at the Federal Trade Commission as Director of Bureau of Consumer Protection, 1983-1985, and as executive assistant to the Chairman of the Federal Trade Commission, 1981-1983. Prior to this she was an attorney at Collier, Shannon, Rill and Scott, 1979-1981. Ms. Crawford has been a trustee with the Barry Goldwater chair of Amer ican institutions, Arizona State University since 1983, and she served as a senior adviser to the Reagan-Bush transition team, 1980. Ms. Crawford graduated from Mount Holyoke College (B.A., 1965) and American University, Washington College of Law (J.D., 1978). She was born in Mt. Holly, NJ, on February 25, 1943. She resides in McLean, VA. Nomination of Roger Bolton To Be an Assistant Secretary of the Treasury March 28, 1989 The President today announced his intention to nominate Roger Bolton to be Assistant Secretary of the Treasury for Public Affairs and Public Liaison. He would succeed Edith E. Holiday. Since 1988 Mr. Bolton has served as a Special Assistant to the President for Public Liaison and Director of the Economic Division at the White House in Washington, DC. Mr. Bolton has also served as Assistant U.S. Trade Representative for Public Affairs, and private sector liaison for the Office of the U.S. Trade Representative, July 1985-1989. Prior to this he was Deputy Assistant Secretary for Public Affairs at the Department of the Treasury, 1984-1985. Mr. Bolton was director of speechwriting for Reagan-Bush '84, 1984; press secretary for the Joint Economic Committee of Congress, 1983; and Deputy Director of Government Affairs for the National Transportation Safety Board, 1983. Mr. Bolton has also served as administrative assistant for Congressman Clarence J. Brown, 19771983, and as press secretary, 1975-1977. From 1972 to 1975, he was a political reporter for the Marion (Ohio) Star. Mr. Bolton graduated from Ohio State University (B.A., 1972). He is married to the The President today announced that Henry Anatole Grunwald will continue to serve as United States Ambassador to the Republic of Austria. Since 1987 Ambassador Grunwald has been the United States Ambassador to the Republic of Austria. Prior to this he was with Time, Inc., in New York City serving in several capacities: editor-in-chief, 19791987; corporate editor, 1977-1979; managing editor, 1968-1977; assistant managing editor, 1966-1968; foreign news editor, 1961-1966; senior editor, 1951-1961; and staff writer, 1945-1951. Ambassador Grunwald graduated from New York University (A.B., 1944). He was born December 3, 1922, in Vienna, Austria. He is married, has three children, and resides in New York City. Nomination of John C. Monjo To Be United States Ambassador to Indonesia March 29, 1989 The President today announced his intention to nominate John Cameron Monjo to be Ambassador Extraordinary and Plenipotentiary of the United States of America to the Republic of Indonesia. He would succeed Paul Dundes Wolfowitz. Since 1987 Ambassador Monjo has been the United States Ambassador to Malaysia. Prior to this he was Senior Deputy Assistant Secretary for East Asian and Pacific Affairs at the Department of State, 1985-1987. He was Deputy Assistant Secretary for East Asian and Pacific Affairs, 1983–1985. He has served in several other capacities at the Department of State: Deputy Chief of Mission in Jakarta, Indonesia, 1982-1983; and Deputy Chief of Mission in Seoul, Korea, 1979-1982. Ambassador Monjo was country director in the Office of Philippine Affairs, 1978-1979; principal officer for Casablanca, Morocco, 1976-1978; and a political officer in Jakarta, Indonesia, 1971-1976. From 1969 to 1971, he was a special assistant in the Office of the Under Secretary for Political Affairs; an international relations officer in the Office of Japanese Affairs, 19671969; and a political officer in the Department of the Army in Naha, Okinawa, 19651967. Ambassador Monjo has also served as an economic officer, 1964-1965; a commercial officer in Tokyo, Japan, 1961-1962; and a political officer in Phnom Penh, Cambodia, 1958-1961. Ambassador Monjo graduated from the University of Pennsylvania (B.S., 1953). He served in the United States Navy, 19531956. He was born July 17, 1931, in Stamford, CT. He is married, has two children, and resides in Bethesda, MD. Nomination of Peter F. Secchia To Be United States Ambassador to Italy March 29, 1989 The President today announced his intention to nominate Peter F. Secchia to be Ambassador Extraordinary and Plenipotentiary of the United States of America to Italy. He would succeed Maxwell M. Rabb. Currently Mr. Secchia serves as chairman of the board of The Universal Companies, Inc.; and as vice chairman of the Republican National Committee in the Midwest. He also served as host chairman of the 1985 Republican National Committee midwest leadership conference in Grand Rapids, MI. Mr. Secchia founded the Lake Michigan conference and is a member of the executive committee of the Gerald R. Ford Foundation. In addition, he was the founding president of the West