of taking multiple paths. partnerships between the teacher and interpreter can be arranged before hand. skilled educational professionals are always ready for spontaneous moments of insight and know how to support one another for student learning. the permanence of monuments can create embarrassing errors. one recent example was the editing of a quote on the dr. martin luther king memorial. in a recent interview with the vietnam war veteran focused on a memorial known as the wall. he is certain that without historical context, his a would not understand if they just visited the wall. he would want them to engage with audio and visual material that offered context from the

war. in addition, thinking about the wall provokes questions for him, such as is the existence a reflection of the social unrest of the time? why was it erected before world war ii? these are the questions that are part of historical thinking that can be answered through humble interpretation, effective instructor technologies, and partnerships between schools and sites. for vietnam veterans, his 8 grandchildren, and any visitors seeking to understand the wall on the national mall. all of the stories of the u.s. deserve telling. the national mall is one of the most important sites for this sharing. to be instructive, there must be something to the stories following once upon a time, there was a person.

i attempt to argue here that a humble interpretation that uses a effective technologies and classrooms at partnerships help to complete the story. thank you. >> i appreciate all of you giving your oral testimony, as well as the written testimony. we will now turn to the committee for questions. >> thank you, mr. chairman. welcome. let me start with dr. view. you discussed memorials as sometimes only telling the rosy side of the story. how do you feel we can better deal with this issue as a nation of the first people that

we are? >> i stated that memorials have rolling exhibits and continue to rethink the nature of the story that the museum is trying to tell your memorials have to be a song. through interpretation, by committing to having people available to help interpret what people are seeing when they come to that memorial, it helps to broaden the story. as we learn more and the kids as card questions, it provokes a dialogue. it helps to broaden our understanding of why is someone decided it was important to put this memorial here.

>> the changing role -- explained the role of in formal education. >> i mentioned the need for humility. when we commit to a memorial, we might have one vision of its importance. as we learn more about that part of history or that person in history, we might discover new information that needs to be told. i do not think we should think of memorials as triumphs of statements of a story that has ended. it is the beginning of a story. that is part of how historians approached the nature of their academic work. and certainly educators. i think as builders of memorials

and monuments, we should be more humble in terms of how we design and expect to interpret and how we share them with future generations. >> last question. it is part of the discussion and conversation today. design. does the design impact the conversation about a memorial to make it set in stone? >> we can build into the design the educational opportunities. technology has changed. then, we revisit the design. if we are stuck with a bad this time, that begins a conversation, as well. why was this design designed the way it was? it is all part of an ongoing conversation. we should never see any of these things as permanent and static

and immovable and lacking in the opportunity of deepening our understanding. >> one more question -- mr. luebke, the trust for the national mall is preparing all of this work. how is your organization engaged so that there is a smooth process that occurs during this work? the extensive amount of work on the mall and you are preparing for, how are you engaged to ensure there will be a smooth process? >> the commission of fine arts reviews these projects as they come to us. we participated extensively

with the park service and other agencies in discussing all of these projects in some minute detail all the way through well before it actually even comes before the commission for review. we work with our partners. a lot of issues are actually getting in terms of historic preservation values, environmental impact. generally, we are trying to assess the commission of fine arts -- we are trying to assess how these elements into a larger continuity of design of the national capitol. the answer is, everything that is being proposed will

eventually come through fairly close scrutiny at all steps of the process. >> thank you. >> i have of you questions. mr. whitesell, welcome. you have to pay for the sins of your agency. in april of 2009, i requested documents related to the operations of the grand canyon national park. subsequently, the administration withheld 399 pages. i requested those pages last month. do you have the 399 pages we requested? >> i do not. i understand that the department has received the request and they are in the process of reviewing it. >> we are waiting another three years? >> we only have two your terms.

in >> on april 5, i upset a written will request. when will we receive that? >> i will get back to you. >> we only have two-year terms. let me ask you another question that deals with the commemorative works act. what are the risks of exempting the cwa in the process of mall proposals? what are the risks of exempting cwa in the process of reviewing all proposals? >> i think we have been in a position where congress would be asked to have to evaluate these without the benefit of having the input of the commission on fine ts and the planning commission. the result would be tying up congress through hearings that are currently handled through administrative process these.

