[Weekly Compilation of Presidential Documents Volume 33, Number 6 (Monday, February 10, 1997)]
[Pages 146-152]
[Online from the Government Publishing Office, www.gpo.gov]

<R04>
Remarks at Augusta State University in Augusta

February 5, 1997

    Thank you so much, Tanya. She did a great job, didn't she? Let's 
give her a hand. I thought she was terrific. [Applause]
    Dr. Bloodworth, thank you for making me feel so welcome here at 
Augusta State today. I must say, when I came in, Dr. Bloodworth had his 
whole family there, and you can't say that he's not trying to practice 
what he preaches. His son, Paul, has a Georgia HOPE scholarship, and his 
daughter, Nicole, was an AmeriCorps volunteer last year. If we could get 
everybody to follow that lead, we'd have no problems at all in America 
within no time. That's great.
    I thank Mayor Sconyers for coming to meet me at the airport and for 
being here. He made a politician's promise. He promised that I would get 
some good barbecue before I left town, and I'm going to see if he keeps 
it.
    I thank the many members of the Georgia Legislature who are here, 
and I know they have a pivotal role in education. My good friend 
Commissioner Tommy Irvin, I thank him for being here. I thank Secretary 
Riley for being willing to serve as Education Secretary. He has 
established a remarkable record already, and we just got started. And I 
thank him.
    I thank Senator Coverdell and Congressman Norwood for coming down 
here with me on Air Force One today, along with Senator Cleland. I have 
to tell you this: I've known Max Cleland for a long time. I admire him 
for many things. When we go back home on Air Force One today, he will be 
landing at Andrews Air Force base for the first time since he landed 
there as a terribly wounded veteran from the Vietnam war. He has come a 
long way, and we are proud of him.
    I'd like to thank the other students who are here from the Augusta 
Technical Institute and its president, Terry Elam; Dr. Francis Tedesco 
and the students of the Medical College of Georgia; Dr. Shirley Lewis 
and the students of Payne College; and of course, the students and 
faculty of Augusta State. Thank you for being here.

[[Page 147]]

    When I arrived today, to read the local paper, I was wondering if 
any of you would come because the local paper had a history of 
Presidents coming to Augusta and there were so many and they came so 
often, I thought this might just be another day at the office. 
[Laughter] I read that my very first predecessor, George Washington, 
visited a precursor of your school, the Richmond School, in 1791--
Richmond Academy. And he, George Washington, apparently did not give a 
speech. Instead, he sat through oral exams. [Laughter] I'm glad you're 
letting me talk today. [Laughter] After the State of the Union last 
night, I'm so tired I couldn't pass any exam, written or oral. But it's 
certainly good to be at a place where no one I hear speaking has an 
accent. [Laughter]
    In my State of the Union Address last night, I sought to challenge 
all of you to rise to the moment of preparing America for the 21st 
century. What I want all of you to understand is two things. Number one, 
we really are moving into a time where more people from more walks of 
life will have a chance to rise higher and to live out more of their 
dreams than at any time in history. You must believe that. That is true, 
not a guarantee but a chance.
    Number two, we all tend to think that the times we live in are 
normal. If you look at the whole sweep of human history, if you look at 
the whole sweep of American history, this is a highly unusual time. Why? 
Because we now enjoy both prosperity and peace, but we're living in a 
time of such change we can't afford to just sit back and enjoy it. 
Because the speed at which we're changing the way we work and live and 
relate to each other and the rest of the world is so great and its scope 
is so profound that we have lots of work to do.
    But this is a blessing, not a curse. Very rarely have our people in 
this country ever had the freedom just to come together and totally 
shape our own future, unforced by a war, unforced by domestic turmoil, 
unforced by depression. We can sit here and construct a future for the 
children of America that is better than any time in all of human 
history, and we had better get at the work of doing it.
    I came here today for some good reasons. Senator Cleland mentioned 
that President Roosevelt used to come to Georgia a lot, to Warm Springs. 
When Roosevelt came here and saw the plight of so many Georgians living 
in abject poverty, he got the inspiration to electrify rural America. 
For us it's hard to imagine today. Most families are wondering whether 
they can afford a computer in their home. When Roosevelt came to 
Georgia, a lot of families couldn't turn on a light. And he had this 
inspiration that electricity ought to be given to something besides 
people who lived in the cities. And the rural electrification effort was 
born, out of the inspiration he saw in Georgia.
    And now, as we prepare for the new century, we have to give people 
another way to turn the lights on. We have to give everybody the tools 
to make the most of their own lives. And the most important thing we can 
do is to give people a good education, not just in terms of what they 
know but to put all of our people in a position that they can keep on 
learning for a lifetime. And that's why I came to Georgia, because 
Governor Miller, with the HOPE scholarship, with the pre-kindergarten 
program, with the commitment to hook up all your schools to the 
Internet, with all the other initiatives, has turned the lights on, and 
America is seeing the light.
    It is no secret that I am a great admirer of your Governor. He spoke 
for me in New York in 1992 and talked about the house his mother built 
with her own hands. And with his thick Georgia accent, he pierced the 
deafest ears of people who never heard anybody talk like that before. 
[Laughter] And no one who heard that speech will ever forget the vivid 
image of his mother crossing the creek with the rocks in her hand.
    Governor Miller is the son of a teacher. He became a teacher 
himself. He's given his life to bringing education to every child here. 
But he has something else that's very important and embodied in that 
Marine Corps pin he wears on his lapel every day. Whatever he decides to 
do, he does with the same conviction and intensity and doggedness that 
he showed when he was a member of the United States Marines. And I'm 
glad he's fighting for you and your future. And I'm grateful that he's 
fought for me.

