[Public Papers of the Presidents of the United States: William J. Clinton (1997, Book II)]
[July 17, 1997]
[Pages 966-973]
[From the U.S. Government Publishing Office www.gpo.gov]


[[Page 966]]


Remarks to the NAACP National Convention in Pittsburgh, Pennsylvania
July 17, 1997

    Thank you very much. First, let me thank all of you for that warm 
welcome and for what you do. I thank Myrlie Evers-Williams for the 
wonderful comments she made and for the distinguished service she has 
performed as your chair. And I thank your president of the united NAACP. 
That was pretty good, Madam Mistress of Ceremonies, you did a good job. 
[Laughter]
    Let me say that when Kweisi called me and told me he has going to 
leave the Congress to become president of the NAACP, I had very mixed 
feelings. I felt a little bereft. I don't like it when a great Member of 
Congress leaves. But I thought it was a higher calling, and my instinct, 
it was--it would be a good thing for him and for our country. And I 
think it has certainly proved to be. And I thank him for that.
    Of the many things that I have to be grateful for, I thank you for 
the extraordinary effort you've made to bring young people into the 
NAACP. I think that is a great, great thing.
    I'm glad to be joined here by the mayor of Pittsburgh, my good 
friend Tom Murphy. And I'm glad to see all the board members. I have 
many friends on this board. Bishop Graves is my bishop, and if they let 
me go home, I'll be in his jurisdiction again. And I know that--I've 
been looking for them out of my eye, but I know there must be a 
delegation from Arkansas here, Dale Charles and the others. Where are 
you? Where are my people from home there? Thank you very much.
    I want to thank you for honoring a number of the people that you 
have honored here. And I'm especially grateful for your giving meritory 
service awards to two members of my Joint Chiefs of Staff, General 
Fogelman and Admiral Kramek, the Commandant of the Coast Guard. Thank 
you for that.
    I know you have undergone some losses. And our grief goes out to you 
in the untimely death of the president of the Maryland chapter, Mr. 
Norment, who was killed shortly before this convention. I thank you for 
honoring Dr. Betty Shabazz, a wonderful, remarkable woman. And I thank 
you for the resolution you passed just a few moments ago for Aaron 
Henry, who was a longtime personal friend of mine and a very great man.
    I am joined today by a distinguished array of people from the 
administration, the Secretary of Education, Dick Riley; the Secretary of 
Labor, Alexis Herman--[applause]--I know you know them. The Chairman of 
our Advisory Board on Race Relations and our Executive Director, Dr. 
John Hope Franklin and Judy Winston, they're here. And there are a 
number of other people from the White House here. I'd just like to ask 
all the people from the administration who are here to stand up and be 
recognized, including--I see Chris Edley, who is helping us at the 
Advisory Board who is now a professor at Harvard. He doesn't fool with 
us mere mortals anymore. And Terry Edmonds, my speechwriter; Maria 
Echaveste; Minyon Moore; Ben Johnson; Sylvia Mathews--there are a lot of 
people here from the administration. You all stand up and be recognized 
here. Look at all of them. [Applause] Anything good I do, they had a 
hand in. The mistakes are mine. [Laughter]
    I am honored to be here to add my voice to yours in discussing what 
we have to do to prepare our people for this new century. Since 1993 I 
have worked hard to build one America on a simple formula: opportunity 
for all, responsibility from all, a community of all Americans prepared 
to continue to lead the world toward peace and freedom and prosperity. 
Much has been done, but much remains to be done.
    I believe, especially as it relates to bringing us together, the 
keys are education, economic empowerment, and racial reconciliation. It 
is fitting that the NAACP has made education the focus of this 
conference because you have always emphasized the importance of 
education. That was true in 1909 when you issued a mighty call for 
America to do its--and I quote--``elementary duty'' in preparing 
African-Americans through education for the best exercise of 
citizenship. It was true in 1954 when Thurgood Marshall and the Legal 
Defense Fund led the successful fight to end segregation in the schools. 
