[Congressional Record Volume 149, Number 145 (Thursday, October 16, 2003)]
[Senate]
[Pages S12755-S12756]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                     NATIONAL CHARACTER COUNTS WEEK

  Mr. STEVENS. Mr. President, I ask unanimous consent that the Senate 
proceed to the immediate consideration of S. Res. 245 which was 
submitted yesterday.
  The PRESIDING OFFICER. The clerk will report the resolution by title.
  The legislative clerk read as follows:

  A resolution (S. Res. 245) designating the week beginning October 19, 
2003, as National Character Counts Week.

  There being no objection, the Senate proceeded to consider the 
resolution.
  Mr. DOMENICI. Mr. President, I rise today with my friend Senator Dodd 
to introduce a resolution regarding ``National Character Counts Week.'' 
Our resolution says the week of October 19 of this year will be known 
across the country as ``National Character Counts Week.''
  Nearly a century ago President Theodore Roosevelt said the following 
about character:

       Character, in the long run, is the decisive factor in the 
     life of an individual and of nations alike.

  I would submit that character truly does transcend time as well as 
religious, cultural, political, and socio-economic barriers. I believe 
our country is having a renewed focus on character and this sends a 
wonderful message to Americans, and will help those of us involved in 
character education reinvigorate our efforts to get communities and 
schools involved.
  I say that because a number of years ago we started this approach to 
character education called ``Character Counts.'' Senators Nunn, Dodd, 
and I first introduced the resolution that has now passed the Senate on 
innumerable occasions. The resolution simply declares that for all of 
America, one week during the year will be known as ``National Character 
Counts Week.''
  Frankly, we hear a lot about how we should help our young people 
growing up in this often difficult society. However, I believe the key 
is finding those ideas and programs that work. We all understand that 
there are certain people who have the primary responsibility to care 
for our children like mothers, fathers, siblings, and grandparents. We 
are not in any way talking about negating that responsibility of 
raising a child with good values. However, we have found the teachers 
in our schools have been yearning for something they could teach our 
children that for some reason had been eliminated from both the public 
and private school agenda curriculum. It is sometimes referred to as 
character education.
  I choose to speak about the ``Character Counts'' program that is 
being used in many public schools in our country, and certainly in my 
State of New Mexico where teachers embrace six pillars of character. 
The values comprising the six pillars are everyday concepts that 
Americans across this land wish their children would have and hope 
America will keep. They are simply: trustworthiness, respect, 
responsibility, fairness, caring, and citizenship. They transcend 
political and social barriers and are central to the ideals on which 
this Nation was built.
  As a matter of fact, I think they are central and basic to any nation 
that survives for any long period of history. As Plato once said:

       A country without character is a country that's doomed and 
     the only way a country can have character is if the 
     individual citizens in the country have character.

  I could speak for hours about the 200,000 New Mexico schoolchildren 
in public, private and parochial schools learning about good character. 
About 90 percent of the grade school children, and a significant 
portion of the others, are now participating in character education 
programs that simply and profoundly bring them into contact with each 
of these pillars one month at a time.
  So if you walk the halls of a grade school in Albuquerque, you might 
see a sign outside that says, ``This Is Responsibility Month.'' And all 
the young people will be discussing the concept of responsibility in 
their classrooms, and they will put up posters saying, ``Responsibility 
Counts.'' At the end of that month they may have an assembly where 
responsibility will be discussed by all the kids, and awards will be 
given to those demonstrating the most responsibility. The next month it 
might be ``respect.'' The month after that it might be ``caring.''
  I could go on for quite some time talking about Character Counts in 
New Mexico. The bottom line is that I believe it is working in New 
Mexico and other parts of the country. Consequently, I think we need to 
salute the efforts already underway and encourage even more character 
education across our country.
  So today, Senator Dodd and I are here to introduce a resolution to 
accomplish just that and hopefully our renewed effort will bring 
together even more communities to ensure that character education is a 
part of every child's life.
  I hope that my colleagues will support this effort.
  Mr. DODD. Mr. President, today I join my friend and colleague from 
New Mexico, Senator Domenici, in introducing a resolution declaring 
next week ``National Character Counts Week.'' Senator Domenici and I 
have worked together for many years on the issue of character education 
and hope that by designating a special week to this cause, students and 
teachers will come together to participate in character building 
activities in their schools. In 1994, Senator Domenici and I 
established the Partnerships in Character Education Pilot Project and 
have worked regularly since then to commemorate National Character 
Counts Week. I am pleased that we are continuing our efforts today to 
help expand States' and schools' abilities to make character education 
a central part of every child's education.
  Our schools may be built with the bricks of English, math and 
science, but character education certainly is the mortar. Character 
education means teaching students about such qualities as caring, 
citizenship, fairness, respect, responsibility, trustworthiness, and 
other qualifies that their community values.
  Character education provides students a context within which to 
learn. If we view education simply as the imparting of knowledge to our 
children, then we will not only miss an opportunity, but will 
jeopardize our future. Character education isn't a separate subject, 
but part of a seamless garment