[[Page 148]]

    I also want to say to you something else. In the world in which we 
are living, we can do things together that will create the opportunities 
for people to make a great deal of their lives. But you will have to 
work harder to make more of it than the people did when rural 
electrification came in. We could come together and set up an authority 
and run those powerlines out and then all people had to do was flip a 
switch and the lights came on. Now we can come together and create the 
greatest structure of education in the world, but you can't just flip a 
switch. You have to go to work. You have to make the most of those 
opportunities.
    No one can force-feed an education. People have to want it badly, 
deeply, in a way that makes learning not only important but fun. But it 
is work, and it is work that every American citizen must be prepared to 
do for himself or herself and with all of our children, every single one 
of them.
    Last year I had the opportunity to speak at Princeton University in 
New Jersey. It was a great honor for me because they only ask the 
President to speak every 50 years, when they celebrate a 50th 
anniversary. And I just sort of fell into it. But I talked to them about 
how important it was for people not to believe that America's future 
rested solely on the young people who would graduate from our most elite 
institutions of higher education, that America's future rested on our 
ability to give everybody a higher education.
    And I asked Governor Miller to go up there with me, and there we 
were, two southern boys sort of ogling the Ivy League. And I asked the 
people of Princeton to support taking Georgia's HOPE scholarship 
national, to give hope to all of America with a HOPE scholarship in 
every State, in every community. That's what I asked the Congress to 
approve last night: $1,500 tax credit to make a typical community 
college or other 2-year program available to virtually everyone in the 
United States and a $10,000 tax deduction for the cost of any tuition 
after high school at any program, undergraduate or graduate, and an 
expanded IRA you can withdraw from tax-free for education, and the 
biggest increase in Pell grants in 20 years. We can educate America with 
that program.
    But I ask you to remember, too, that last night I said there were 10 
principles to this program. Secretary Riley, in no time at all given the 
miracles of modern technology, has got them written up for us here. 
We'll be glad to send you a copy if you want one. But there are 10 
things we have to do. Even though we're balancing the budget and cutting 
spending, I recommended $51 billion for education, by far the biggest 
amount of money the National Government has ever committed to education.
    But it is not enough. And briefly, let me say to you that there are 
other things we must do, the most important of which is to make up our 
minds that we are finally going to achieve international excellence in 
education and that we do believe that all our children can learn. A lot 
of people don't believe that. I believe people perform according to 
their expectations, their support, and how we treat them and what we 
offer them.
    We should begin with the proposition that every 8-year-old should be 
able to read, every 12-year-old should be able to get on to the 
Internet, every 18-year-old should be able to go on to college, every 
adult should keep on learning for a lifetime. We must start with the 
elemental principle that there should be national standards of 
excellence in education--not Federal Government standards, not something 
that takes away local control, not something that undermines the State's 
role in leading the way in education--but algebra is the same in Georgia 
as it is in Utah. We have to set up national standards for what every 
student must learn.
    Teachers should be trained to help students meet these standards. 
There should be national tests reflecting the standards. All the 
teachers will understand this when I say it: There are lots of 
standardized tests; what we need are tests that reflect standards. And 
they're two very different things.
    Every State, by 1999, should agree not only to have high standards 
but to have all their fourth graders take a national test, the same one, 
in reading, and all their eighth graders take a national test, the same 
one, in mathematics.
    If you saw last night, if you watched the State of the Union, you 
know that there were 20 school districts that did something a lot

