Scary. Read at your own risk.

Prepared Remarks of President Barack Obama
Back to School Event

Arlington, Virginia
September 8, 2009

The President: Hello everyone – how’s everybody doing today? I’m here with students at Wakefield High School in Arlington, Virginia. And we’ve got students tuning in from all across America, kindergarten through twelfth grade. I’m glad you all could join us today.

I know that for many of you, today is the first day of school. And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous. I imagine there are some seniors out there who are feeling pretty good right now, with just one more year to go. And no matter what grade you’re in, some of you are probably wishing it were still summer, and you could’ve stayed in bed just a little longer this morning.

I know that feeling. When I was young, my family lived in Indonesia for a few years, and my mother didn’t have the money to send me where all the American kids went to school. So she decided to teach me extra lessons herself, Monday through Friday – at 4:30 in the morning.

Now I wasn’t too happy about getting up that early. A lot of times, I’d fall asleep right there at the kitchen table. But whenever I’d complain, my mother would just give me one of those looks and say, "This is no picnic for me either, buster."

So I know some of you are still adjusting to being back at school. But I’m here today because I have something important to discuss with you. I’m here because I want to talk with you about your education and what’s expected of all of you in this new school year.

Now I’ve given a lot of speeches about education. And I’ve talked a lot about responsibility.

I’ve talked about your teachers’ responsibility for inspiring you, and pushing you to learn.

I’ve talked about your parents’ responsibility for making sure you stay on track, and get your homework done, and don’t spend every waking hour in front of the TV or with that Xbox.

I’ve talked a lot about your government’s responsibility for setting high standards, supporting teachers and principals, and turning around schools that aren’t working where students aren’t getting the opportunities they deserve.

But at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world – and none of it will matter unless all of you fulfill your responsibilities. Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed.
And that’s what I want to focus on today: the responsibility each of you has for your education. I want to start with the responsibility you have to yourself.

Every single one of you has something you’re good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an education can provide.

Maybe you could be a good writer – maybe even good enough to write a book or articles in a newspaper – but you might not know it until you write a paper for your English class. Maybe you could be an innovator or an inventor – maybe even good enough to come up with the next iPhone or a new medicine or vaccine – but you might not know it until you do a project for your science class. Maybe you could be a mayor or a Senator or a Supreme Court Justice, but you might not know that until you join student government or the debate team.

And no matter what you want to do with your life – I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You can’t drop out of school and just drop into a good job. You’ve got to work for it and train for it and learn for it.
And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country. What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future.

You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical thinking skills you gain in history and social studies to fight poverty and homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the creativity and ingenuity you develop in all your classes to build new companies that will create new jobs and boost our economy.

We need every single one of you to develop your talents, skills and intellect so you can help solve our most difficult problems. If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country.

Now I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your schoolwork.

I get it. I know what that’s like. My father left my family when I was two years old, and I was raised by a single mother who struggled at times to pay the bills and wasn’t always able to give us things the other kids had. There were times when I missed having a father in my life. There were times when I was lonely and felt like I didn’t fit in.

So I wasn’t always as focused as I should have been. I did some things I’m not proud of, and got in more trouble than I should have. And my life could have easily taken a turn for the worse.
But I was fortunate. I got a lot of second chances and had the opportunity to go to college, and law school, and follow my dreams. My wife, our First Lady Michelle Obama, has a similar story. Neither of her parents had gone to college, and they didn’t have much. But they worked hard, and she worked hard, so that she could go to the best schools in this country.

Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the support that you need. Maybe someone in your family has lost their job, and there’s not enough money to go around. Maybe you live in a neighborhood where you don’t feel safe, or have friends who are pressuring you to do things you know aren’t right.

But at the end of the day, the circumstances of your life – what you look like, where you come from, how much money you have, what you’ve got going on at home – that’s no excuse for neglecting your homework or having a bad attitude. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. That’s no excuse for not trying.

Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future.
That’s what young people like you are doing every day, all across America.

Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started school. Hardly anyone in her hometown went to college, and neither of her parents had gone either. But she worked hard, earned good grades, got a scholarship to Brown University, and is now in graduate school, studying public health, on her way to being Dr. Jazmin Perez.

I’m thinking about Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he was three. He’s endured all sorts of treatments and surgeries, one of which affected his memory, so it took him much longer – hundreds of extra hours – to do his schoolwork. But he never fell behind, and he’s headed to college this fall.

And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even when bouncing from foster home to foster home in the toughest neighborhoods, she managed to get a job at a local health center; start a program to keep young people out of gangs; and she’s on track to graduate high school with honors and go on to college.

Jazmin, Andoni and Shantell aren’t any different from any of you. They faced challenges in their lives just like you do. But they refused to give up. They chose to take responsibility for their education and set goals for themselves. And I expect all of you to do the same.

That’s why today, I’m calling on each of you to set your own goals for your education – and to do everything you can to meet them. Your goal can be something as simple as doing all your homework, paying attention in class, or spending time each day reading a book. Maybe you’ll decide to get involved in an extracurricular activity, or volunteer in your community. Maybe you’ll decide to stand up for kids who are being teased or bullied because of who they are or how they look, because you believe, like I do, that all kids deserve a safe environment to study and learn. Maybe you’ll decide to take better care of yourself so you can be more ready to learn. And along those lines, I hope you’ll all wash your hands a lot, and stay home from school when you don’t feel well, so we can keep people from getting the flu this fall and winter.

Whatever you resolve to do, I want you to commit to it. I want you to really work at it.

I know that sometimes, you get the sense from TV that you can be rich and successful without any hard work -- that your ticket to success is through rapping or basketball or being a reality TV star, when chances are, you’re not going to be any of those things.
But the truth is, being successful is hard. You won’t love every subject you study. You won’t click with every teacher. Not every homework assignment will seem completely relevant to your life right this minute. And you won’t necessarily succeed at everything the first time you try.

That’s OK. Some of the most successful people in the world are the ones who’ve had the most failures. JK Rowling’s first Harry Potter book was rejected twelve times before it was finally published. Michael Jordan was cut from his high school basketball team, and he lost hundreds of games and missed thousands of shots during his career. But he once said, "I have failed over and over and over again in my life. And that is why I succeed."

These people succeeded because they understand that you can’t let your failures define you – you have to let them teach you. You have to let them show you what to do differently next time. If you get in trouble, that doesn’t mean you’re a troublemaker, it means you need to try harder to behave. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying.

No one’s born being good at things, you become good at things through hard work. You’re not a varsity athlete the first time you play a new sport. You don’t hit every note the first time you sing a song. You’ve got to practice. It’s the same with your schoolwork. You might have to do a math problem a few times before you get it right, or read something a few times before you understand it, or do a few drafts of a paper before it’s good enough to hand in.
Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, it’s a sign of strength. It shows you have the courage to admit when you don’t know something, and to learn something new. So find an adult you trust – a parent, grandparent or teacher; a coach or counselor – and ask them to help you stay on track to meet your goals.

And even when you’re struggling, even when you’re discouraged, and you feel like other people have given up on you – don’t ever give up on yourself. Because when you give up on yourself, you give up on your country.

The story of America isn’t about people who quit when things got tough. It’s about people who kept going, who tried harder, who loved their country too much to do anything less than their best.
It’s the story of students who sat where you sit 250 years ago, and went on to wage a revolution and found this nation. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago who founded Google, Twitter and Facebook and changed the way we communicate with each other.

So today, I want to ask you, what’s your contribution going to be? What problems are you going to solve? What discoveries will you make? What will a president who comes here in twenty or fifty or one hundred years say about what all of you did for this country?
Your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m working hard to fix up your classrooms and get you the books, equipment and computers you need to learn. But you’ve got to do your part too. So I expect you to get serious this year. I expect you to put your best effort into everything you do. I expect great things from each of you. So don’t let us down – don’t let your family or your country or yourself down. Make us all proud. I know you can do it.

