On November 4, twenty-five students, faculty, and administrators at St. Edward’s University (SEU) participated in a deliberative forum on Democracy’s Challenge: Reclaiming the Public’s Role. Organized by the SEU New College, the university’s program for working adults, the goal of the forum was to explore different ways that students can learn and practice their roles as citizens.

During the two and a half hour forum, participants explored the role of higher education in helping students to recognize their own unique contribution to our democracy and discussed ways to inspire them to become engaged citizens. Using a discussion guide prepared by the National Issues Forums Institute, participants considered three perspectives of what it would take to reclaim the public’s role in democracy.

Even though participants agreed the the university needs to provide students with opportunities for citizen engagement, the group recognized various barriers within educational institutions and within society that can prevent people from participating fully.

The lack of trust in government, the disconnect people feel with the process, the inability to talk about tough issues without polarizing around the differences, the loss of our public spaces used for public deliberation – all of these items were explored with a spirit of curiosity and respect. One of the most compelling ideas to come out of the discussion was an awareness that civic engagement in the future might look very different than what it has looked like in the past.

While it wasn’t immediately clear how dialogue and deliberation could be used more fully on campus, there seemed to be agreement that the skills would be important for SEU graduates, and that students could use these skills out in the community as they talk about issues that matter to them. New College is also considering whether or not to use this process in their required mission courses that every student takes upon entering New College. The university has already scheduled a follow up to the forum, which will be a two day Moderator Training on Jan. 8-9 on the St. Edward’s campus.

Following the event, Vicki Totten, who helped organize the event for New College faculty and students, said

I am excited about the potential of using dialogue and deliberation to help students talk about difficult issues in the classroom.

She added that deliberation might be an important foundation for any student, since in order to work on difficult issues, it is important to be able to know how to move a discussion from a debate toward true dialogue.

Another important aspect of the deliberative model is that it emphasizes the need to understand the important role that values play in forming our perspectives, an important hallmark of a St. Edward’s education.

This forum, a project of the LBJ Presidential Library was one of dozens of forums being held by all twelve presidential libraries across the country, and made possible with funding from the National Archives and Records Administration and the National Issues Forums.


I don’t normally write such long blog posts, but I got carried away as I was preparing some background notes for the upcoming Texas Forums community conversation on “What is the 21st Century Mission for Our Public Schools?” at the LBJ Library on November 14 from 9:00 – noon. When you are organizing a program on education on behalf of the institution that bears the name and houses the records of the “Education President”, it is easy to get sucked in! You may not have time to read all of this, but please, before you move on, consider joining me for the upcoming forum!

Date: November 14
Time: 9:00 – noon
Topic: What is the 21st Century Mission for Our Public Schools?
Where: Meet in the lobby of the LBJ Presidential Library 2313 Red River St. Austin. We will tour the special exhibit, School House to White House about the varied education experiences of the last twelve Presidents
Register here so we’ll have enough food and materials!

During our forum, we will consider three overarching questions related to the purpose of public schools:

  1. Should schools focus on preparing students to be successful in the workplace?
  2. Is the purpose of public schools to prepare students to be active and responsible citizens?
  3. Should we invest more of our energy in helping each student make the most of his or her abilities?

In the meantime, here’s a little light reading about the Education President, President Johnson.

The Education President’s Example

During his presidency, President Johnson backed more than 60 bills and programs to benefit education These bills were designed to ensure that children entered school ready to learn, that they had a variety of learning opportunities, that there was a continuum of learning from pre-school through higher education, and that all children regardless of race would have equal access to educational opportunities.

Milestone legislation and programs include:

  • Head Start
  • Elementary and Secondary Education Act,
  • the Higher Education Act,
  • Vocational Education Act,
  • the Library Services Act, and
  • the Civil Rights Act of 1964.

His passion for education should not come as a surprise. After all, much of his early thinking about public policy and the role of teachers and government came from his experiences in the classroom. After receiving his degree from After his second year at Southwest Texas State Teachers College, President Johnson dropped out of school for a year to serve as principal and teach fifth, sixth, and seventh grades at Welhausen School, a Mexican-American school in Cotulla, TX a small farming and ranching community half way between San Antonio and Laredo. This Texas town, where most of his students were Hispanic and poor, left an indelible imprint on the young teacher who, in signing subsequent bills as Mr. President would often refer to “the faces of the boys and the girls in that little Welhausen Mexican School.”

