[Public Papers of the Presidents of the United States: George W. Bush (2006, Book II)]
[October 10, 2006]
[Pages 1800-1807]
[From the U.S. Government Publishing Office www.gpo.gov]



Remarks in a Discussion on School Safety in Chevy Chase, Maryland
October 10, 2006

    The President. Thank you very much. Thank you all for coming. In 
many ways, I'm sorry we're having this meeting. In other ways, I know 
how important it is that we're having this meeting. The violence that 
has been occurring in our schools is incredibly sad, and it troubles a 
lot of folks, and it troubled me and Laura. And 
so I asked Margaret and Al to host a gathering of concerned citizens, the 
purpose of which is to come up with best practices and just shared 
experiences so that others might know how to react--to prevent and react 
to inexplicable and--violence that is hard to imagine.
    All of us in this country want our classrooms to be gentle places of 
learning, places where people not only learn the basics--basic skills 
necessary to become productive citizens but learn to relate to one 
another. And our parents, I know, want to be able to send their child or 
children to schools that are safe places. And the violence we've seen, 
this is upsetting to a lot of people, and I know it's upsetting to the 
professionals who are with us. But rather than be upset, it's best for 
all of us who are responsible for helping folks not only cope but to 
prevent action from taking place. It's best to be proactive. And that's 
what this meeting is. And so I want to thank you all for joining.
    I got a firsthand report on one of the panels from Laura, who said that--I think if I could summarize your words, 
it was, like, really interesting and very important. And so I thought 
what I would do is ask Al and 
Margaret to begin this session and maybe 
hear from some of the folks here, and then, if time permitting, hear 
from you all out in the audience.
    Again, I want to thank Margaret and 
Al for setting this up, and really thank 
you all for coming and taking an interest. I know we got people from all 
around the country, and it's--this is a nationwide effort to help people 
who are responsible protect our children.
    Attorney General Alberto Gonzales. 
Thank you. Mr. President, thank you for asking Margaret and I to host 
this important conference. We've had some good panel discussions, as 
you've already heard already. You've met some of the panelists that 
we've invited back. And just for our audience, again, we've asked Dr. 
Marleen Wong, Craig Scott, Fred Ellis, and Sheriff Jeff Dawsy to help us 
speak with the President about this important issue.

[At this point, Attorney General Gonzales continued his remarks.]

    The President. I like the Secret Service too, Art. [Laughter]

[Art Kelly, former police chief, New Bedford, MA, made brief remarks.]

    The President. Let me ask you a question, Al--not you, Chief, but--well, I can 
ask you too. I presume out of this there will be a series of best 
practices that you will share with principals and schools districts that 
explain, for example, what people could look for to determine whether or 
not there's an early warning sign, and then how to respond.
    Attorney General Gonzales. Exactly.
    The President. Okay, good. Thanks, Chief.

[Attorney General Gonzales made further remarks, and Jeff Dawsy, 
sheriff, Citrus County, FL, made brief remarks.]

    The President. Is there an opportunity to share, between sheriffs 
around the country, how they're dealing with this issue? Does it make 
sense to have the National Sheriffs' Association contact members, ask 
for stories, practices, and then condense

[[Page 1801]]

them and send them back out so that people can--who probably aren't 
listening to this will be able to----
    Sheriff Dawsy. I think it would be a 
wonderful initiative. One of the things I learned today was not more 
about questions but more of solutions. There was many different speakers 
that came up and told us about different resources to use.
    The President. Yes, that's my point.
    Attorney General Gonzales. Mr. 
President, I think that Sheriff Dawsy would say that this program helps 
him to do his job, which means that I'm sure all the sheriffs around the 
country would like that kind of program as well, to help them do their 
job.
    The President. That's my point. Yes. So who is responsible for 
talking to the head of the Sheriffs' Association or the police chiefs to 
make sure that happens?
    Audience member. I'm right here, sir, and it will be done.
    The President. Thank you, sir. Very good.

[The discussion continued.]