It is true today when we know that more than ever, knowledge is power, 
and the struggle in education today involves two things

[[Page 967]]

that are inextricably bound: a fight for equal opportunity and a fight 
for educational excellence.
    Each generation must embrace its own battle in the ongoing struggle 
for equal rights. A generation ago, it was simply a fight to open the 
schoolhouse door that united Americans of every race and background. 
Today, though much segregation remains, the schoolhouse doors are open. 
Yet behind too many doors too little learning is taking place. 
Therefore, the struggle for excellence for all must be our great 
mission. We must demand high standards of every student; our schools and 
teachers must meet world-class standards. But we must demand that every 
child be given the opportunity to meet those standards. Every child must 
have a chance to succeed in this new economy. We must not replace the 
tyranny of segregation with the tyranny of low expectations.
    We know that in this new world we're moving into so quickly, new 
technologies and the globalization of information and communications and 
the economy will require of us all new skills. We know already from what 
has been happening in the last 20 years that those that have the skills 
to succeed will do so in this new economy. They will thrive. And those 
who lack the skills will not. We know that we can never make real our 
ideal of one America unless every American of every background has 
access to the world's best schools, the world's best teachers, the 
world's best education.
    This means first, not only high standards but high expectations and 
high levels of accountability of students and parents, schools and 
teachers and communities. Second, we know that we can't have high 
standards and high expectations unless all our students have the tools 
they must have to meet the standards and master the basics. If we do 
this, all our children, no matter where they live, can achieve.
    When I came to Washington, the old title I program called for 
watered-down curricula and watered-down standards and tests. We ended 
that, thanks to Secretary Riley. Now the new title I says, we're going 
to have the same high standards for all of our children. We're not going 
to sell any of them short just because they're poor.
    In the State of the Union Address, I called for national standards 
for the basics--not Federal Government standards but national 
standards--of what every child must know to do well in the world of the 
21st century beginning with reading and math. English is, after all, the 
same in the Bronx as it is in Appalachia. Mathematics is the same in 
Portland, Oregon, and Tampa, Florida. And by 1999, I believe strongly 
that we should give every fourth grader an examination in reading to see 
whether these standards are being met, and every eighth grader an 
examination in math just to make sure the standards are being met. This 
is not a normal exam that you grade on the bell curve; this is an exam 
where you say, ``Here's what everybody ought to know to do well in the 
world and to be able to go on in school.'' Everyone should be able to 
get over this bar. And these exams should never be used to hold children 
back but to lift them up. And if they are not meeting the standards, the 
school must change until they can.
    We don't do anyone any favors by not holding them to high standards. 
Often when we see people in difficult circumstances, we feel compassion 
for them, and we should. But when this compassion leads to expecting 
less of their children, that is a mistake, for it sells their future 
down the drain. I am tired of being told that children cannot succeed 
because of the difficulties of their circumstances. All we do is consign 
them to staying in the same circumstances. It is wrong.
    We now have fresh evidence, by the way, that our children can 
succeed. For years and years and years we have been told that Americans 
always lagged behind the rest of the world on any test that fairly 
measures our competence and knowledge and achievement of our children 
against children in other countries. And for many years it was true, not 
the least because we were unwilling to hold ourselves to high standards. 
Hiding behind the cherished value of local control of our schools, which 
I support, we pretended that there were no national standards. But for 
more than a decade now, people of good will all over this country in all 
kinds of circumstances have been working to improve our schools.
    This year on the international math and science tests given to 
fourth and eighth graders, for the very first time our fourth graders 
scored well above the international average, near the top. And it was a 
representative sample by race, by region, and income. The children can 
learn. The children can learn.

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    Now, that's the good news. The challenging news is that the eighth 
graders still scored below the international average. And you know why, 
don't you? Because when these children start to reach adolescence, then 
all the problems of their circumstances, plus what goes on in 
everybody's life when they reach adolescence, reach a collision point. 