>> let me follow-up on that with mr. bryant. could you elaborate on the significance of the reserve and why the 2003 amendment was important to the future of the mall? >> reflecting on your own comments, you found it important that the national mall --that we look to reserve for future generations. in a process, building on what mr. whitesell said, when a project comes before us, under the law, and there is an early consultation of process. when a process comes to us, it comes with a conceptual design and the public can respond.

they come back months later with a refined concept of for preliminary approval where the public gets to respond and provide feedback. perhaps, months later, they come back to less of their time for a final approval. each step along the way that we give them feedback. we have a staff and so following up on mr. whitesell's comment is there is a risk when you don't have months of technical interaction. >> how long does that process take? blogger then two years? >> four times that. the average for a memorial to be approved is 8 years. of course, that depends on the number of factors. how complex is. how big it is. how controversial it might be as well as funding. public versus private funding.

you get into fund-raising and anything can impact that. >> mr. luebke, in the cwa process, how can exemptions from that have unintended consequences? >> excellent question. the cwa establishes a litmus test for all groups to go through. the proposal is measured against that wall. -- law. the memorial advisory commission considers each of these and then returned to congress with advice. the danger -- i think is best described as a hazard of precedent setting that undermines the intent of the law to control and be very careful about what is authorized. the issue is, it may feel

cumbersome sometimes. it is trying to be a one size fits all process for a range of memorials. it has some flexibility to accommodate this kind of change in scope. i think the issue it is running around an existing body of regulation and that can make it difficult to enforce a twitter. -- it later. >> thank you. i have some other questions. i will come back. >> thank you, mr. chairman. mr. shubow, you seem to be ignoring the national capital planning commission. the commission on fine arts, and your recognition and comments regarding the mall.

can you give me some reasons for your plans to ignore the work of these other organizations? >> i do not intend to ignore them at all. in fact, i rely on some of their great successes in the past three in its earliest years, the commission of fine arts was the main institution starting the macmillan plan. one of their great successes was opposing the first designed for the franklin delano roosevelt memorial, which had concrete slabs that looked like stonehenge. at the time, the commission of fine arts understood the classical tradition in d.c. we believe they could do so,

again. >> you feel they do not? >> it is a mixed bag. sometimes, they way inappropriately. sometimes, they ignore that classical tradition. this is representative of some fashionable trends in the world of art and architecture. think of how you go to an art museum and you see a shark in formaldehyde. there is something similar going on in architecture at the commission of fine arts reflects that mainstream. >> running the risk of being out of touch, let me ask you another question. some of the monuments that you propose -- how do they tell the story of america today? i understand when you

memorialize someone, there is this admiration of worship -- how do you see the complexity of these people. how do we do with those questions. -- how do we be more conclusive? how do we keep our nation's legacy? >> the classical tradition is extremely inclusive. examples are the african american civil war memorial. the statue of freedom at the top of the capitol dome. likewise, the crazy horse monument. all of these speak to our ideals and i would say that our tradition is the best one for memorializing our greatest figures. in contrast to what was said, i would think that for certain

figures, we do not want to much disagreement in our memorials. we want them to say a few simple things. that we should honor them and reflect on what they did for us. what we do not want to see is the so-called brown bag memorial where every visitor brings whatever interpretation they want to it. >> this debate is in less. -- endless. i yield back. >> let me follow-up. mr. shubow, the commemorative artwork act does not require classicism. do you believe the act should be amended to do that? >> i would say that it does require classicism. one thing that has not been mentioned by the other panelists is the explicit purpose of the commemorative works act.