Michigan Lodge of the Order Sons of Italy. Mr. Secchia received a Business Administration degree from Michigan State University. He is married, has four children, and resides in East Grand Rapids, MI. Remarks and a Question-and-Answer Session With High School Students March 29, 1989 Public Service and Participation in the The President. Welcome to the White House. Famous personalities roam the corridors of this famous house. Play your cards right and you can see our dog, Millie, in a few minutes coming down the stairs. [Laughter] But I'm delighted that you all are here in Washington. And I hope you're gaining an understanding of something that really matters, and that is good govern ment. I met today with a very prestigious group headed by Paul Volcker, and many others— the former Secretary of State, Mr. Muskie; and several Ambassadors; and Bruce Laingen, who you may remember was held hostage for a while over there in Iran. And the thrust of their report was the need to encourage more people to be involved in government service. And I hope you'll have a chance to see it. I'm sure there will be some press on it tomorrow. But in addition to that and I want to encourage in every way I can those who serve their country, whether it's military or civilian, in the civil service, or wherever else I want to encourage that kind of service. But also, particularly in a group like this, to urge you to save some time in your lives for the political process. Some feel it's a demeaning line of work, and I happen to think that it is absolutely fundamental. Because 200 years ago, a great experiment really began on this continent that began with the profound idea that the power should reside with the people. And that sounds, I'm sure, to you who are bright and able students, as perhaps trite or a cliche. But it isn't when you look at today's world. We take for granted that the power comes from the people in this country. But it isn't true in some of the totalitarian systems. Certainly, it's not true in the Marxist system. And it's fascinating now to see what's happening in the Soviet system as they lighten up a little and begin to have the elective process that we've taken for granted throughout our history. But the fundamental principle of freedom that built our democracy has served us well for these two centuries, and it's all the more vital that we preserve the freedom as we look to the future. Some historians have called the 20th century the American Century, but the 21st century is less than a dozen years away. And I've been talking with several different groups now about the future, charting a course for the next American Century. And really, it's your future and your century. And so, we've been talking about what we as a government can do to not only set the agenda but what we can accomplish now that will guarantee that that century be more peaceful, more productive, and certainly a century in which the freedoms that I talked about earlier are provided—or preserved. So, I guess we could say that everything we do now today with the Congress in terms of legislation is investing in your future. And we've got to solve some shortrange problems that I'm sure you've heard a lot about the budget deficit, because it does affect your future-how big a mortgage on your future if we continue to spend beyond our means today. Drugs in the streets: If we don't do better in battling this scourge of narcotics, it has an adverse affect on your future. Threats to the environment: We're seeing now an oil spill up in Alaska. But there's many, many other-global warming and things-that really do seem remote, but have a vital affect on the kind of century you're going to be living in. So, we have to address those problems, and that's the role of a President, and certainly it's the role of the Congress. And I'm still intent on working with the Congress to move forward as we get closer and closer to the next century. I think from what I'm told about you all that you are much more aware of these things than the average young person in this country. This Close-Up program is a great place to hone your ability to think, to question, to form reasoned opinions. And I want to find out about that in a minute because I'm told this has been billed for me at least as a listening session. And so I hope you will give me your ideas, and I'll try to conduct the discussion in such a way that you feel free to do that. When you understand our political traditions and the questions of public policy, you can ensure that we preserve what works and that we work for change where it's needed. In my book, that's the best kind of citizenship. Government is not a spectator sport. You've got to be involved. Needs people, bright people like you to make it succeed. And so, you have it within you all to be leaders in the next century wherever you decide to apply these talents. I don't want to say just public service or just politics because one of the themes that I'm talking about a lot and believe in is this concept of a better