And we have not yet mastered how to take children in the most difficult 
circumstances through adolescence and keep them learning and keep their 
schools working.
    But you look at those fourth-grade test scores. Don't tell me that 
children can't learn because they are children of color, they are 
children from poor neighborhoods, they are children with only the mother 
at home taking care of them. We can do this. But we have to believe we 
can do it, and, more importantly, we have to believe they can do it. And 
then we have to understand that it is our responsibility--not theirs, 
ours--to make sure they do it.
    So I ask you to work with us. No one has all the answers. The NAACP 
has always had high expectations for America. When we were living 
through the worst of the civil rights movement, you had high 
expectations for white people. You knew we could do better. [Laughter] 
You knew we could do better. This is a high expectations organization.
    You had high expectations for yourselves, which is why you have 
revived the NAACP, and you're riding higher than ever. Do you seriously 
believe we would be where we are today, with this chair and this 
president and this board and this crowd and all these young people here, 
if you had had no expectations, no dream, no discipline, no drive? Of 
course not. You got here because you worked for it, because you had a 
dream, and because you expected things of yourselves.
    It is no different in this education business. We know it's going to 
be hard, and we know we have to do it together. But it is a solemn duty 
we owe to our young people. The children will follow the lead of their 
parents and of the people in the community who may not be their parents 
but do have a responsibility for them. My wife was right about that; it 
does take a village to raise a child.
    We do have to do more to give all our students the tools they need. 
We know, for example, that many of our urban schools and our rural 
schools in really poor areas are succeeding. We know that every city can 
actually point to some schools where committed teachers and other staff 
members working with parents manage to inspire and equip students with 
the knowledge and skills they need to succeed.
    For example, Hansberry Elementary School in the Bronx has made a 
remarkable turnaround. It was once shut down by the board of education, 
it was doing such a poor job. But when it reopened with a renewed 
commitment to excellence, the percentage of students passing the New 
York State Math Skills Test went from 47 to 82 percent. The New Visions 
Charter School in Minneapolis is known as the reading school. This 
public school has helped students who formerly struggled to make 12 to 
18 months of progress in reading each year and is training teachers now 
in other Minnesota schools to do the same thing.
    These schools are just two of hundreds of examples that show us 
that, given proper support, all our children can learn despite the extra 
hardships they carry with them to school. We have to answer the 
question, if it can happen somewhere, why isn't it happening everywhere? 
And we have to provide the answer because we know that far too many 
schools are not serving our children well, and too many children from 
our inner cities and poor rural areas are graduating without the skills 
they need. And I say again, that is not their failure; that is our 
failure. Along with demanding more of our students, we must hold schools 
and teachers and parents and communities to higher standards. We must 
have a bold and a national effort to improve schools that serve 
predominantly minority, inner city, and rural areas.
    First, we have to make sure these kids do have the help they need to 
meet the standards. And that means, in the beginning, that every parent 
and every community leader must join the teachers. That's why we're 
mobilizing a million volunteer tutors to make sure that by the beginning 
of the next century, every 8-year-old, wherever he or she lives and 
whatever their native language may be, will be able to read 
independently by the third grade. If you can't read, you can't learn the 
rest of what you need to know.
    The second thing we have to do is make sure that every school has 
good, well-qualified, well-trained teachers. Our Nation faces a very 
significant teacher recruitment challenge. Over the next decade, we will 
need to hire--listen

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to this--over 2 million teachers because of increasing teacher 
retirements and an enrollment boom that will bring more students than 
ever into our classrooms, a total of 54 million students by the year 
2006. Just over the next 5 years, we must hire 350,000 teachers in high-
poverty urban and rural schools.
    Now, for years the Government worked to reduce the shortage of 
doctors in many urban and underserved rural areas by offering 
scholarships to students who agreed to work in those communities. When I 
was Governor of Arkansas, I don't know how many rural communities we had 
that were literally saved by physicians who were serving there because 
they had their way to medical school paid in return for their commitment 
to go out to poor areas and tend to people who would never have had a 
doctor otherwise.
