucial that our children learn the values and
principles that make this the United States of America. When you move
to France or Japan, you don't become French or Japanese. When you move
to the United States and seek to become an American citizen, you become
an American, because of what we believe in, a few principles--liberty,
equal opportunity, individualism, laissez-faire, the rule of law,
federalism, e pluribus unum, the free exercise of religion, the
separation of church and state, and a belief in progress. We almost all
agree on those principles. Our politics is about applying them. That is
what we debate every day here. We need to be teaching our children, as
the Senator from Nevada said, these principles so they will grow up
knowing what it means to be an American.
I urge all Senators to support this legislation.
Mr. President, I ask for the yeas and nays.
The PRESIDING OFFICER. Is there a sufficient second?
There is a sufficient second.
The question is on the engrossment and third reading of the bill.
The bill was ordered to be engrossed for a third reading and was read
the third time.
The PRESIDING OFFICER. The question is on passage of the bill, as
amended. The clerk will call the roll.
The legislative clerk called the roll.
Mr. McCONNELL. I announce that the Senator from Utah (Mr. Bennett),
the Senator from Colorado (Mr. Campbell), the Senator from Nebraska
(Mr. Hagel), the Senator from Indiana (Mr. Lugar), and the Senator from
Ohio (Mr. Voinovich) are necessarily absent.
Mr. REID. I announce that the Senator from Delaware (Mr. Biden), the
Senator from North Carolina (Mr. Edwards), the Senator from Hawaii (Mr.
Inouye), the Senator from Massachusetts (Mr. Kerry), and the Senator
from Vermont (Mr. Leahy) are necessarily absent.
I further announce that, if present and voting, the Senator from
Massachusetts (Mr. Kerry), and the Senator from Vermont (Mr. Leahy)
would each vote ``yea.''
The PRESIDING OFFICER. Are there any other Senators in the Chamber
desiring to vote?
The result was announced--yeas 90, nays 0, as follows:

[Rollcall Vote No. 231 Leg.]

YEAS--90

Akaka
Alexander
Allard
Allen
Baucus
Bayh
Bingaman
Bond
Boxer
Breaux
Brownback
Bunning
Burns
Byrd
Cantwell
Carper
Chafee
Chambliss
Clinton
Cochran
Coleman
Collins
Conrad
Cornyn
Corzine
Craig
Crapo
Daschle
Dayton
DeWine
Dodd
Dole
Domenici
Dorgan
Durbin
Ensign
Enzi
Feingold
Feinstein
Fitzgerald
Frist
Graham (FL)
Graham (SC)
Grassley
Gregg
Harkin
Hatch
Hollings
Hutchison
Inhofe
Jeffords
Johnson
Kennedy
Kohl
Kyl
Landrieu
Lautenberg
Levin
Lieberman
Lincoln
Lott
McCain
McConnell
Mikulski
Miller
Murkowski
Murray
Nelson (FL)
Nelson (NE)
Nickles
Pryor
Reed
Reid
Roberts
Rockefeller
Santorum
Sarbanes
Schumer
Sessions
Shelby
Smith
Snowe
Specter
Stabenow
Stevens
Sununu
Talent
Thomas
Warner
Wyden

NOT VOTING--10

Bennett
Biden
Campbell
Edwards
Hagel
Inouye
Kerry
Leahy
Lugar
Voinovich
The bill (S. 504), as amended, was passed as follows:

S. 504

Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

This Act may be cited as the ``American History and Civics
Education Act of 2003''.

SEC. 2. DEFINITIONS.

In this Act:
(1) American history and civics.--The term ``American
history and civics'' means the key events, key persons, key
ideas, and key documents that shaped the institutions and
democratic heritage of the United States of America.
(2) Chairman.--The term ``Chairman'' means the Chairman of
the National Endowment for the Humanities.

[[Page S8264]]

(3) Educational institution.--The term ``educational
institution''--
(A) means--
(i) an institution of higher education;
(ii) an educational institution created by a legislative
act of a State for the express purpose of teaching American
history and civics to elementary school and secondary school
students; or
(iii) a nonprofit educational institution, library, or
research center; and
(B) includes a consortium of entities described in
subparagraph (A).
(4) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101(a) of the Higher Education Act of 1965
(20 U.S.C. 1001(a)).
(5) Key documents.--The term ``key documents'' means the
documents that established or explained the foundational
principles of democracy in the United States, including the
United States Constitution and the amendments to the
Constitution (particularly the Bill of Rights), the
Declaration of Independence, the Federalist Papers, and the
Emancipation Proclamation.
(6) Key events.--The term ``key events'' means the critical
turning points in the history of the United States (including
the encounter of Native Americans with European settlers, the
American Revolution, the Civil War, the world wars of the
twentieth century, the civil rights movement, and the major
court decisions, legislation, literature, and the arts) that
established democracy and extended its promise in American
life.
(7) Key ideas.--The term ``key ideas'' means the ideas that
shaped the democratic institutions and heritage of the United
States, including the notions of liberty, equal opportunity,
individualism, laissez faire, the rule of law, federalism and
e pluribus unum, the free exercise of religion, the
separation of church and state, and a belief in progress.
(8) Key persons.--The term ``key persons'' means the men
and women who led the United States as Founding Fathers,
Native American leaders, elected officials, scientists,
inventors, pioneers, advocates of equal rights,
entrepreneurs, and artists.
(9) State.--The term ``State'' means each of the 50 States
and the District of Columbia.
(10) Teachers of american history and civics.--The term
``teachers of American history and civics'' means
kindergarten through grade 12 teachers who teach American
history, government, or civics, or who incorporate such
subjects into their teaching.