educated America. And that leads me to encourage those in the teaching profession to be the very best and then to encourage people to go into that profession as well. It takes hard work. It means asking questions of people. It means looking deeper. It means investing time and energy to learn all you can, now and in the future. You never stop learning. Heaven knows, I hope I don't. We've had fascinating meetings today on a wide array of subjects that important to expand your horizons, and they've been very helpful to me. Education is all about this. And I've been proposing new ways to make the schools more responsive. I really believe that choice is important. Choice-parental choice, student choice-can lead to excellence not just in the school that's chosen, but in those that maybe aren't chosen. So we've got to find ways to encourage choice. I want to encourage excellence through programs like merit schools that some of you are familiar with—giving awards to outstanding teachers. The major responsibility, incidentally, as you know, in education lies at the local and State level. An overwhelming percentage of the funds come from the local and the State level. But we can, even in these tough budget times, give a system of awards for the outstanding teachers, thus giving them hope, and others seeing them trying to aspire to higher levels of production and levels of concern for the kids. So, I believe in accountability. I think the educational process is somewhat-been somewhat devoid of accounting for its successes and failures, and I would like to see that. Over the past year, I've asked teachers and parents and administrators, political leaders at all levels to get involved. And they are. And I think it's beginning to show what's been going on the last few years in striving for excellence. But you know, these are your schools, and they exist to serve you. And you have the right to demand the best from your teachers and from your schools. And you can expect excellence from your schools, and you can make them work for you. So where school is concerned, it's not a matter of like it or leave it. It's like it or help change it. And you're the bright ones. I hope that you'll never lose interest in the school system, itself. I wanted to meet with you. I have some ideas-these are what I've spelled out here on education and others, as well. I am told that you have ideas of your own, so why don't we get ahead with the give-and-take part of this, where you tell me what's on your minds. I noticed some notes. It's always formidable when you see notes having been written down here. [Laughter] But it's a good time to speak to me and I guess, with these cameras listening, be sure never to end a sentence with a preposition, because it will be duly reported all across the country by these guardians of the[laughter]. But nevertheless, really, feel relaxed about it and I hope you'll fire away. And I guess I get to sit down and listen. Who-I'll conduct this. But just go ahead. Q. Thank you, Mr. President. My name is Molly Evans, and I'm from Wooster High School in Wooster, Ohio. I'd like to thank you first for allowing Close-Up the opportunity to question you and thank you The President. No, I'm questioning you. You've got it wrong, Molly. Go ahead. [Laughter] Federal Role in Education Q. Okay. Mr. President, in the past, the schools have traditionally held jurisdiction over the educational issues. But now that it's become a serious national problem, do you believe that the Federal Government should have more power on making decisions over the educational issues? The President. No. I don't believe that the power in determining curriculum, in determining teachers' pay, in determining standards for schools ought to be set by the Federal Government. I believe in the genius of diversity. I believe that one set of standards has much more applicability to one area than to another. And so I don't think the Federal Government should be looked to as the final arbiter, or the one that's going to set the policies for the local school districts. I believe instead in more parental participation. I believe in local school boards having the final authority and State departments of education having their say. And the Federal Government, which I think provides 7 percent of the funding, as opposed to 93 percent coming from other sources, has about that percentage in terms of dictating things. I don't see the Federal Government in a dictatorial role; I don't see it as the dominant role. I see this pulpit here-what Teddy Roosevelt referred to as the bully pulpit-being used to encourage excellence, encourage choice, encourage the good teachers, but not dictate to the schools. Illiteracy Q. My name is Jennifer Bean. I'm from Danvers High School, Danvers, Massachusetts. I know Mrs. Bush is involved in the campaign against illiteracy. There are many high school students that graduate from high school and are functionally illiterate. As the "Education President," what are you going to do to eliminate