the purposes of this chapter are to preserve the integrity of the comprehensive design of the macmillan plan for the nation to tax capital. since those designs are possible, there is no doubt that this requires future building to be classical. >> thank you. dr. view, you make a good point. why was the adow on done before world war ii? let me go back to mr. bryant for a second. the design for the eisenhower memorial is becoming increasingly controversial. in the process, it requires consensus and the concept of what is durable. can you make some observations that can help congress to

improve its authorizing process in the future, based on the lessons we have learned from this controversy? >> it does encourage consensus. we as a commission have been concerned about the consensus. the eisenhower memorial application may have been before a several months ago but has been delayed. you are correct that part of the commemorative works that has us look at the very -- durability of commercial -- materials. how did these materials stand up and over the test of decades? the architects are continuing to work and test the materials to answer those questions. the last part of your question is, what can we learn from this process? how can it be improved?

there has been a joint task force on memorials. that worked from 2000 to 2002 to answer or review that question. how can the process be continued -- continually improved? one of the recommendations was to create a reserve. we are concerned about overbuilding on the mall. create a reserve for no built. that was an example. if you are looking for a vehicle to constructive dialogue about improving the process, that task force is a good vehicle. >> i am running out of time. are there additional suggestions from the task force that had not been implemented? >> i would have to get back to. >> i appreciate it. the me follow up on the . he made earlier.

we to the point you made earlier. how does one measure durability? >> that is a technical question that would be answered through materials studies. if you are referring to the eisenhower memorial, this is being undertaken. that would be true. it is less of an issue when building with masonry. designs, in contemporary experiences. i wanted to make a point that the commission does not actually determine the style that comes before it. it is a review agency. the commission does not consider itself opposing a style, but it doesn't defend the resources that we have, -- does defend their resources that we have come on many of which are

classical. it is not pleasant sometimes that all of these memorials are incredibly controversial, usually involving years of debate. this was true of the lincoln memorial, president roosevelt intervened on the jefferson memorial. we are used to the idea that there will be debate, and i think that is healthy. >> i would agree with that last statement. let me go over my time limit and ask a couple more questions. mr. shubow, the process, especially considering the eisenhower project, have you determined where change could be made to trigger a more desirable designed outcome?

does that make sense? has your group said we're in the progress we could make a change? >> there are two places. the commission of fine arts could find the memorial is discordant with the best of washington's monuments. they have done so in the past. there is no way to describe the post-modern design as fitting in with the rest of the national mall. another way this process could be resolved is for the national capital planning commission or the commission of fine arts to find that the memorial materials are not permanent, as is required. the main feature of the memorial is a steel spring. stealing is not as prominent as

stone, and -- steel is not as permanent as stone, and the architect behind it are doing testing to make sure it lasts 100 years. 100 years is far short of permanent, and in addition it will require extensive maintenance. >> let me 0 in a little more, then i have a couple more for mr. whitesell, and i will be done. where in the path of leading up to those decisions could have been a time to change the direction the design process was going? i am asking a procedural question. >> if you go all the way back to the original statute, and when congress authorized the fdr memorial day said it must be harmonious with the lincoln, jefferson, and washington monument.

>> thank you. i realize i am asking a convoluted question. mr. whitesell, the first question i have deals with the work you are doing on the mall right now, extensively with the turf, which has effected by softball. when will it be completed? >> the current work is only a portion of that which is in addition for the project. the piece that is under way right now is from third-to- seventh street, and that is supposed to be completed by the end of this subject calendar year. as to how it will effect your softball -- softball game, i cannot say. >> at my age, nothing will improve my game, but playing

conditions are significant. can you give us an update on previously authorized programs, where they are in the process? >> the reflecting pool is under reconstruction right now and should be completed by the first week in august, according to the engineers on that project. we are in the process of developing the plans for the restoration/rehabilitation of the washington monument which was damaged by last year's earthquake. those are the principal ones that are under way. >> did you have questions of your own? thank you for being with us. i want to thank you to the witnesses for their testimony and want them to be ready to respond in writing to any questions submitted by the subcommittee in a timely

fashion, and i further ask -- i do not further test because that is not in the agenda. we are done here. without objection, further questions or further business, the committee stands adjourned. [captioning performed by national captioning institute] [captions copyright national cable satellite corp. 2012] >> on "newsmakers" le saunders discusses his plans for the union, the election, and other related issues. "newsmakers" today at 10:00 a.m.