    The President. Did you say 81 percent of the students were aware of 
a violent act?
    Fred Ellis. Some of the data that I had 
heard today from the Secret Service and some of their research, that 
much information was out there.
    The President. It seems like a pretty good opportunity to prevent an 
attack if 81 percent of the--there's an 81-percent awareness of a 
potential attack, which then, I guess, would lead to making sure 
principals explain to students: ``When you hear something, please tell 
me.''

[Mr. Ellis, director, Office of Safety & Security, Fairfax County Public 
Schools, Centreville, VA, made brief remarks, and the discussion 
continued.]

    The President. Is it typical of a student that expresses a wish to 
die, makes that clear to his or her peers and to--if people are attuned 
to what that means, to pay attention to somebody who exhibits the 
behavior that says, ``I am depressed, and I want to die''? I mean, is 
it--it's a pretty strong statement.
    Marleen Wong. It's a wonderful question, 
because there are behaviors and there are expressions of hopelessness 
that come before that. And so I think we have to do a lot of education 
with just folks who say, you know, ``They've changed. They don't have 
joy in life,'' and that this is an early warning sign.
    The President. But is it easy to define the behavior that would tip 
off an adult in a school, or some--a coach or an art teacher that this 
is the kind of behavior that ought to say to us, we better pay attention 
to this person, this child?
    Ms. Wong. Yes. There's a short list, and 
actually, the student who sat on the previous panel did an excellent job 
of naming all of those things. I was so proud of her. I thought she 
ought to come and do some training with our----
    The President. And how many educators do you think that can name--
good job, by the way--how many adults do you think around the schools in 
America can name the traits that would say, we better pay attention to 
this person?
    Ms. Wong. Not enough.
    The President. And therefore, what can we do to make sure that 
people understand what to look for? It seems like to me that a lot of 
our focus ought to be on preventing. And no question, we ought to worry 
about recovering, but preventing is--makes the recovery not necessary.
    Secretary of Education Margaret Spellings. Chiarasay, you did such a nice job this morning. Why 
don't you go to the microphone real quick and tell us the nine signs.
    The President. Where are you from, Chiarasay?
    Chiarasay Perkins. Mr. 
President, I'm from Walton County, Florida.
    The President. Good. I know your Governor. 
[Laughter]

[[Page 1802]]

[Ms. Perkins, student, Walton Senior High School, DeFuniak Springs, FL, 
made brief remarks.]

    The President. That's great. Thank you.
    Ms. Wong. Thank you.
    The President. Let me ask you a question. From your experience, 
Marleen, if a teacher were to notice those 
traits, is it typical that someone would act on them? In other words, 
I'm just trying to make sure I understand. If a student sees--I mean, a 
teacher sees a student begin to change clothes and begin to--does a 
principal and a teacher tend to say, ``Well, that's really not my 
business; it's the parents' business?'' In other words, awareness 
requires, by the way, some kind of response.
    Ms. Wong. And I think that varies around 
the country.
    The President. Yes, I'm sure it does.
    Ms. Wong. I think that more and more people 
are beginning to pay attention just because we have paid such a dear 
price for ignoring some of the warning signs.
    The President. So maybe an outcome for this is to encourage--for you 
to get in touch with the principals' organizations or the teachers' 
organizations and help----
    Secretary Spellings. ----them be 
aware of the warning signs.
    The President. And then--I guess there's a certain confidence that 
has to come with interfering--not interfering, but interceding in a 
child's life. My only question is, is there hesitancy when an adult 
says, ``Well, maybe this is just the way it's supposed to be,'' or, 
``Maybe it's none of my business''? And the question is, if that's the 
case--if you can determine that's the case, how do you get people to 
respond differently?
    Secretary Spellings. Cathy Paine from 
Oregon told us about--where they had an incident there, that there were 
dozens of signs of this particular shooter and that the full picture 
didn't become clear until after the incident.
    The President. Can you--do you mind sharing that? Thanks, Cathy.