Thank you, God bless you, and God bless America.

http://www.whitehouse.gov/MediaResources/PreparedSchoolRemarks/

PS.
Now, can any of you kids give me directions to the 58th State?

That oughta' do well. I had to struggle to keep awake.

http://www.lewrockwell.com/rozeff/rozeff310.html
Why Obama’s Address to Schoolchildren Is Objectionable

by Michael S. Rozeff

As I read the many editorial columns and articles in support of Obama’s speech, I can see that many writers are very upset and emotional over criticism of Obama’s action. They also are clueless concerning the reasons why his address is unwelcome. They are name-calling. They are not bothering to mention, much less rebut, the reasoned objections of people like me.

I can at least articulate my reasons for objecting.

Such a speech blurs or crosses several boundaries that I believe there are good reasons to have in place.

The President’s constitutional powers are explicit. They include the "executive Power." They include being "Commander in Chief of the Army and Navy of the United States" and a few more listed in the Constitution, including preserving and protecting the Constitution. They do not include addressing schoolchildren.

If the President were to live up to his oath to preserve and protect the Constitution, he would request that Congress repeal all its laws regarding education. Section 8 of Article I lists the powers of Congress. Education is not on that list. So when the President addresses schoolchildren, he breaks his oath in several ways. He does not have that power, and he affirms and solidifies a power assumed by Congress that Congress does not have. The President is failing in his sworn duty. Those who think that the President’s speech is helpfully teaching civics are mistaken. His speech is conveying and confirming anti-civics and anti-Constitutional lessons.

The President is a political leader. He is not in office to be an educator. His duties are clearly laid out, and they do not include educating children. By the same token, the President is not the parent of all these children. He is not their teacher. He is not their religious leader. The reason for these boundaries is so that political figures do not use their power and influence to dominate our social lives.

It is a special danger to liberty and society when national powers are developed. These are powers in which the national leadership directly controls or influences individual citizens, while bypassing or circumventing other local sources of governance and influence such as parents, families, churches, schools, and local governments.

An Obama address to schoolchildren is an instance of the further development of national power and influence. It breaks new ground in the influence of State over society. Public education already is under the influence of objectionable forces, but this establishes a new precedent that can be extended. If one political leader addresses youth, other leaders are more likely to address youth. The content of their speeches can be enlarged. Their influence can be enlarged. Government will be given more play and support than it already has. Such a speech is inescapably political. Such a precedent can eventually lead to further dangerous developments, such as a Presidential Youth or an Obama Youth.

The President is a politician. Any address he might make, no matter how nonpartisan it may seem, is bound to be political. It cannot be neutral. The very fact that he is President and making such a speech will be taken in by school children. He will be conveying his authority to these children, with the blessings of their parents and school teachers. They will be taught by the speech itself, regardless of its content, to look to the national government in matters relating to their lives. After all, is he not addressing them about very personal and civic matters? His speech is necessarily a political act.

The President is the leader of a particular political party, so that the very fact that he is a Democrat who is President and making such a speech influences his listeners. Children grow up to be voting adults.

In any speech, what the President says lies beyond the control of those who allow that speech to enter the classroom. The teachers have control over the subsequent discussion, if they choose to have it. But the President will already have made his impact. Children do not fully possess the capacities to judge political matters.

Will the opposition party demand equal time? Do we want politicians routinely competing with one another for the attention of and influence over children?

The President commands the airwaves. This is a dangerous and influential power when used with adults. Allowing this power to be extended to communication with every child in the country is even more dangerous.

School districts can opt out of the speech. In some districts, children may be allowed to opt out of the speech. These options are good ones. But they do not alter the reasons outlined above for objecting to a president making speeches in schools.