[[Page 149]]

of school districts wouldn't dare do, in Northern Illinois. They agreed 
to go together to try to achieve international excellence in math and 
science for their eighth graders. And they agreed to take, with students 
from all over the world, the Third International Math and Science 
Survey. It is truly an international test reflecting what students 
should know worldwide at that point in their careers.
    And the kids from those 20 school districts who took the test--a 
representative sample of them--of all their students--they tied for 
first in science and tied for second in math. But what I told them after 
the speech was over is I'd have been proud of them if they had finished 
dead last because they had the courage to say, ``We want to know how we 
stand against what we have to know.'' And I want you to support 
everybody in America doing that.
    A lot of this intellectual work is like every other kind of work. We 
have to set the standards high and then train to meet the standards. 
People who work out can't do 100 pushups the first time they try. Not 
every student, not every school district, not every State will do all 
that well on these examinations the first time they're given. That is 
not the point. The point is to find out what we know and what we need to 
learn. We're not trying to put anybody down. We've got a whole country 
to lift up to a new century where learning will determine our future.
    The second thing we have to do is to value our teachers more, to 
train them better and support them more. Many of our finest educators 
have worked hard to establish a system of national credentials for 
excellence in teaching. Five hundred master teachers have been certified 
by the national board since 1995. I offered a budget to the Congress 
last night that would permit 100,000 more teachers to be certified, so 
we could have at least one teacher in every school in America who had 
been through a rigorous training program that that teacher could then 
share with every other teacher in the school, to support the teachers 
who are going to determine the quality of education of our children.
    The third thing I want to do is to do more to help our children 
read. There was a story in the press a couple of days ago which pointed 
out that we now have four school districts in America where the children 
in the school districts speak as their native tongue over 100 different 
languages. You want me to say that again? That's unbelievable, isn't it? 
Four. Atlanta--I don't know how many tongues there are, but Atlanta is 
the headquarters to more international companies than any other city in 
the country. They must have 50 or 60 there.
    Now, one consequence of this, along with increasing poverty over the 
last 20 years of young children, is that 40 percent of our 8-year-olds 
can't read at grade level. And that simply means they can't read a third 
grade book by themselves, 4 out of 10. How many are capable of doing it 
with the brain they've got up there? Nearly all of them. You must 
believe this; otherwise we're just up here talking to ourselves. Nearly 
all of them are capable of doing this.
    So we have a lot of work to do. And our schools cannot do it all 
alone. We need more help from the parents, but we also need more help 
from the rest of us. I am committed to mobilizing a citizen army of a 
million people to be trained as tutors and to be willing to tutor 
children in every community in this country so that by the year 2000 
every 8-year-old can pick up a book and say, ``I can read this book all 
by myself.'' And I want you to help us do it.
    We're going to use a lot of our AmeriCorps volunteers to mobilize 
the system, but we need a million people. I have asked that at least 
100,000 of the 200,000 new work-study slots that we created in last 
year's budget be devoted to college students who are willing to work as 
tutors. And last night I said 60 presidents have already pledged 
thousands of their work-study students to do that. I hope some of you in 
this room today will say, ``I'd be honored to try to teach a child to 
read so that child can have the same opportunity I have today to be a 
student in a university.'' I hope you will do that. Your country needs 
you to do that.
    The fourth point I want to make is that we have to start teaching 
children very early. Georgia has what I believe is the most extensive 
pre-kindergarten program in the United States. Good for you. Good for 
you. We have extended Head Start coverage to 3-year-olds