SEC. 3. PRESIDENTIAL ACADEMIES FOR TEACHING OF AMERICAN
HISTORY AND CIVICS.

(a) Establishment.--From amounts appropriated under
subsection (j), the National Endowment for the Humanities
shall award grants, on a competitive basis, to educational
institutions to establish Presidential Academies for Teaching
of American History and Civics (in this section referred to
as ``Academies'') that shall offer workshops for teachers of
American history and civics--
(1) to strengthen such teachers' knowledge of the subjects
of American history and civics; and
(2) to learn how better to teach such subjects.
(b) Application.--
(1) In general.--An educational institution that desires to
receive a grant under this section shall submit an
application to the National Endowment for the Humanities at
such time, in such manner, and containing such information as
the National Endowment for the Humanities may require.
(2) Contents.--An application submitted under paragraph (1)
shall--
(A) include the criteria that will be used to determine
which teachers will be selected to attend workshops offered
by the Academy;
(B) identify the individual the educational institution
intends to appoint to be the primary scholar at the Academy;
(C) include a description of the curriculum to be used at
workshops offered by the Academy; and
(D) provide an assurance that the recruitment plan for
which teachers will be selected to attend workshops offered
by the Academy will include teachers from schools receiving
assistance under part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.),
particularly those schools with high concentrations of
students described in section 1124(c) of such Act.
(c) Number of Grants.--The National Endowment for the
Humanities shall award not more than 12 grants to different
educational institutions under this section.
(d) Distribution.--The Chairman shall encourage equitable
distribution of grants under this section among the
geographical regions of the United States.
(e) Grant Terms.--Grants awarded under this section shall
be for a term of 2 years.
(f) Use of Funds.--
(1) Workshops.--
(A) In general.--An educational institution that receives a
grant under this section shall establish an Academy that
shall offer a workshop during the summer, or during another
appropriate time, for teachers of American history and
civics--
(i) to strengthen such teachers' knowledge of the subjects
of American history and civics; and
(ii) to learn how better to teach such subjects.
(B) Duration of workshop.--A workshop offered pursuant to
this section shall be approximately 2 weeks in duration.
(2) Academy staff.--
(A) Primary scholar.--Each Academy shall be headed by a
primary scholar identified in the application submitted under
subsection (b) who shall--
(i) be accomplished in the field of American history and
civics; and
(ii) design the curriculum for and lead the workshop.
(B) Core teachers.--Each primary scholar shall appoint an
appropriate number of core teachers. At the direction of the
primary scholar, the core teachers shall teach and train the
workshop attendees.
(3) Selection of teachers.--
(A) In general.--
(i) Number of teachers.--Each year, each Academy shall
select kindergarten through grade 12 teachers of American
history and civics to attend the workshop offered by the
Academy.
(ii) Flexibility in number of teachers.--Each Academy shall
select not more than 300 and not less than 50 teachers under
clause (i).
(B) Teachers from public and private schools.--An Academy
may select teachers from public schools and private schools
to attend the workshop offered by the Academy.
(g) Costs.--
(1) In general.--Except as provided in paragraph (2), a
teacher who attends a workshop offered pursuant to this
section shall not incur costs associated with attending the
workshop, including costs for meals, lodging, and materials
while attending the workshop, and may receive a stipend to
cover such costs.
(2) Travel costs.--A teacher who attends a workshop offered
pursuant to this section shall use non-Federal funds to pay
for such teacher's costs of transit to and from the Academy.
(h) Evaluation.--
(1) In general.--At the completion of all of the workshops
assisted in the third year grants are awarded under this
section, the National Endowment for the Humanities shall
conduct an evaluation and submit a report on its findings to
the relevant committees of Congress.
(2) Content of evaluation.--The evaluation conducted
pursuant to paragraph (1) shall--
(A) determine the overall success of the grant program
authorized under this section; and
(B) highlight the best grantees' practices in order to
become models for future grantees.
(i) Non-Federal Funds.--An educational institution
receiving Federal assistance under this section may
contribute non-Federal funds toward the costs of operating
the Academy.
(j) Authorization of Appropriations.--There is authorized
to be appropriated to carry out this section $7,000,000 for
each of fiscal years 2004 through 2007.