I’d like to add that I have seldom read stronger words in newspapers directed against those who object to Obama’s speechmaking to children. They are being called crackpots. They are being accused of demonizing the President. They are being accused of McCarthyism. They are being accused of being racist, completely insane, and members of the right-wing lunatic fringe.

These attacks are not called for. There are very good reasons to object to Obama’s speech. I’ll sum up the ones that bother me. There are no doubt others, but I have made no attempt to research them and find out what others are thinking on this matter.


The speech is beyond the President’s constitutional powers.
The President is supporting a national role in education, which also is unconstitutional.
The President is not supporting his oath of office, so he is conveying an anti-constitutional message to children.
The President is crossing a boundary between the political and social spheres. That boundary is in place in order to control government power and maintain a healthy free society.
The President is augmenting national power and influence.
The President is starting a new precedent that has dangerous implications.
The President’s speech cannot possibly be non-political. The very act itself is politically in furtherance of government and an enhanced government role.
The President also leads his party, and that fact may influence children.
The President may have an undue influence over children due to his position and power.
Will fairness considerations lead to equal time for opposition leaders?
Presidential access to communications is dangerous enough without extending it to youth.

Actually when they were pointing words at the crackpots who objected they left out some important names.

It is really sad that ignorancy is still so rampant in this country. It really is.

As for the speech itself, there has to be some kind of secret code going on for the indoctrination that was suppose to be there cause it sure ain't there.

As for the speech itself, there has to be some kind of secret code going on for the indoctrination that was suppose to be there cause it sure ain't there.

Actually when they were pointing words at the crackpots who objected they left out some important names.

It is really sad that ignorancy is still so rampant in this country. It really is.

As for the speech itself, there has to be some kind of secret code going on for the indoctrination that was suppose to be there cause it sure ain't there.

Yesterday I showed my child the articles and videos of the people upset about Obama speaking to the children. I explained that Reagan and Bush, Sr., did it too.

Last night my child read the speech.

Out of the mouths of children: "Those people are acting so stupid, Mom."

I asked what my child thought of the speech. My child said, "It's a speech."

Ohhh nooo, my child has been corrupted.

I wonder what the children of the upset parents are thinking about their parents. That's a shame, IMO.

Yesterday I showed my child the articles and videos of the people upset about Obama speaking to the children. I explained that Reagan and Bush, Sr., did it too.

Last night my child read the speech.

Out of the mouths of children: "Those people are acting so stupid, Mom."

I asked what my child thought of the speech. My child said, "It's a speech."

Ohhh nooo, my child has been corrupted.

I wonder what the children of the upset parents are thinking about their parents. That's a shame, IMO.

I totally thik I live in my own world. What could possibly be objectionable about that speech? I dont see how it was political at all in the terms of any political 'agenda'. Any sane parent, democrat or other, would probably agree with everything that was said. I think as a father and a president he did a wonderful thing speaking to these children. The only thing I could oppose is if this was a MANDATORY speech. Were the schools given the option to show or not show the speech? If they were,,whats the big deal? If not,, than thats a problem.

did GWB not address the kids? sorry I don't know about a lot of this. my school system doesn't really show any of them. the government teachers can play it in class as part of the study, but I haven't heard of the schools...that went through and my son went through (same ones)...playing any of them

http://www.lewrockwell.com/rozeff/rozeff310.html
Why Obama’s Address to Schoolchildren Is Objectionable

by Michael S. Rozeff

As I read the many editorial columns and articles in support of Obama’s speech, I can see that many writers are very upset and emotional over criticism of Obama’s action. They also are clueless concerning the reasons why his address is unwelcome. They are name-calling. They are not bothering to mention, much less rebut, the reasoned objections of people like me.

I can at least articulate my reasons for objecting.

Such a speech blurs or crosses several boundaries that I believe there are good reasons to have in place.

The President’s constitutional powers are explicit. They include the "executive Power." They include being "Commander in Chief of the Army and Navy of the United States" and a few more listed in the Constitution, including preserving and protecting the Constitution. They do not include addressing schoolchildren.