[[Page 150]]

in the last couple of years. And that's a very good thing.
    But we have to begin even earlier. We now know that children's 
brains develop more than half of their capacity--not what they know but 
their capacity to learn--within the first 4 years. We now know that a 
child with parents who have confidence that they can help that child and 
understand what they're supposed to do will get as many as 700,000 
positive contacts from the parents in the first 4 years of life. A child 
with a parent who feels ill-equipped for the job, who has no idea what 
to do, who desperately loves her child but just doesn't know, may have 
given that child as few as 150,000 positive contacts in the first 4 
years. You tell me which child is going to be better when they're 18, 
given what we know now from these scientists.
    So we have got to support--all of us--everything we can do to help 
get out there and convince parents, even if they don't have a good 
education, they can do something very important for their children from 
the day they are born. That is my wife's strong commitment and mine. 
We're going to bring together scientists and educators from all over 
America this spring at a conference on early childhood development and 
the brain. And we're going to try to take all these new discoveries, so 
that when our children do get to school, the teachers will be able to do 
what they want to do with them, because they have been given the 
opportunity to develop in a wholesome, positive way in the first 3 or 4 
years of their lives. And I hope you will support everything that is 
being done here to that end.
    Next we want to support more innovation in our public schools. And I 
want to compliment Georgia for its magnet schools and for the charter 
school program you've just started. It's unfamiliar to most Americans, 
but basically charter schools are public schools that are free from some 
of the rules and regulations that other schools have to follow, created 
by teachers, parents, and others with a certain mission. But they can 
exist only as long as they fulfill the mission. If they don't produce 
educational excellence, they don't keep their charter. And Georgia is 
leading the way there, too.
    Last night I asked the Congress to give me enough funds to support 
3,000 of those schools. That's 7 times as many as there are in the 
United States today. But that, again, is an important part of 
innovation. Eventually, we need to get to the point where every school 
is just like these charter schools--every school is just like these 
magnet schools. They all have their own personality; they only have 
their own culture; they have their own standards; and they work. But the 
best way to do it is to create models in every school district of the 
United States, and that's what the charter school movement will do. And 
that's another reason I'm very proud of the State of Georgia for trying 
to lead the way.
    The next point I want to make is, somebody has got a sign up there 
to say they have a middle school, and they wear school uniforms. Hold 
that sign up there. ``Mr. President, Glen Hills Middle School Wears 
Uniforms.'' Thank you very much. Stand up--without the sign. Stand up. 
There you go, good for you. [Applause] Thank you. Now, I promise we did 
not organize this. I didn't even know they were going to be there. 
[Laughter]
    Last night I said our schools need to teach character education; we 
need to teach young people to be good citizens. And we need to support 
these schools when they try to find their own way to do that. Schools 
that require school uniforms, that's one way to do that.
    I've been in school districts where the crime rate dropped, the 
violence in the school dropped, the dropout rate dropped, and the 
wealthier kids as well as the poorer kids liked it better when they 
adopted their own uniform of their own choosing in a way that helped 
them preserve order in the schools. That's one way of creating school 
identity. It normally works in grade school and junior high better than 
high school, for obvious reasons. But it can have a positive impact.
    The point is that we need to recognize that our schools are molding 
the character of our young people. And we should not discourage them. 
One of the best things Secretary Riley has done, of all the wonderful 
things he's done, is to get out here and push the teaching of character 
education and to try to make it clear that we do not have to have a 
value-

[[Page 151]]