[Cathy Paine, special programs administrator, Springfield School 
District, Springfield, OR, made brief remarks.]

    The President. The whole purpose of this exercise is to help educate 
and, if there needs to be cultural change inside schools, for teachers 
to become more aware and more active--or principals--is to try to 
stimulate these kinds of discussions, obviously, outside of Washington, 
at the local level or State levels, in the hopes of preventing these 
from happening in the first place.
    Thank you for coming to share your experience and appreciate your 
sharing your expertise.
    Secretary Spellings. One of the 
people who's been doing that in a very meaningful way is Craig Scott, 
who has talked all over the country to teenagers and teachers and 
educators and school leaders. And he has a very powerful story, as you 
know. His sister, Rachel, was murdered in Columbine.
    So, Craig, why don't you share your thoughts.

[Craig Scott, former student, Columbine High School, Aurora, CO, made 
brief remarks.]

    The President. Good job. Whew. Which one of us up here can now talk 
after that? Thank you. Yes, that's great. You are changing our society. 
You may not realize it, but thank you--powerful statement.
    I'd be glad to hear from people in the audience. [Laughter] Yes, I 
probably won't be able to hear from all of you in the audience.
    That was great, Craig. Thank you. Could I 
have that?
    Mr. Scott. Oh, absolutely.
    The President. Thank you. Yes, sir.

[[Page 1803]]

Character Education/Community Involvement in Schools

    Q. Mr. President, I haven't had this feeling since I was 17, and 
that's the last time that I asked you a question in Herbert, Texas. I've 
spoken to hundreds of thousands of people since. Last time I was nervous 
was when I was 17 in Herbert, Texas, and you were campaigning in 
Herbert, Texas.
    The President. Don't tell them I came in second place in a two-man 
race. [Laughter]
    Q. My name is Pete Vargas. I'm the national director for Rachel's 
Challenge, the program----
    The President. Oh, fantastic, Pete.
    Q. ----that Craig just talked about. And I want to echo something 
that's very dear to my heart and Darrel, his father, who is sitting 
right here.
    The President. Your dad is there? Where is 
your dad? Excuse me. Okay, thank you. Raised a good man here.
    Q. I talk to thousands of educators every month--our team does--
thousands. And one of the things that disturbs me is there's hundreds 
that say, ``Pete, you all have changed the culture of our school.'' But 
then there's thousands that say, ``It's so hard for us to fit our--we 
want your program so bad, but we have testing and testing and testing 
and this and that,'' and it made me think about something, President. It 
made me think about growing up--I was going the wrong direction 
completely. I was stealing; I was doing everything possibly wrong--
vandalism, beating up kids. And in seventh grade there was a teacher, 
Mrs. Muldanado, who touched my heart. In 10th grade, there was a lady 
that you know from Herbert, Texas, that touched my heart. And in ninth 
grade my tennis coach touched my heart, and those three people changed 
my life. And as we--why I believe in what I'm doing so much is Darrel's 
motto is that if we touch the heart of the kid, the head will follow. If 
we touch their heart, the head will follow, and the hands will make the 
difference.
    My question to you today is, I don't want us to look at the warning 
signs; I want us to eliminate the warning signs.
    The President. Right, right.
    Q. What can we do--what can we do--and this is echoing Darrel and 
what Craig just said--what can we do from the government's standpoint to 
go back to touching the heart of the kid, to teaching character 
education? Because we hear that all the time about the testing.
    The President. I agree. Pete, let me say--
first on the tests. Thanks for coming. It's good to see you again. I was 
probably more nervous than you were when you asked the question. 
[Laughter]
    Q. You look the same. [Laughter]
    The President. I like selected memory. [Laughter]
    First, in terms of testing, I don't think it's zero sum. I think you 
can make sure a child learns, and I think you can instill character at 
the same time. I don't think you have to choose. As a matter of fact, I 
know we can't say that one doesn't beget the other. I happen to believe 
that self-esteem comes when a child realizes he or she can read early, 
at grade level. And I think one of the real problems--[applause]--I 
think one of the real problems we have, Pete, is 
a school system across the country that basically gives up on children 
because we don't measure to determine whether or not they have the 
skills necessary to read, for example.
    And so I'm concerned about a system that socially promotes children, 
because I think that at some point in time, that begins to affect a 
child's vision of the future, and a grim vision of the future may be 
that which triggers a response that is negative.
    Character education is--I know we funded quite a bit of it when I 
was the Governor of Texas. Let me put the funding issue right on the 
table. The Federal Government is a limited funder of education,