This experience made education a particularly personal issue, and long before he wielded the power of the presidency, he used his personal resources to improve the lives of the children he taught. In October 1928, he wrote to his mother requesting 200 packages of toothpaste for his students. You can see and download the letter from the “early years” section of the Presidential Timeline at www.presidentialtimeline.org.

In November 1966, President Johnson returned to the Welhausen Elementary School in Cotulla where he shared his early memories of the multiple duties he performed as their teacher and principal – coach of the boys’ basketball team, debate coach, song leader, playground supervisor, and even assistant janitor. When the school could not afford playground equipment, President Johnson used his first month’s salary to invest in “those things for (as he affectionately called them) my children“. Even in his early days, President Johnson was the example of how passionate and creative individuals in a village can roll up their sleeves and help raise a child. Read his complete remarks to the students of Cotulla, TX here.

In addition to the deep concern and abiding fondness he expressed for “his” children, he also believed that they could succeed, given the right opportunities. In their description of his early life experiences, the LBJ Museum of San Marcos reports that “he brought strict discipline into his classroom and organizing his young students to participate in debate, declamation, spelling bees, and physical education — opportunities they had never had before.” Their narrative of Lyndon Johnson, the teacher continues, “He had enormous energy, a great capacity for work, the initiative to create projects for his students, and the ability to persuade others to assist with those projects.”

In short, there are signs that the infamous “Johnson Treatment” was born from his experience in a remote, under-served, impoverished Mexican-American community for the benefit of its children.

The timeline of his contribution to education during his presidency is breathtaking and that part of his legacy remains, but is often overlooked and never fully appreciated.

Despite the number of public schools named for President Johnson, it wasn’t until 2007 that a federal building was legally named for him. While a long wait, it was a fitting tribute. The Education Building in Washington, D.C. now bears his name under a law signed on March 21 by President George W. Bush. Thankfully, Mrs. Johnson was alive to savor the day even though she was unable to attend the ceremony. In her gracious, public statement, Mrs. Johnson noted,

This will be a fitting tribute to Lyndon who worked so hard to make life better for so many, and – were he alive – I can think of nothing that would please him more! Lyndon wanted so much for the children of our country to have a healthy and rewarding life, and he believed that education was the key to fulfilling that hope. His life was about education, and I believe that he would have wished to be remembered as the “Education President.”

This sentiment was echoed by daughter Luci Baines Johnson who was present at the signing:

Education was at the heart of my father’s career in public service. He felt that it was mankind’s passport out of poverty and our greatest hope for tomorrow.

But the work is unfinished. According to the research conducted by E3 Alliance here in Central Texas, the gaps that President Johnson witnessed at Cotulla still exist and are pervasive in our own community. Consider these sobering facts:

  • Economically disadvantaged students are consistently at the low end of achievement gaps. In eight Central Texas districts, over 60% of the student population is economically disadvantaged.
  • Texas has the fastest growing child population in the nation, a trend that is projected to continue.
  • The greatest increase in children is among the Hispanic population which will grow from about 26% to 35% of the Central Texas population over the next few years. A rapidly growing proportion of future students will be economically disadvantaged and Limited English Proficient.

And President Johnson had it right when he equated education with the path out of poverty. Just consider the economic impact of a substandard education on individuals as well as on the regional economy. If you think your spiraling 401K, IRA or SEP Retirement account sucked your breath away, consider this:

  • Students who do not complete high school earn significantly less per year than students who complete college – $28,500 versus almost $70,000. In other words, over an average lifetime, the high school graduate will earn over $1 million more than a student who drops out. Throw in a college degree and the wage-earner has another $2 million to show for themselves.
  • We could lose 85,000 jobs in Central Texas and face declining expenditures of over $40 billion. That’s with a “B” for billion and that calculation was made before the current economic crisis.

But there is good news. As we have witnessed through the recent years of forums on education conducted by Texas Forums, E3 Alliance and Austin Voices for Education and Youth, there are individuals and organizations in the Central Texas region who may not agree with all of President Johnson’s policies, but they share his lifelong concern for the education of all children and they are willing to roll up their sleeves to do something about it.