free environment in schools. That is cancerous. We should have a valued 
environment in the schools. And I thank him for that, and I know you 
believe that.
    The seventh thing we're trying to do is help the school districts 
that are absolutely overwhelmed with growth, with a lot of buildings 
that are falling down, get out of the hole they're in. The National 
Government's never done this before, and I wouldn't be doing it now, but 
we have 52 million public school students, the largest number in 
history, with more buildings falling down than any time in history. I've 
been in school districts where half the kids were going to class in 
trailers outside the regular building.
    And we need to do what we can to support local efforts. So if people 
at the local level are willing to put up their funds to try to build the 
buildings and repair the buildings that the schools need, we want to be 
in a position to support what they're doing. And we think with a modest 
expenditure we can help to spark $20 billion more in school construction 
and repair over the next 4 years. And that's what we intend to do. And I 
hope you'll support that.
    Just two other points very quickly. Learning has got to become a 
lifetime endeavor. Ask someone who works in a bank whether it's 
different being a bank teller today than it was 10 years ago. Go into 
any working environment and see how different it is now from the way it 
was just a few years ago. I spent a lot of time working with law 
enforcement. Do you want to know one reason that the crime rate's 
dropped in America for 5 years in a row for the first time in years and 
year and years--is that our law enforcement officers in a lot of our 
bigger cities where the crime rate's very high have become basically 
high-tech managers of criminal justice resources to support local 
neighborhoods.
    In New York, they had a precipitous drop in the crime rate when they 
realized that they could have computer reports every single day of every 
offense in that vast city, put it up on a map, study the patterns of 
crime, and put the police into the neighborhood working with the 
people--changing it on a daily basis.
    Every kind of work is different. That's why I have asked the 
Congress to pass what I call a ``GI bill''--you heard Max Cleland 
talking about the ``GI bill''--what I call a ``GI bill'' for America's 
workers.
    We've got 70 different training programs the Federal Government has 
put up for people who are unemployed or underemployed over time. Every 
one of them had a good justification. Today, we don't need that anymore. 
Nearly every American is within driving distance of a community college 
or another community-based educational institution like this one--nearly 
every American. So, I say, get rid of that, put the money in a pot, send 
a skill grant to every adult who's eligible for it, and let that man or 
woman figure out where to get the best education. They'll figure it out 
in no time. And it will be a place like Augusta State. That's what will 
happen. And I hope you will ask your Members of Congress to support 
that.
    Last thing I want to say is this: We have got to do what Governor 
Miller plans to do here; we have got to harness the full force of 
technology to every school in the United States. Now, I have this 
argument all the time with people my age who aren't very good on a 
computer--that includes me; I'm not saying they aren't and I am--but a 
lot of people come up to me and they say, ``Now, Mr. President, I like 
your education program, but I think you're overdoing this Internet deal. 
I mean, you know, what good is the Internet if people can't read and 
write?''
    The point is that a lot of these kids will be more interested in 
learning to read and write if they have access to technology. And if we 
hook up all of our schools to the Internet, it will mean that for the 
very first time in the entire history of the Untied States of America, 
the kids in the poorest schools, the kids in the most isolated rural 
schools, and the kids in the wealthiest schools will all have access to 
the same universe of knowledge, in the same way at the same time.
    That's never happened in the history of the country before. It will 
revolutionize what it means to be a student. And it will also say to all 
these kids that now feel like nobody cares about them, ``You're just as 
important as anybody else. You matter. You can learn whatever you want. 
You can be whatever you want to be.''
    This is not about technology. This is about unleashing the power of 
the human mind

[[Page 152]]

that resides in every single one of our young people. So I say, what 
Zell Miller is doing here in Georgia will put you ahead of the pack, but 
the most important thing is, it may make everyone in America want to do 
this even faster than I thought we could do it. Every class--every 
class, every school, eventually every home will have a connection to 
every school through a computer.
    And let me just give you one example. I visited a school district in 
New Jersey that was doing so poorly the State was literally going to 
shut it down and take it over. Most of the students were lower income. 
Many of them were from first-generation immigrant families whose parents 
did not speak English. And I saw the Bell Atlantic phone company, along 
with some other companies, go in there, put computers in all the 
classrooms, give them to all the kids, and to a lot of the children who 
were having trouble actually put personal computers in the homes and 
teach the parents, the immigrant parents, how to E-mail the teachers and 
the principals.
    And you say, why are they doing all that? These people need to learn 
to read, write, count, speak basic English. All I know is, 3 years later 
this school district that was going to be shut down had a lower dropout 
rate, a higher graduation rate, and higher test scores than the average 
in the State of New Jersey, which has the second highest per capita 
income in the United States of America. Don't tell me all of our kids 
can't learn. They can learn if we do it right and we help them and we 
support them.
    But again I say, we have a limited amount of time. You don't know 
how long America can go in a state of prosperity and peace where 
everything looks rosy to the country. You don know how long we can go 
still tolerating in a passive way the loss of as many kids as we're 
losing to crime, to drugs, to all the problems we have. We don't have a 
lot of time. There really are just a few days over 1,000 days until the 
year 2000. But very few societies in all human history have had the 
opportunity we have to have peace, prosperity, opportunity, and the 
chance to forge our own future.
    This is a call to action. I am committed to doing my part. You must 
do yours.
    Thank you, and God bless you. And God bless America.

Note: The President spoke at 3 p.m. in the Physical Education Athletic 
Complex. In his remarks, he referred to Tanya Davis, chair, student 
senate, who introduced the President, and William Bloodworth, Jr., 
president, Augusta State University; Mayor Larry Sconyers of Augusta; 
Tommy Irvin, Georgia commissioner of agriculture; Terry Elam, president, 
Augusta Technical Institute; Francis J. Tedesco, president, Medical 
College of Georgia; and Shirley Lewis, president, Payne College. A 
portion of these remarks could not be verified because the tape was 
incomplete.