[[Page 1804]]

and I happen to believe that's the way it should be. I don't think it's 
possible for the people to have expectations that the Government should 
fund public schools. This is a local responsibility. It's been that way 
throughout our history. I think it makes sense to do so because it tends 
to make control of our schools more localized, which I happen to think 
is the best way to achieve excellence.
    And so therefore, not to try to pass responsibilities--although we 
do have character education grants out of Washington, and we've got 
school safety grants out of Washington. But the best place to facilitate 
that kind of initiative, to make sure that character is taught in 
schools, is at the State level.
    Secondly, it's really important, Pete, that 
people not think government is a loving entity. Government is law and 
justice. Love comes from the hearts of people that are able to impart 
love. And therefore, what Craig is doing is--he 
doesn't realize it--he's a social entrepreneur. He is inspiring others 
to continue to reach out to say to somebody who is lonely, ``I love 
you.'' And I'm afraid this requires a higher power than the Federal 
Government to cause somebody to love somebody. And therefore, it's a--
[applause]--and therefore, one of the things we can do, though, is to 
call upon people--we've got the USA Freedom Corps Initiative, for 
example, that calls on volunteers to take active participation in their 
communities.
    You know, Craig said something interesting. 
I believe societies change one heart at a time. I don't mean to mimic 
what you said, but I was actually praising what you said, because that's 
how it works. And the truth of the matter is, if we really think about 
it, the primary responsibility, the primary teacher of character is the 
parent. That is the frontline of enabling our society to be a 
compassionate, decent place. You wouldn't be sitting here if your 
mother and father 
hadn't instilled in you a--something inside your soul that caused you to 
sit here in front of the President of the United States and give an 
unbelievably eloquent testimony about compassion.
    And the second line of defense in schools is, obviously, teachers. 
And the hope is, is that out of this violence and terror comes this 
notion that teachers have got to be--and by the way, the teachers have 
got an unbelievably hard job--to not only teach but to show concern and 
compassion. They've got their own lives to live. They've got their own 
families to raise many times, and now they've got to deal with yet 
another family situation, Pete. But yet, 
nevertheless, that is where the compassion--you notice, you didn't say, 
``I went to a program.'' You named three individuals that were heroic in 
your lives. And that's the way it works.
    Now, teaching character matters--no question about it--and there's 
some great curriculum to do it. But the truth of the matter is, all this 
need to say, ``I love you,'' comes from your soul. And so hopefully, out 
of these tragedies will come the sense of communal obligation all 
throughout our country, for people to take an extra effort to comfort 
the lonely. That could be a student or a teacher--Pete, in your case, a tennis coach. Still got a backhand? 
Anyway, thank you, buddy. It's good to see you again.
    Yes, ma'am. Oh, yes, sir.

Voluntarism

    Q. My name is John Kavelin. Up until yesterday, I was a Walt Disney 
Imagineer for 16 years, but I have quit that activity to commit myself 
for the rest of my life to a character education program that my sister, 
her husband, and I created 15 years ago, on a little island in the 
Pacific Northwest, called The Virtues Project. And it is exactly what I 
think many people are looking for because it reaches the heart. It is a 
multifaith, multicultural effort to simply teach five strategies that 
help people practice virtues in everyday life.