The history of Texas Forums’ work on education with outstanding partners is rich and has been productive resulting in community-wide action plans for nine school districts and a regional blueprint for change with four priorities that are embodied in the unfinished legacy of President Johnson. Below are the four goals of the Blueprint for Educational Change in Central Texas adopted on January 23, 2008 along with some examples of President Johnson’s earlier contributions to these goals. The historians among you can freely add to this list using this link as a starting point!

Goal 1: All Children Enter Kindergarten School Ready
Operation Head Start announced May 18, 1965


Goal 2: Central Texas Eliminates Achievement Gaps while Improving Overall Student Performance

President Johnson signed the Elementary and Secondary Education Act Amendments (PL 89-750) on November 3, 1966 which included:

  • a provision that schools could use the national average “per student
    expenditures” if the national average was higher, a benefit to poorer
  • a new program to aid in the education of handicapped children.
  • the transfer of adult education activities from the Office of Economic Opportunity to the Office of Education in Health, Education and Welfare.
  • the first appropriation of funds for the National Teacher Corps.

On January 2, 1968, The Elementary and Secondary Education Act Amendments of 1967 (PL
90-247) established bilingual education programs for non-English speaking children and provided more funds for special education for handicapped children.

Goal 3: Students Graduate College-and Career Ready and Prepared for a Lifetime of Learning

In addition to the Elementary and Secondary Education Act provisions designed to prepare students for college, President Johnson signed a number of bills to support higher education, most notably The Higher Education Act (PL 89-329) which he signed at his alma mater, Southwest Texas State College in San Marcos, Texas (now Texas State University at San Marcos. It was the first U.S. Congressional approval for scholarships to undergraduate students. Again, his experience at Cotulla was a guiding factor as President Johnson sought to ensure that college would not be closed to anyone just because they were poor. The Act
  • included insurance on student loans that had been proposed by President Johnson while he was a Congressman
  • transferred the work-study program to the Office of Higher Education
  • created the National Teacher Corps which was designed to improve elementary and secondary education in needy urban and rural areas.  Teams consisting of an experienced teacher and several young college graduates were sent in to strengthen local school programs.
Goal 4: Central Texas as a Community Prepares Children to Succeed
At this point, I could cite, the Veterans in Public Service (VIPS) program inclusion in the Teacher Corps that was inaugurated by President Johnson in a White House ceremony on July 30, 1968. His signing of the Education Professions Development Act (PL 90-35) which extended the Teacher Corps is another example of how President Johnson sought to include the entire community in the education of our nation’s children. Programs to support the arts and humanities, volunteerism, experimental education programs like Upward Bound, White House Conference on Education, and quotes from numerous speeches are more than adequate to illustrate President Johnson’s deep commitment to the community and the nation’s responsibility to its children.
But no legislation speaks louder to his personal commitment to education than his own examples. His personal encounters, his touching memories of his childhood classroom which he cited in his speeches, and his frequent visits to schools inspired a nation to care about the education of our youth.

It was personal triumph and tribute, not just a photo op, when he was joined by his first teacher, Mrs. Kathryn Deadrich Loney as he signed the Elementary and Secondary Education Act in Stonewall, TX. (One can argue that Mrs. Loney was his second teacher as his own mother Rebekah taught him to read by the age of four.)



But perhaps the greatest example that President Johnson never left his “teacher roots” behind and never forgot that we all share the responsibility for educating our youth was in his frequent visits to the schoolchildren in Stonewall, TX. At his 100th birthday celebration on August 27, 2008 and at conferences since then, the notecard included in the small bag of jellybeans says it all:


“Stonewall children called him “Mr. Jellybean” because that’s what he brought on his visits. They didn’t know he was the President and “Head Start” was one of the proudest creations of his presidency. Head Start has four decades of human success stories behind it and flourishes as one of the most enduring monuments of the LBJ years.”
We don’t all get to start national programs that endure for decades. We might not take it upon ourselves to distribute candy to children who (by early accounts in his letter to his mother) do not have ready access to dental care. We might not be called to the classroom.  But if we each believed, as President Johnson did, that even the poorest children in a small town like Cotulla are “my  children” we would surely find a million little opportunities every day to make a difference.