    Today I am announcing a similar initiative to help recruit and 
prepare teachers to serve in urban and rural communities. Next month, as 
part of the reauthorization of the Higher Education Act, I will forward 
to the Congress a proposal for a new national effort to attract quality 
teachers to high-poverty communities by offering scholarships for those 
who will commit to teach in those communities for at least 3 years. We 
will have a special emphasis on recruiting minorities into teaching 
because while a third of our students are minority, only 13 percent of 
their teachers are. We need a diverse and an excellent teaching force.
    Our proposal also includes funds to strengthen teacher preparation 
programs so that those who go into teaching are better prepared to teach 
their students. We know students in distressed areas who need the best 
teachers often have teachers who have had the least preparation. For 
example, right now 71 percent of students taking physical science 
courses like chemistry and physics, and 33 percent of English students 
in high-poverty schools, take classes with teachers who do not even have 
a college minor in their field. So our proposal will focus not only on 
training future teachers well, it will also improve the quality of 
teaching in those schools now, through partnerships between the schools 
and the teacher training institutions.
    And finally, there is a national board for certifying professional 
teachers as master teachers. In our budget--there are only a few hundred 
of these teachers now, and they are infectious in the enthusiasm and 
skills they breed in the schools where they teach. Many States are 
offering them higher salaries. Our budget contains enough money to have 
100,000 of these master teachers so that every single school in America 
will have one, including every poor school in America. We cannot stop 
until we have given the best teachers the opportunity to teach the 
children who need them the most.
    Third, let me say I believe that charter schools can be an important 
tool for improving education, especially for children having 
difficulties in traditional public schools. Charter schools give parents 
and local communities the flexibility to create performance-based 
schools, open to everyone, and they work. Our budget has enough funds to 
create 3,000 of these schools by the year 2001. They're open to all; 
they offer excellence and accountability; they can infect the atmosphere 
of an entire school district and help other public schools to perform 
better, by offering parents and community residents the chance to take 
matters into their own hands and to be held accountable for the results.
    I am pleased that Rosa Parks, who taught us a lot about dignity and 
equality, is now working to open a charter school in Detroit. And I urge 
you to consider doing so in your communities. If you believe it will 
help, the Department of Education will help you.
    Fourth, I think we have to commit to rebuilding rundown schools. 
Many of them are located in our central cities. When I was in 
Philadelphia the other day, at a beautiful old school building, the 
superintendent of schools told me that the average age--the average 
age--of the physical facilities in the Philadelphia school system was 65 
years. Now, a lot of these old buildings were very well built and will 
stand up a long time, but they have to be rehabilitated if they're going 
to be serviceable.
    I have been to school districts--there are school buildings in 
Washington, DC, where two floors are open and a whole floor has to be 
closed because they are literally not inhabitable. This is wrong. Forty 
percent of the school buildings need major repair or replacement today. 
My tax plan includes tax credits to finance the rehabilitation and 
construction of schools in distressed neighborhoods. Students cannot be 
expected to learn in buildings that are falling down, in serious 
disrepair, or painfully overcrowded.
    Fifth, we have to recognize that all this new technology, which 
seems so far beyond the reach

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of a lot of ordinary citizens, actually gives us a chance to jump-start 
quality and opportunity in our poorest districts. I have challenged 
every school and library in the Nation to be connecting all their 
classrooms to the information superhighway by the year 2000. We have got 
a plan working with the private sector, headed by the Vice President, to 
put the computers in the classrooms, to get the educational software out 
there, to train the teachers. The Federal Communications Commission has 
offered steep discounts and rates for hooking on to the Internet for 
schools and libraries so that all of our children can do it.