this problem? The President. Again, I don't think the Federal Government can eliminate it. I do think it becomes the responsibility of everybody. And we are unveiling a program in a week or two that I've talked about earlier called Youth Entering Service. It's a concept, a concept of one kid, a bright kid— you perhaps helping somebody in another area that doesn't have the advantage that you've had in terms of education. My wife is involved in this whole concept of fighting against illiteracy, and in that, she's encouraging corporations and others to be thoroughly involved. You may have seen some of the pro bono advertising on a couple of the networks in terms of fighting against illiteracy. So, I think the Federal Government has a substantial role. I think in the programs the Federal Government does do, that it can put emphasis on stamping out illiteracy. But again, I'd be misleading you if I had you believe that the problem could be solved from the White House or from Congress, itself. It can't be. It's got to have-scratch one newsman-[laughter]. Did anybody get hurt? But that's the way I look at it. And so I will be encouraging this hortatory, encouraging in every way we can. And when I talk about accountability— promoting those who-you might be classmates-that you know can't read. It doesn't do that kid any good. Needs special training, special help, special concern. So we've got to do better on it, but the Federal Government can help, can exhort, but can't solve it alone. Q. Thank you, Mr. President. My name is David Hardin. I'm from Horizon High School in Scottsdale, Arizona. The President. Where's your suntan? [Laughter] Q. I get sunburn. [Laughter] Drug Abuse and Trafficking Q. The drug problem that's infiltrated the United States educational system has proven to be a catalyst that's destroying the American youth. What do you think needs to be done to solve this problem? The President. Well, we're making a whole new push against the scourge of drugs. The Congress passed legislation calling for a drug czar. You're all bright students of history, I'm sure. And why we use the term "czar” in the United States to determine a strong leader, I don't know. But nevertheless, we're implementing that legislation as best we can in the executive branch. The appointment of Bill Bennett, who, I think set very high standards for education, shows that I think that a lot of the drug problem can be solved through the demand side of the equation-through teaching, through education, through getting peer to stand with peer and say, “No, we can't go forward with it." We've got to change the culture that condoned the use of narcotics. Yesterday, I challenged through a meeting somewhat like this, challenged the entertainment media who, heretofore, has almost condoned narcotics by emphasizing the silly side of somebody being high on some sub stance or another. So we've got to change the culture, we've got to change the demand, and at the same time we've got to have much more enforcement of laws. We may need new laws, but we have existing laws that have not been enforced in terms of drug use. We're going to have to expand our prison space because it is frustrating to a law enforcement official who lays her or his life on the line to make a bust and then see that person out on the street again because there is no room in the prison. I believe severe sentencing is called for, for drug kingpins. We've got to do more on the sentencing side, more on the enforcement side, and then we've got to do—and education side-and then we're trying to step up our cooperation with South American countries, particularly in terms of interdiction. Somebody asked the question yesterday, and maybe it's on you all's minds about closing the borders, of fortifying the borders. We can't do that in the United States. In the first place, the borders are too long; we don't have that much money. Secondly, that isn't the concept we want with friendly countries-Mexico to our south, Canada to the north. But we've got to do better in terms of interdiction. Last point: We are not going to solve the drug problem by stopping the flow. It's not going to be solved-in my view, it's going to be that'll help, but we've got to do more on the demand side. Both sides, incidentally, our new drug czar, Bill Bennett, is working on. And for those of you who follow the intricacies of government, it isn't that easy because he is dealing with the Secretary of Defense and the Attorney General and the Secretary of State. And they are statutorily in command of their departments. So he comes in, working for the President with a Cabinet rank, but without the statutory power of some of the Cabinet officers. So he's got a job of persuasion and coordination. But we've got a man: If anybody can do it, he can. Federal Role in Education Q. Thank you, Mr. President. My name is Shawndra Miles. I attend Crenshaw High School in Los Angeles, California. In recent years, there have been significant cutbacks in Federal money for education. I would |