President Johnson gave us the earliest blueprint for educational change, and the communities in Central Texas that have held forums on closing the education gaps and preparing today’s youth for tomorrow’s jobs are continuing that legacy. History really does have something to teach us about ourselves, our potential and our future, and sometimes our present helps us see our past with greater clarity and appreciation.

This is an update to my post By the Numbers on April 19, 2009. I will say, just as I said then,

I know that numbers alone do not always measure impact and in this case none of the numbers really mean a hill of beans. (I am really put off by those twitterers who engage in contests to see who can get more people to follow them, for example.) Still, it’s fun to look at the numbers every so often.

So here’s an update:

442 – number of people following LBJnow twitter (at 479 followers, RonaldReagan40 has surpassed LBJnow. Follow lbjnow, follow lbjnow, please! I lied when I said I didn’t care! Of course it’s up to me to write more interesting tweets.)
339 – number of posts to the Texas Forums Blog since October 2006
1,451 – largest number of views of TF blog in one month
1.266 – number of Texas Forums photos online at Flickr
62 – number of videos uploaded to our site at youtube
749 – number of people on our newsletter list
6 – years of Texas Forums

Acting Archivist of the United States Adrienne Thomas announced today the appointment of presidential historian Mark K. Updegrove as the new Director of the Lyndon Baines Johnson Library and Museum. His appointment is effective October 11, 2009.

(View full press release…)


Presidential historian Mark Updegrove, who will become Director of the LBJ Library & Museum on October 11, 2009, will serve as the Library’s fourth Director in its thirty-eight year history.

Updegrove is an award-winning author with over two decades of leadership experience within top media and communications organizations including Time, Newsweek, and Yahoo.

Often called on by the news media to offer commentary on the presidency, CNN has called Updegrove one of the “country’s best presidential historians.” Most recently, Updegrove was interviewed for a news story about President Barack Obama’s sliding poll numbers on ABC’s Good Morning America on September 2, 2009.

Updegrove is the author of two books relating to American presidents:

  • Published in January 2009, Baptism By Fire: Eight Presidents Who Took Office in Times of Crisis examines eight presidents who took office in times of unprecedented crisis, how they dealt the burdens they inherited, the role of character in their leadership, and the lessons those men provide for President Barack Obama.

“Memo to President Obama: Read this book.”
The Associated Press, January 2009

“Updegrove’s gallery of greats should instill hope and confidence in our future.”
The New York Times Book Review, January 20, 2009

  • Second Acts: Presidential Lives and Legacies After the White House, published in 2006, looks at the post-presidential lives of our modern presidents–Harry Truman through Bill Clinton–and includes exclusive interviews with former Presidents George H.W. Bush, Jimmy Carter, and Gerald Ford. The book was awarded ForeWord Magazine‘s “Book of the Year” Silver Medal Award for Political Science.

“A lively and highly readable review of [the] post-Oval Office years of the United States’ last nine former chief executive & entertaining and illuminating.”
The Washington Post, October 15, 2006

“Highly recommended.”
The Library Journal, July 6, 2006

Updegrove has also written feature articles for American Heritage, The Nation, Time, and Worth, and has contributed op-ed pieces for numerous national and regional newspapers and websites.

Additionally, he conceived and co-developed “Time and the Presidency,” a multi-media program featuring Time photographs of President Franklin Roosevelt through Clinton, along with reflections from Time‘s Hugh Sidey. The LBJ Library & Museum displayed the program’s traveling exhibit in 2000.

Updegrove has been Director of Business Development at Rawle Murdy, a private communications firm. He has also served as Vice President and Head of Sales and Operations at Yahoo! Canada; Vice President and Publisher of Nickelodeon Magazine and MTV Magazine; U. S. Publisher of Newsweek; and spent eleven years in several leadership roles at Time, Inc. including Los Angeles Manager of Time and President of Time Canada, Time’s Canadian edition and operation.

Updegrove graduated from the University of Maryland with a Bachelor of Arts in Economics in 1984. He and his wife, Evie, have two children, Charlie, 9, and Tallie, 3. The Updegrove family will be moving to Austin from Charleston, South Carolina.

Please join me in welcoming Mr. Updegrove and his family to the

LBJ Presidential Library and to Texas!

