June 22, 1976
Page 19634
THE PORTLAND (MAINE) COMMITTEE OF CORRESPONDENCE
Mr. MUSKIE. Mr. President, today I met a group of youths from Maine who impressed me tremendously, and I would like to pass on to the rest of the Congress their imaginative and worthwhile project.
They have formed, on their own, an organization called the Portland Committee of Correspondence to revive citizenship awareness and education.
And now they are spreading this idea to other parts of the Nation to establish a network of correspondents to carry out an intensive dialog on the meaning of the Bicentennial — much like committees of correspondence paved the way for our Revolution 200 years ago.
Beginning their project in April, they have enlisted 263 correspondents in 12 Maine schools, 16 schools in other States, and 7 American schools overseas.
In their own words:
We started this project because we are turned off by the approach many Americans take toward the Bicentennial celebration. We are tired of plastic John Adams dolls and fountains that spew red, white, and blue water. We chose this project because it is meaningful, relevant and thoughtful.
Their project is all that, and more.
For their goal is to make a lasting impact on the teaching of American history and citizenship in our schools.
They hope to clear some of the dust from American history to make it more relevant to the challenges that each young American faces today.
If these young people are successful, their project could emerge as one of the finest examples of citizen initiative in this Bicentennial Year. And if the young people I met today exemplify the others in this project, I am confident that they will succeed.
Mr. President, I hope that my colleagues in the Senate and House will take note of this project and ask unanimous consent to have printed in the RECORD some material which they have distributed.
There being no objection, the material was ordered to be printed in the RECORD, as follows:
PORTLAND COMMITTEE OF CORRESPONDENCE.
The Portland Committee of Correspondence thanks you for your interest and welcomes you to the Bicentennial Project.
We started this Project because we are turned off by the approach many Americans take toward the Bicentennial celebration. Weare tired of plastic John Adams' dolls and fountains that spew red, white, and blue water. We chose this project because it is meaningful, relevant, and thoughtful.
Our project has already received support and a rather large contribution of money from the Maine High School Bicentennial Commission. The monies will be used for postage, speakers, a newsletter, and a congress of delegates in May of this year.
You should know that we also traveled to Boston to get ideas to develop our topic. We were greatly helped by Dr. William J. Bennett, a scholar at Boston University. The topic we have finally selected is:
"What is the responsibility of formal high school education in the development of the U.S. citizen? How well is that responsibility presently being accomplished by the high schools? What, then, is the responsibility of the individual to this formal high school education?"
This topic reflects our feeling that everyone should be properly educated as a citizen and consequently care about his government. We hope to accomplish four things through the correspondence. First, to bring about a significant impact by learning what students in other school systems around the country think about the topic question; second, to bring about appropriate legislation at the local, state, and national levels for citizenship education in the high schools, third, to prepare a publication based on the correspondence; and fourth, to sponsor a national congress where as many delegates (or proxies) as possible will meet at a location to draft a "Declaration of Aspirations". This Declaration will be presented to the Governor of Maine, Congressmen, and hopefully, the President of the United States.
All four of these goals are realistic and could well bring about a substantial and lasting change in citizenship education.
If this program sounds appealing to you, please immediately send us the names, addresses, and telephone numbers of students (if you have not already done so) who will join us in the correspondence.
We will then match your names to one of our Portland, Maine, students — or, match your names to students at one or more of the other schools involved in the project. The correspondence will thereby be initiated, and continue until the end of April or the middle of May.
You should also know. that we plan on having a Newsletter to link all the schools. This Newsletter will, for example, describe the nuts and bolts of the national workshop and give ideas about inducing legislation in your geographic areas.
We encourage you to participate in this major national Bicentennial Project for America's youth.
Cordially,
PORTLAND COMMITTEE OF CORRESPONDENCE.
P.S. At this date, we already have communications from American student participants in these schools:
Catherine McAuley H.S., Portland, Maine (Parochial School).
Colegio Bolivar, Cali, Colombia.
Cooperativa Colegio Americano De Quito (American School), Ecuador.