[[Page 1805]]

    What we've learned in 85 countries where this is applied is that 
values are culture specific; virtues are universal to every sacred 
tradition. So simply practicing virtues in the home, in the school, in 
the workplace makes a shift in the culture.
    And I am offering my love and my admiration for so many good-willed 
people in this room for bringing this group of people together. It's so 
exciting. And we're simply here to support whatever is going on.
    The President. Yes, thanks for doing what you're doing. See, this is 
a--our country is blessed by the fact that we have people who stand up 
and say, ``I want to contribute,'' like you. Just retired yesterday? You 
don't look a day over 60. Anyway--[laughter].
    But see, Craig, what you're doing and what 
this gentleman is doing will stimulate a lot of--as you said, you've 
talked to a million kids, or a million people--same with you, sir. I 
believe that there is no single answer, no single program. It's a mosaic 
of programs all stimulated because people have decided to do something 
about the problem. And it's really the uniqueness of the country.
    I like to remind our fellow citizens that de Tocqueville recognized 
this in 1832, the fact that voluntary organizations came together to 
help solve local problems. And it is--in my judgment, it is this 
capacity of citizens to take action to solve problems that defines the 
true greatness of America.
    And, Pete, to answer your question about 
government: Government's role, in many ways, is to stimulate and to 
encourage and to thank people who have taken it upon themselves to 
either start character education or go into classrooms and to change 
society one person at a time.
    Yes, sir.

Parent and Community Involvement in Schools

    Q. Mr. President, my name is Marvin Nash. I represent the Bullying 
Hurts Program and the NASH Foundation, which stands for ``No Adolescent 
Should Hurt,'' from Cheyenne, Wyoming. I want to let you know that I 
will be traveling back to Nashville, Tennessee, where Storme Warren, 
with Great American Country, and Charlie Daniels will be helping me make 
PSAs to address this issue. Instead of talking about my program though, 
I want to give my time up to this lady right here. She spent seven--she 
spent her time with 17 students locked in a closet at Columbine, and she 
has a question for you. So we're not going to talk about me; we're going 
to talk about her.
    The President. Thank you, buddy. Nice-
looking hat.
    Q. Mr. President, Madam Secretary of Education, Marleen, Craig, and 
everybody else, my name is--[inaudible]--and I'm just a regular person. 
I don't have a radio talk show. [Laughter] And I don't--I'm not in 
charge of a big, major organization. I am a flight attendant for 
Frontier Airlines, and I'm shaking right now because I didn't think I 
was going to get up here. And I'm also a proud, retired teacher from 
Columbine High School.
    And I think everything I was going to say just kind of flew out of 
my mind. I'm also a professional volunteer, and I am not here to ask for 
money for any program. When I said ``professional volunteer,'' I don't 
mean I make money volunteering, but there are a whole group of just 
regular people like me out there. Even though I retired from Columbine, 
I have a daughter at Columbine right now who is a junior. I volunteer in 
the postgrad center there. I volunteer with the cheer squad, the 
football team, and it doesn't always take a lot of money to get things 
done. It's little people like me--I don't mean in size. I mean, it's 
little people like me who get there, little people like us. Like Grand 
Daddy Wong used to say, ``Okay, one stick--you break it one at a time,'' 
but if we stick together, we can get it done.
    I'm just saying, unless us volunteers--I always have time to 
volunteer, and I know

[[Page 1806]]

other people do too. And it's what Craig was saying, it comes from the 
heart. President Bush, it's what you were saying. It's what our parents 
taught us, and it's what we need to teach our kids. It's that--I hope I 
don't pronounce it wrong--generativity, where we help to make the next 
generation better. So I'm sorry I forgot what my question was. 
[Laughter]
    The President. What matters is your testimony, not your question. 
Thank you.
    Last question, and I've got to go. Gonzales is also reminding me; actually I'm on a schedule here. I 
apologize. I'd like to sit here all day listening, and I am inspired 
that so many came to talk about this subject.
    Yes, ma'am.