We have so many creative, talented people in the Texas Forums network, I would love to see some of our Dialogue and Deliberation friends submit their videos completing the statement, “Democracy is…”

Press release from The Democracy Video Challenge:

NEW YORK – September 15, 2009 – The Democracy Video Challenge, a global call to action celebrating democracy, launched its second annual competition today at the United Nations on International Democracy Day. Richard Engel, NBC News Chief Foreign Correspondent, served as Master of Ceremonies for the contest’s global launch. The Challenge again invites citizens from around the world to create video shorts (3minutes or less) that complete the phrase: “Democracy is…” in an effort to enhance the global dialogue on democracy.

“Art is meant to engage us, not merely distract us, and needs a robust democracy for it to thrive. Artists everywhere have a civic obligation to speak up fearlessly and courageously on issues, regardless of how difficult they might be,” said Mary Schmidt Campbell, Dean of the Tisch School of the Arts at New York University, a partner in the Democracy Video Challenge.

The Democracy Video Challenge is a unique partnership comprising democracy, and youth organizations, the film and entertainment industry, academia, and the U.S. government. In its inaugural year, the Challenge attracted more than 900 videos from 95 countries around the world.

(read more and get the application forms and rules…)

When: Exhibit opens October 10, 2009
Exhibit runs through February 15, 2010 (Presidents Day)
Contact: Anne Wheeler, Communications Director
(O) 721-0216 (Cell) 731-2351 anne.wheeler@nara.gov

(Austin) – Our modern Presidents received educations and participated in school activities in ways as diverse as their backgrounds and political philosophies.

Through the records of the presidential libraries – archival material, museum objects, photographs, and audio-visual recordings – “School House to White House” gives visitors a new perspective on the presidency. The exhibit, prepared by the National Archives and Records Administration, charts the educational experiences of our Presidents from Herbert Hoover to Bill Clinton.

Whether in private school or public, whether growing up in a small town or a large city, each of our modern Presidents experienced a unique education that prepared him for leadership in the highest elected office in the land.

Lyndon Johnson
Johnson’s mother, Rebekah, taught the future President to read by the age of four and he attended public school in Johnson City, Texas. He enjoyed playing baseball and he participated in a two-person debate team that won the county title during his senior year of high school. Johnson attended Southwest Texas State Teachers College (now Texas State University) in San Marcos, Texas. Johnson, often called the “Teacher President”, taught school in South Texas and was also a high school debate coach. The federal education building in Washington, D. C. is named in his honor.

Highlights of LBJ memorabilia in the exhibit include:

– A letter sweater similar to one worn by LBJ as a college student at Southwest Texas State Teachers College

– 1930 graduation program from that College, the year LBJ was graduated.

– A letter written in 1927 from LBJ to his grandmother discussing his participation in the college debate team.

– The future President’s third-grade report card.

– A list of education-related bills passed during the Johnson Administration.

In this exhibit, visitors will learn which sports the presidents played, what kind of homework and grades the presidents were given, how classrooms were organized, family involvement in their learning experiences, and finally, that anyone can grow up to be President of the United States.

Exhibit Presidential facts you may not know:

– Herbert Hoover was the youngest member of the first class at Stanford University where he studied geology.

– Franklin Roosevelt managed the baseball team while a student at Harvard University.

– As a senior at Harvard University, John F. Kennedy wrote a thesis entitled “Appeasement at Munich”, which was later published as the book Why England Slept.

– Richard Nixon played violin, clarinet, saxophone, piano, and accordion.

-While a student at Yale University, George H. W. Bush was captain of the baseball team which played in the first two College World Series.Bush met the legendary Babe Ruth.

[update: corrected spelling of Scott Hefferman’s name. Sorry Scott!]

I am watching live streaming of the National Conference on Citizenship which will probably be archived on their website. The Case Foundation is sponsoring the live streaming of the conference and took this opportunity to debut their  Gear Up for Giving: Social Media Tutorials for Nonprofits initiative.

Click Daly is darling and this is a clever way to get a message out, but darling Daly took a hit from one of the panelists, Scott Hefferman of Meetup who said (good-naturedly as far as I could tell on a webstream), “I hate that puppet. We did not go from being content consumers to content producers. We are not content, we are people!”