    If we do this right, for the first time in the history of this 
country, the children in the poorest school districts will have access 
to the same information in the same way at the same time as the children 
in the wealthiest school districts in America. And that's what ought to 
be the rule.
    The last thing I want to say is that we've got to send our children 
to schools that are safe and drug-free. There are still a lot of 
children who do not learn every day because they are afraid. And if you 
think of the times in your life when you have been afraid, it was hard 
to think about anything else. We must take the fear out of our schools. 
It is unacceptable to have children falling behind because of that.
    We fought hard to keep weapons and drugs out of our classrooms. We 
supported parents and communities who wanted to have things like school 
uniform programs, tougher truancy programs, who wanted to have curfew 
programs, things that they thought would improve the safety of our 
students' lives. But the bottom line is this: We can have equal 
opportunity and excellence in education; we can have it only if we are 
determined to have both. We will not have one without the other.
    And lastly, let me say, in addition to that, if you look at what 
this modern economy requires, we must open the doors of college 
education to every single American by the year 2000. We must make at 
least 2 years of college as universal by the time the century turns as a 
high school diploma is today. We must do that.
    If you look at the high school graduation rates for African-
Americans, it's very encouraging to see how much they have increased. 
There is not much difference now in the high school graduation rates 
between African-Americans and the white majority in America. There is a 
world of difference in the college completion rates. We have got to do 
more.
    Our budget has the biggest increase in Pell grants in 20 years and 
provides tax credits in a way that would make the first 2 years of 
college opportunity literally open to everyone. We have got to keep 
going until we push more and more and more of our minority children into 
higher education. First, finish high school; then at least get 2 years 
more of college so that you can compete and get a decent income with 
prospects for growth and opportunity in the years ahead. That must be 
our shared objective.
    Now, let me just briefly say, in addition to education, I think 
there are two other things we have to focus on if we're going to get 
where we want to go. The first is economics. We have got to rebuild the 
economic life of our inner cities and our poorest rural areas. They are 
the biggest economic opportunity today for the rest of America. 
Unemployment in this country is at a 25-year low--23-year low. When you 
hear that the unemployment rate is 5 percent, don't be fooled; that's a 
national rate. We've got 10 States with unemployment rates below 3\1/2\ 
percent. And there are that many people just moving around all the time. 
If you get around 3 percent, it's almost functionally zero, because 
people are just moving around in their lives.
    But you know as well as I do there are cities or there are 
neighborhoods within cities that still have double-digit unemployment. 
There are poor rural counties that still have double-digit unemployment. 
There are people who are employed but grossly underemployed, who are 
working part time just because that's all they can do. There are places 
where people get up and go to work every day, but they're always going 
somewhere else to work because there are no businesses in their 
neighborhoods.
    Now, that is a huge opportunity. We have development funds in the 
United States with countries that used to be Communist countries because 
we want to help build a private sector economy. We have got to move in 
our thinking from the idea that our inner cities and our poor rural 
areas should have their future dependent primarily on Government 
payments to saying, ``No, no, they're entitled to the same range of 
economic opportunities as all other American communities.''

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    We've got to have a private sector, job-related, investment-related, 
business-related strategy to bring economic opportunity to the young 
people who live in these areas. It is not true that these folks don't 
want to work. Most of them are working like crazy. They're working like 
crazy. Last year, for every entry-level job that opened up in St. Louis, 
Missouri, there were nine applicants--nine for every job that opened up. 
Now, if we can't do something to revitalize the economy of our poorer 
areas when we've got the lowest unemployment rate in 23 years and 
business is out there looking for new opportunities to invest, when can 
we do it? We have to do it now.
    What should we be doing? We've been working on this since 1993, to 
try to create the environment in which people would wish to invest and 
give people a chance--empowerment zones, enterprise communities, 
community banks that loan money to people who live in the neighborhood 
to start small businesses, cleaning up the environment of our cities so 
people will feel free to invest and they won't worry about somebody 
coming along and suing them because we've already cleaned up the 
problems, giving tax relief to our lowest income working people through 
the earned-income tax credit, strengthening the Community Reinvestment 
Act so that more banks would invest money in the inner cities, opening 
up housing opportunities.