[[Page S12756]]

of learning. Taking this to heart, teachers at Duffy Elementary School 
in West Hartford, Connecticut, have incorporated the fundamentals of 
character education into their schoolwide curriculum so that every 
child has the opportunity to focus on one aspect of character education 
in each garde. In turn, these learning opportunities have translated 
into action within the community.
  Philip R. Smith Elementary School in South Windsor, Connecticut, was 
recently named a National School of Character by the Character 
Education Partnership for demonstrating outstanding character education 
initiatives that yield positive results in student behavior, school 
climate and academic performance. Their schoolwide approach has also 
translated into a number of community wide service projects. Annually, 
students organize and run a blood drive for the community and sponsor a 
two-month long clothing and can food drive for the homeless. In 
response to 9/11, students raised close to $1,500 in change for the Red 
Cross.
  Mr. President, character education programs work. Schools across the 
country that have adopted strong character education programs report 
better student performance, fewer discipline problems, and increased 
student involvement within the community. Children want direction--they 
want to be taught right from wrong. The American public wants character 
education in our schools, too. Studies show that about 90 percent of 
Americans support schools teaching character education.
  As all education policy should be, character education is bipartisan. 
This year we have 28 cosponsors to our resolution, cosponsors on both 
sides of the aisle. Character education is also actively supported by a 
number of national education and youth organizations including 4-H, 
Boys and Girls Clubs of America and the Little League. Character 
education can and is being incorporated into children's lives in and 
outside of the classroom.
  This measure provides a helping hand to our schools and communities 
to ensure those children's future are bright and filled with 
opportunities and success. Character education not only cultivates 
minds, it nurtures hearts. While our children may be one-quarter of our 
population, they are 100 percent of our future.
  Mr. STEVENS. I ask unanimous consent that the resolution be agreed 
to, the preamble be agreed to, the motion to reconsider be laid upon 
the table and any statements relating to this matter be printed in the 
Record.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  The resolution (S. Res. 245) was agreed to.
  The preamble was agreed to.
  The resolution (S. Res. 245), with its preamble, reads as follows:

                              S. Res. 245

       Whereas the well-being of the Nation requires that the 
     young people of the United States become an involved, caring 
     citizenry with good character;
       Whereas the character education of children has become more 
     urgent as violence by and against youth increasingly 
     threatens the physical and psychological well-being of the 
     people of the United States;
       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 the positive 
     effects that good character can have in personal 
     relationships, in school, and in the workplace;
       Whereas scholars and educators agree that people do not 
     automatically develop good character and that, therefore, 
     conscientious efforts must be made by institutions and 
     individuals that influence youth to help young people develop 
     the essential traits and characteristics that comprise good 
     character;
       Whereas, although character development is, first and 
     foremost, an obligation of families, the efforts of faith 
     communities, schools, and youth, civic, and human service 
     organizations also play an important role in fostering and 
     promoting good character;
       Whereas Congress encourages students, teachers, parents, 
     youth, and community leaders to recognize the importance of 
     character education in preparing young people to play a role 
     in determining the future of the Nation;
       Whereas effective character education is based on core 
     ethical values which form the foundation of democratic 
     society;
       Whereas examples of character are trustworthiness, respect, 
     responsibility, fairness, caring, citizenship, and honesty;
       Whereas elements of character transcend cultural, 
     religious, and socioeconomic differences;
       Whereas the character and conduct of our youth reflect the 
     character and conduct of society, and, therefore, every adult 
     has the responsibility to teach and model ethical values and 
     every social institution has the responsibility to promote 
     the development of good character;
       Whereas Congress encourages individuals and organizations, 
     especially those who have an interest in the education and 
     training of the young people of the United States, to adopt 
     the elements of character as intrinsic to the well-being of 
     individuals, communities, and society;
       Whereas many schools in the United States recognize the 
     need, and have taken steps, to integrate the values of their 
     communities into their teaching activities; and
       Whereas the establishment of National Character Counts 
     Week, during which individuals, families, schools, youth 
     organizations, religious institutions, civic groups, and 
     other organizations would focus on character education, would 
     be of great benefit to the Nation: Now, therefore, be it
       Resolved, That the Senate--
       (1) proclaims the week beginning October 19, 2003, as 
     ``National Character Counts Week''; and
       (2) requests that the President issue a proclamation 
     calling upon the people of the United States and interested 
     groups to--
       (A) embrace the elements of character identified by local 
     schools and communities, such as trustworthiness, respect, 
     responsibility, fairness, caring, and citizenship; and
       (B) observe the week with appropriate ceremonies, programs, 
     and activities.

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