If the President were to live up to his oath to preserve and protect the Constitution, he would request that Congress repeal all its laws regarding education. Section 8 of Article I lists the powers of Congress. Education is not on that list. So when the President addresses schoolchildren, he breaks his oath in several ways. He does not have that power, and he affirms and solidifies a power assumed by Congress that Congress does not have. The President is failing in his sworn duty. Those who think that the President’s speech is helpfully teaching civics are mistaken. His speech is conveying and confirming anti-civics and anti-Constitutional lessons.

The President is a political leader. He is not in office to be an educator. His duties are clearly laid out, and they do not include educating children. By the same token, the President is not the parent of all these children. He is not their teacher. He is not their religious leader. The reason for these boundaries is so that political figures do not use their power and influence to dominate our social lives.

It is a special danger to liberty and society when national powers are developed. These are powers in which the national leadership directly controls or influences individual citizens, while bypassing or circumventing other local sources of governance and influence such as parents, families, churches, schools, and local governments.

An Obama address to schoolchildren is an instance of the further development of national power and influence. It breaks new ground in the influence of State over society. Public education already is under the influence of objectionable forces, but this establishes a new precedent that can be extended. If one political leader addresses youth, other leaders are more likely to address youth. The content of their speeches can be enlarged. Their influence can be enlarged. Government will be given more play and support than it already has. Such a speech is inescapably political. Such a precedent can eventually lead to further dangerous developments, such as a Presidential Youth or an Obama Youth.

The President is a politician. Any address he might make, no matter how nonpartisan it may seem, is bound to be political. It cannot be neutral. The very fact that he is President and making such a speech will be taken in by school children. He will be conveying his authority to these children, with the blessings of their parents and school teachers. They will be taught by the speech itself, regardless of its content, to look to the national government in matters relating to their lives. After all, is he not addressing them about very personal and civic matters? His speech is necessarily a political act.

The President is the leader of a particular political party, so that the very fact that he is a Democrat who is President and making such a speech influences his listeners. Children grow up to be voting adults.

In any speech, what the President says lies beyond the control of those who allow that speech to enter the classroom. The teachers have control over the subsequent discussion, if they choose to have it. But the President will already have made his impact. Children do not fully possess the capacities to judge political matters.

Will the opposition party demand equal time? Do we want politicians routinely competing with one another for the attention of and influence over children?

The President commands the airwaves. This is a dangerous and influential power when used with adults. Allowing this power to be extended to communication with every child in the country is even more dangerous.

School districts can opt out of the speech. In some districts, children may be allowed to opt out of the speech. These options are good ones. But they do not alter the reasons outlined above for objecting to a president making speeches in schools.

I’d like to add that I have seldom read stronger words in newspapers directed against those who object to Obama’s speechmaking to children. They are being called crackpots. They are being accused of demonizing the President. They are being accused of McCarthyism. They are being accused of being racist, completely insane, and members of the right-wing lunatic fringe.

These attacks are not called for. There are very good reasons to object to Obama’s speech. I’ll sum up the ones that bother me. There are no doubt others, but I have made no attempt to research them and find out what others are thinking on this matter.


The speech is beyond the President’s constitutional powers.
The President is supporting a national role in education, which also is unconstitutional.
The President is not supporting his oath of office, so he is conveying an anti-constitutional message to children.
The President is crossing a boundary between the political and social spheres. That boundary is in place in order to control government power and maintain a healthy free society.
The President is augmenting national power and influence.
The President is starting a new precedent that has dangerous implications.
The President’s speech cannot possibly be non-political. The very act itself is politically in furtherance of government and an enhanced government role.
The President also leads his party, and that fact may influence children.
The President may have an undue influence over children due to his position and power.
Will fairness considerations lead to equal time for opposition leaders?
Presidential access to communications is dangerous enough without extending it to youth.