    I heard you say that before--if you want the schools to be 
integrated, we've got to have middle class housing with poor people's 
housing in the cities again. We have to have housing back in the cities 
where people are living together and working together, a real serious 
strategy to move people from welfare to work, and a serious strategy to 
do something about crime, because people won't invest money if they 
don't think that they're going to be safe in their business operations.
    Now, we've been working on that. When I spoke to the mayors in San 
Francisco, I said, here's what we're going to do for the next 4 years. 
We want to double the number of empowerment zones and enterprise 
communities. We want to double the number of these community banks to 
make loans in the inner cities. We want to clean up the brownfields of 
these cities so that nobody refuses to invest because the environmental 
problems are out there. We want to clean up 500 of the worst toxic waste 
dumps. Who's going to put a plant next to a toxic dump? We want to do 
this so that people can get investment.
    We want to pass a juvenile crime bill that will be modeled on what 
Boston has done, where not a single child has been killed with a handgun 
in over a year and a half now--almost 2 years in Boston--not one. And 
I'll tell you something--just for the record, because we're going to 
debate this all year--yes, they're tougher on gangs and guns, but they 
also give kids something to say yes to. They have probation officers and 
police officers who get in the car at night and make house calls to 
homes of children who are in trouble. And just like a doctor making 
house calls, you can always find a patient there. They have 70 percent 
compliance with probation orders in Boston--70 percent--unheard of. Give 
our kids something to say yes to. So we've got to do that.
    We have to do something about homeownership, as I said. We have to 
do something about public health, more basic services, do more to fight 
HIV and AIDS, include millions more children with health insurance.
    All these things we intend to do, but you have to help us. The NAACP 
has always done a good job of involving business leaders of both parties 
in your endeavors. But we need to go back to the business community and 
say, now is the time. I will do everything I possibly can to create the 
environment in which people can invest and work.
    Creative mayors have ideas about how to do this. But if we can't do 
it now with the national unemployment rate at 5 percent, when can we do 
it? It is America's best opportunity for continued growth. If we had 
this many consumers in a nation 50 miles out in the Gulf of Mexico, we 
would be pouring money into it, in investment money. I say to you, our 
cities and our rural counties, where there is unemployment and 
underemployment, is our next big avenue of growth. And we have to get 
together and make sure it gets done.
    The last thing I want to say is, economics; education; thirdly, 
racial reconciliation. Look at the world. You pick up the newspaper any 
given day and you find people killing each other halfway around the 
world because of their racial and ethnic and religious differences: the 
Hutus and Tutsis in Rwanda and Burundi; the Catholics and the 
Protestants in Ireland--my people still argue over what happened 600 
years ago;

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the Muslims, the Croats, the Serbs in Bosnia; the Jews and the Arabs in 
the Middle East. And here we are with our long history of black-white 
issues rooted in slavery, with the appropriation of a lot of Mexican-
Americans after the war with Mexico into our country, and then with wave 
upon wave upon wave of immigrants.
    Now, in a global economy, in a global society where we're being 
closer together, it is a huge asset for us that we have people from 
everywhere else. We just announced an initiative on Africa, on promoting 
economic development in Africa. And there was a lot of excitement about 
it. And we had a lot of Republican Congressmen interested in it because 
they think we can make a lot of money there. [Laughter] I don't mean 
that in a bad way. I mean several African countries grew at 7 percent or 
greater last year and are doing the same thing again this year. And more 
than half the countries on the continent are democracies.
    Now, we can all understand that. But why are we in a good position 
to do well there? Because of you. Because of you. Why are we in a good 
position to unite all of Latin America with us in a common economic 
group early in the next century? Because of the Hispanic-Americans, all 
the Latinos. Why are we in a good position to avoid having Asia become a 
separate economic bloc and a destabilizing force in the world? In no 
small measure because of all the Asian-Americans in this country. Why do 
we have some hope of being a major force for peace in the Middle East? 