SEC. 4. CONGRESSIONAL ACADEMIES FOR STUDENTS OF AMERICAN
HISTORY AND CIVICS.

[[Page S8265]]

(A) In general.--An educational institution that receives a
grant under this section shall establish an Academy that
shall offer a workshop during the summer, or during another
appropriate time, for outstanding students of American
history, government, and civics to broaden and deepen such
students' understanding of American history and civics.
(B) Duration of workshop.--A workshop offered pursuant to
this section shall be approximately 4 weeks in duration.
(2) Academy staff.--
(A) Primary scholar.--Each Academy shall be headed by a
primary scholar identified in the application submitted under
subsection (b) who shall--
(i) be accomplished in the field of American history and
civics; and
(ii) design the curriculum for and lead the workshop.
(B) Core teachers.--Each primary scholar shall appoint an
appropriate number of core teachers. At the direction of the
primary scholar, the core teachers shall teach the workshop
attendees.
(3) Selection of students.--
(A) Number of students.--Each year, each Academy shall
select between 100 and 300 eligible students to attend the
workshop offered by the Academy.
(B) Eligible students.--A student shall be eligible to
attend a workshop offered by an Academy if the student--
(i) is recommended by the student's secondary school
principal (or other head of such student's academic program)
to attend the workshop; and
(ii) will be a junior or senior in the academic year
following attendance at the workshop.
(g) Costs.--
(1) In general.--Except as provided in paragraph (2), a
student who attends a workshop offered pursuant to this
section shall not incur costs associated with attending the
workshop, including costs for meals, lodging, and materials
while attending the workshop.
(2) Travel costs.--A student who attends a workshop offered
pursuant to this section shall use non-Federal funds to pay
for such student's costs of transit to and from the Academy.
(h) Evaluation.--
(1) In general.--At the completion of all of the workshops
assisted in the third year grants are awarded under this
section, the National Endowment for the Humanities shall
conduct an evaluation and submit a report on its findings to
the relevant committees of Congress.
(2) Content of evaluation.--The evaluation conducted
pursuant to paragraph (1) shall--
(A) determine the overall success of the grant program
authorized under this section; and
(B) highlight the best grantees' practices in order to
become models for future grantees.
(i) Non-Federal Funds.--An educational institution
receiving Federal assistance under this section may
contribute non-Federal funds toward the costs of operating
the Academy.
(j) Authorization of Appropriations.--There is authorized
to be appropriated to carry out this section $14,000,000 for
each of fiscal years 2004 through 2007.

SEC. 5. NATIONAL ALLIANCE OF TEACHERS OF AMERICAN HISTORY AND
CIVICS.

(a) Establishment.--
(1) In general.--From amounts appropriated under subsection
(e), the National Endowment for the Humanities shall award 1
or more grants to organizations for the creation of a
national alliance of elementary school and secondary school
teachers of American history and civics.
(2) Purpose.--The purpose of the national alliance is--
(A) to facilitate the sharing of ideas among teachers of
American history and civics; and
(B) to encourage best practices in the teaching of American
history and civics.
(b) Application.--An organization that desires to receive a
grant under this section shall submit an application to the
National Endowment for the Humanities at such time, in such
manner, and containing such information as the National
Endowment for the Humanities may require.
(c) Grant Term.--A grant awarded under this section shall
be for a term of 2 years and may be reapplied after the
initial term expires.
(d) Use of Funds.--An organization that receives a grant
under this section may use the grant funds for any of the
following:
(1) Creation of a website on the Internet to facilitate
discussion of new ideas on improving American history and
civics education.
(2) Creation of in-State chapters of the national alliance,
to which individual teachers of American history and civics
may belong, that sponsors American history and civics
activities for such teachers in the State.
(3) Seminars, lectures, or other events focused on American
history and civics, which may be sponsored in cooperation
with, or through grants awarded to, libraries, States'
humanities councils, or other appropriate entities.
(4) Coordinate activities with other nonprofit educational
alliances that promote the teaching or study of subjects
related to American history and civics.
(e) Authorization of Appropriations.--There is authorized
to be appropriated to carry out this section, and for any
administrative costs associated with carrying out sections 3
and 4, $4,000,000 for each of fiscal years 2004 through 2007.
Mr. BAUCUS. Mr. President, I move to reconsider the vote and I move
to lay that motion on the table.
The motion to lay on the table was agreed to.

____________________