Character Education in State Curricula

    Q. Good afternoon, Mr. President, Madam Secretary. My name is--
[inaudible]--and I'm a youth programs director in New York City for a 
nonprofit called Art of Living Foundation. And like a lot of these 
wonderful people here, we teach a program in human values and stress 
management for teenagers and how to handle their negative emotions--
which they just don't learn, I'm finding, nowadays. And what I have 
students constantly asking me is, ``Can't this be a class in our school? 
Can we learn human values and universal ethics that are found in every 
culture?'' But they're not being taught--a lot of times not at home--
they're not being taught. And they're definitely not always being taught 
in schools. There's some amazing public school teachers, but there's 
also some very stressed-out public school teachers.
    The President. Absolutely.
    Q. Can this be--is there a way to have a class in public school 
where students learn stress management, the ability to deal with their 
own anger, frustration, and violent tendencies, and also to learn human 
values and actually practice them? Can they receive credit for a class 
like this? This is what students are asking, and I have superintendents 
coming to me saying, ``What can you do?''--in our suspension centers--
``We'll give credit to students for doing this.'' Is there a way we can 
do that?
    Secretary Spellings. Well, those are 
State curriculum issues, and lots of States have included character 
education or programs like that as part of their required curriculum and 
give credit for it. But I would commend all those superintendents to 
their State board of education and put them to work. We had some of that 
in Texas and gave a lot of credit for peer mentoring and those sorts of 
things that are so supportive of kids.
    The President. I am sorry for those of you standing in line. I know; 
I apologize.
    Q. Time for one more?
    The President. Okay, one final guy--go ahead. [Laughter]

Voluntarism

    Q. I wanted to explain why I had on a bright red jacket.
    The President. Yes, that's why. [Laughter]
    Q. I appreciate it.
    The President. Thank you for coming.
    Q. My name is Michael Wade Smith, and I'm the national president for 
Family, Career, and Community Leaders of America. We are an in-school, 
high school, and middle school organization focusing on the family. Our 
main mission is to promote family as the basic unit of society.
    And I'm happy I got to follow up after your question because we 
are--family consumer sciences--its curriculum in high schools and middle 
schools is teaching character education, that is teaching youth violence 
prevention. We're teaching career exploration. Because of our title, 
Family and Consumer Sciences and Family, Career, and Community Leaders 
of America, we address every one of the issues that's been presented in 
the discussions and in this room. And we are willing and wanting to 
partner with every single person in here to help students get this 
message out to students. We're about peer-to-peer message

[[Page 1807]]

sharing. We want each and every student in our organization, which 
reaches about a quarter of a million students, to be a lot broader than 
that. We want to touch every student in America through our programs and 
through our mission to promote family as the basic unit of society and 
the values thereof.
    So I thank you, Mr. President, Mrs. Bush----
    The President. Why the red coat? [Laughter] Just so you got called 
on? I mean, is there a--[laughter].
    Q. I just wanted that. No, our colors in the organization are red 
and white.
    The President. Fabulous.
    Q. So all of the officers wear our red jackets.
    The President. I, once again, apologize. I've got to get on an 
airplane. But I do want to thank you all for coming. I hope you have 
found this interesting. I am a results-oriented person, and I expect 
from Margaret and Al to make sure that out of all this effort comes some 
concrete action to help people understand what is possible, what is 
doable, the programs that are working. And the head of the sheriff's 
department readily sprung to his feet to say, ``You can count on me.''
    The purpose has got to be more than just hoping somebody is 
listening to TV. The purpose has got to be--out of this--that we share 
information so that we can save lives, encourage parents, and help 
people respond.
    And I want to thank you all very much for coming. I'm proud you're 
here. God bless you all.

Note: The President spoke at 1:24 p.m. at the National 4-H Conference 
Center. In his remarks, he referred to Gov. Jeb Bush of Florida. 
Participating in the event was Marleen Wong, director, Crisis Counseling 
and Intervention Services, Los Angeles Unified School District, and 
director, Trauma Services Adaptation Center for Schools and Communities, 
Los Angeles, CA.