Because of all the Jewish-Americans here and the increasingly active and 
constructive Arab-American community here.
    In other words, it's a good deal that there are so many of us who 
are so different from each other. This is a good deal, not a bad deal. 
This is a good thing, if we can find a way not only to respect and 
tolerate but to celebrate our differences, and still say, ``But the most 
important thing is I'm an American. I'm bound together. I'm part of this 
country, I believe in the Constitution and the Bill of Rights, and I 
have an equal chance.''
    Now, that's what Dr. Franklin and Judy Winston and all the people 
who are working with me over the next year, that's what we're trying to 
figure out how to do. And we know we have to do certain things that are 
Government policy, but we also know that this is an affair of the mind 
and the heart as well.
    First, the law. The law makes a difference. We've had a Community 
Reinvestment Act requiring banks to invest money in our underinvested 
areas on the books for 20 years. But since I became President and we 
said we were serious about it, of all the 20 years' investment, 70 
percent of it has been done since 1993. The law matters. The law 
matters.
    We have to enforce the civil rights laws. I hope you will help me to 
secure the confirmation of my nominee to be the next Assistant Attorney 
General for Civil Rights, Bill Lee. For 23 years, this son of Chinese 
immigrants has worked for the cause of equal opportunity; for many years 
as a lawyer of the NAACP Legal Defense Fund. I thank you for your 
support of him, but I ask you now to stay with him and let's make sure 
he will be confirmed.
    And then I ask you to continue to work with Dr. Franklin and Judy 
Winston and our advisory panel. We have to do this together. For this 
whole century, the NAACP has been a moral beacon, reminding us that in 
the end we have to become an integrated society, or one America. That's 
going to be more important than ever before.
    Today, the only State in America without a majority race is Hawaii, 
but within 5 years there will be no majority race in California, our 
biggest State, with 13 percent of our population. In Detroit--Wayne 
County, Michigan, which we used to think of as the great melting pot of 
white ethnics and black folks from the South that couldn't make a living 
on the farm anymore that went to find a job in the car plants, there are 
now more than 145 different racial and ethnic groups in that county--in 
Detroit. We are changing very rapidly. And we have not given much 
thought not only to how we're going to heal our old wounds and meet our 
old challenges, but how we're going to become one America in the 21st 
century. We need your help.
    In September I'm going home to Little Rock to observe the 40th 
anniversary of the integration of Little Rock Central High School. When 
those nine black children were escorted by armed troops on their first 
day of school, there were a lot of people who were afraid to stand up 
for them. But the local NAACP, led by my friend Daisy Bates, stood up 
for them.
    Today, every time we take a stand that advances the cause of equal 
opportunity and excellence in education, every time we do something that 
really gives economic empowerment to the

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dispossessed, every time we further the cause of reconciliation among 
all our races, we are honoring the spirit of Daisy Bates, we are 
honoring the legacy of the NAACP. We have to join hands with all of our 
children to walk into this era, with excellence in education, with real 
economic opportunity, with an unshakable commitment to one America that 
leaves no one behind.
    I came here to offer you my hand and to thank you for your work and 
to challenge you for the days ahead.
    Thank you, and God bless you.

Note: The President spoke at 11:45 a.m. in the David Lawrence Convention 
Center. In his remarks, he referred to Myrlie Evers-Williams, chair, and 
Kweisi Mfume, president, NAACP; Bishop William H. Graves, presiding 
bishop, Christian Methodist Episcopal Church; Dale Charles, NAACP 
Arkansas State conference president; the late Hanley Norment, NAACP 
Maryland State conference president; the late Betty Shabazz, widow of 
civil rights activist Malcolm X; the late Aaron Henry, NAACP Mississippi 
State conference president; and Rosa Parks, civil rights activist.