Hyde School, Bath, Maine.
Department of the Navy (Seven (7) Overseas Dependent Schools).
Timberline H.S., Lacey, Washington.
Old Town H.S., Old Town, Maine.
Ipswich High School, Ipswich, Massachusetts.
Franklin Simpson H.S., Franklin, Kentucky.
Sisseton High School, Aberdeen, South Dakota.
Deer Isle Stonington H.S., Deer Isle, Maine.
Mount View H.S., Thorndike, Maine.
The International School, "Nido de Aquilas", Santiago, Chile.
South High School, Sheyboygan, Wisconsin.
Department of the Air Force, (Thirteen (13) Overseas Dependent Schools).
DECLARATION OF ASPIRATIONS
May 18, 1976.
We, the future of the United States of America, are disappointed! There is a definite unfulfilled need in the American Educational system today; citizenship awareness and responsibility are rapidly becoming lost values in our society. As the result of our extensive international correspondence we are convinced that the value of citizenship awareness is an unfulfilled need that must be emphasized in our American Educational system to insure the successful survival of our nation.
The educational system has a responsibility to create a climate in which students will voluntarily learn to function as participating citizens in life. Whether a student develops the admirable qualities of awareness and responsibility towards his society depends on his experiences gained during the years of formal education. Many students know little or nothing about our social, economic, and political systems. We possess the interest and motivation to correct this problem. Now, we are seeking the methods.
There are two major areas of improvement that can be implemented in the present system to rectify this lack of awareness and responsibility. In order to be effective, they must be adopted in a coherent, interesting manner. History should be taught with a perspective applied to current issues. Students can better understand our heritage and our system of government if these subjects are related to current, relevant and interesting events. Students will also become more aware and involved in our government if they take part in role playing situations in citizenship classes. Model governments and service organizations instituted on either local, state, or federal levels can interest students in our social process. If people can experience a process first hand, it becomes infinitely more interesting and appealing. Any such activity should produce in the individual a sense of awareness and responsibility to his community, his country, and his world.
We aspire to develop a productive, aware, responsible, free thinking nation; hence recover citizenship. To attain this ultimate goal, we obligate ourselves.
PORTLAND COMMITTEE OF CORRESPONDENCE NEWSLETTER.
Letter From The Editor:
Hello to all from the Portland Committee of Correspondence.
This newsletter's purpose is to keep us informed and up-to-date on what's going on.
Thus far, the project has been a success and worthwhile investment of our time. There are two hundred and sixty-three correspondents from 12 schools in Maine, 16 schools in the nation and 7 schools overseas, who have been writing to each other about the bicentennial topic.
We would like to continue with it, and would like your comments as to whether or not you would like to participate if we do extend the project. Send your comments to Dr. Peter R. Greer, 107 Elm Street, Portland, Maine 04111.
"I see this project as an excellent medium for the exchange of diverse intellectual viewpoints. It is sad that it would not have been funded — even initiated without the catalyst of a cheap gimmick (the Bicentennial)."
"Interlaced with allegiance is the ability of one to make choices that differ with the government. Only if we care enough to disagree, and do something about it, are we then up to the standard of American citizenship."
"The topic of citizenship education is one which deserves a good deal of attention. Every country wishes to have 'ideal' citizens, yet not enough consideration is given to the question of how these citizens come to be 'ideal.' I think that the answer to this question can be found in formal high school education."
"A mandatory class of current events also might generate more concern for recent happenings. Teachers should encourage their students to write to government agencies, politicians or citizen groups when they have questions or complaints concerning current policies, laws, or reform movements."
"I am not a very political orientated person but recently I have become more aware of the politics around the country because I will be voting this year. I have just realized how little we are educated in school of the 'real' forms of government. I say 'real' because everyone learns about the constitution, and memorizes the president's names, and reads of the famous Paul Revere ride but we are very sheltered from the everyday political activities. Until recently I could not name the Senators of Maine and did not know the difference between radical or socialist."
"Last week two Israeli students talked with our history class about Israel and themselves. These two students put our whole class to shame. They were intelligent, articulate and very worldly. They knew what was going on in the world and their patriotism was just fantastic. As I said before, they made our class look like idiots."
"I also feel that each individual should have an idea of how our government operates. I, myself, never knew how it worked until this year in U.S. History. I guess, like many other people, I never cared to know. I'm not sure that I completely understand it; but who, then, does?"
"Now down to the issue at hand. Our exchanges should be interesting, as we complement each other. You seem to be optimistic, patriotic, and all-American (tell me if I'm wrong!) I'm cynical, pessimistic, and hold no institutions as sacred.
"By us giving our views and expressing our ideas, we are giving a little gift to our country."
"I think you'll agree with me that the high school years of any student are years during which new ideas are considered and values are formed. Whether a student develops a concern for the system of government or an indifference toward it largely depends on the experiences that are gained during high school."
"I'm happy because I'm able to communicate with another person on a level I've never reached in my life. I hope it will be an enlightening experience for me as well as you."
"We are not properly prepared in school to be citizens voting for a man to run the country. Most students do not have a broad political outlook and they accept what they are told. Since we are at school five hours a day, five times a week, where else could we get better educated of the political views of our country."
Number of members, schools participating, and location:
MAINE
1, Bonny Eagle High School, Buxton.
5, Falmouth High School, Falmouth.
1, Georges Valley High School, Thomaston.
8, Hyde School, Bath.
1, Mattanawcook Academy, Lincoln.
4, Mt. View High School, Thorndike.
19, Old Town High School, Old Town.
7. Skowhegan High School, Skowhegan.
12, Wayneflete School, Portland.
7, Catherine McAuley High School, Portland.
8, Deering High School, Portland.
15, Portland High School, Portland.
NATIONAL
7, Mira Costa High School, Manhattan Beach, Calif.
Edgewood High School, West Covina, Calif.
Kallua High School, Kailua, Hawaii.
6, Mother Theodore Guerin High School, River Grove, Ill.
18, Gibault High School, Waterloo, Ill.
5, Ipswich High School, Ipswich, Ma.
14, Atlantic City High School, Atlantic City, N.J.
15, South Shore High School, Brooklyn, N.Y.
12, Adlai Stevenson High School, Bronx, N.Y.
6, Forest Hills High School, Forest Hills, N.Y.
7, Martin Van Buren High School, Queens Village, N.Y.
9, Gorton High School, Yonkers, N.Y.
4, West Florence High School, Florence, S.C.
5, Timberline High School, Lacey, Wash.
13, Parkersburg High School, Parkersburg, W. Va.
10, South High School, Sheboygan, Wisc.
OVERSEAS (AMERICAN INDEPENDENT OR MILITARY SCHOOLS)
15, Cali, Colombia, S.A.
London, England.
6, Queretaro, Qro, Mexico.
14, U.S. Dependents School, European Area(Neth.) .
7, Managua, Nicaragua, CA.
1, Philippines.
1, Chinhae Naval Station, South Korea.
SOURCES OF FINANCIAL SUPPORT
1. City of Portland Bicentennial Commission — $1,000 for Washington, D.C. trip.
2. Maine State American Revolution Becentennial Commission — $2,000 for state congress.
3. Bean Supper — $221.00.
SUMMARY OF MEETINGS
Among the things we have discussed at our past meetings are:
1. The progress of the letter writing, which is going slower than expected. We need to hear from you!
2. A Planning Meeting was held at Westbrook College in Portland, Maine, to organize our thoughts on the state congress. The State Congress will be held during May 16-18 at Sebasco Lodge near Bath, Maine. The students present at this conference will represent all the correspondents and their letters. Dr. Bennett of Boston will analyze our letters and aid us in the drafting of the Declaration of Aspirations, which will be presented to legislators in Augusta and Washington, D.C.
CALENDAR
Planning Meeting, Westbrook College, April 29, 1976.
State Conference, Sebasco Lodge, May 16, 17, 18, 1976.
National Conference, Washington, D.C., June 2124, 1976.