and see6:00 p.m. here on c- span. >> last month, barclays was fined $450 million for the rigging of interest rates. following the fine, david cameron answer questions about the banking scandal which resulted in the resignation of the ceo. office open aud criminal probe. join us for this week's prime minister's questions tonight here on c-span. >> the life of a sailor include scrubbing the debt in the morning and working on the sales, climbing a loft. gun drill practice. by the end of the day, you'd want some rest. it is four hours on, four hours of. >> this weekend, the life of an enlisted man aboard the u.s.s. constitution during the war of 1812.

>> they lived in fear of being with by a gale. it was carried by pet the officer. a sailor never wanted to see petty officer is getting ready for a flogging. do not let the cat out of the bag. you do not want to see the cat of nine tells coming out of the bag for if blogging. >> that is today at 7:00 p.m. eastern and pacific. -- pacific. also this weekend, 1928 democratic presidential candidate al smith at 7:30 p.m. eastern and pacific on a local american history tv." this year's national teacher of the year urged teachers to remember their role in american society and to teach beyond a standardized testing. she is a seventh grade english teacher from california and spoke at the national education association 2012 meeting last week.

this is about half an hour. >> we have a special presentation from a special person. thing is my honor to introduce to you the 2012 national teacher of the year, rebecca mieliwocki. [applause] this woman rocks, she is real. i love her. you will love her. she is an english teacher in the gray said of california. -- in the great state of california. [cheers] this is her second career. we have more and more folks who decide to do something with their lives and become a teacher. she teaches general education,

gifted and talented classes, and serves on the school leadership team. i hate reading bios. you can read her bio, it is long and impressive. but, it will not tell you what is in her heart. what i admire is this sense of urgency, this passion that she has, that she needs to help these kids right now, today. in a recent interview, she had this to say about her work. "i really love it. they will carry my dead cold body out of that classroom." i found that profound and a little creepy. [laughter] this is a sign of for dedication. she cannot imagine herself doing anything else and you cannot possess that kind of commitment without being a strong leader. her colleagues look to her as an example of leadership in her

class rampant are lessons -- as an example of her class. she made us all so proud in april when president obama honored her at a white house ceremony for her achievement as national teacher of the year. you should have heard her speech. it is amazing. she gave voice to what is in the hearts of educators across this country. and here is a little of what she said. "i am not the best teacher of america, there is not one. every day, here in america, teachers with patience and creativity are opening doors for students, to reach deep within themselves and learn more, solve more problems, grow, nurture their dreams, and we do this with conviction.

this is not unusual. this is not a rare thing. this happens every day in america's classrooms and i need you to know that." that is what she said to the public. [applause] rebecca, mi amiga, i do love you for what you do. for the voice you give to our work. we are, like you, kind and compassionate and caring, funny, passionate people whose work it is to love someone else's child. nea, give it up and welcome rebecca mieliwocki, 2012 national teacher of the year. [applause]

>> to what a large gorges group of educators, people that i loved. -- what a large gorgeous group of educators, people that i love. i imagined you all make it to -- naked to call me down the that is a lot of flesh. it scared me, it did not call me down. -- i imagine you all naked to calm me down. i would come home from a long day of driving my teachers crazy as school and come in and see my geometry teacher, my science teacher, and my english teacher sitting at our kitchen counter drinking wine.

[laughter] that is not something that every 17-year-old girl wants to see a on a friday afternoon. i was not exactly a model student. now, here i stand, a model teacher. i am telling you, the irony is not lost on me. [applause] there i was, november 11th, 9:32 in the morning. i was up in front my class, i had a great lesson to run for the day. i had a gorgeous graphics on the white board, i am talking, i am teaching, i am pointing at things. things are good. the classes with me. i know this because one hand goes up, then another, then another. i think, they are with me. i got them. they're engaged.

they're interested. they're asking questions. i am teaching something really fascinating like reflexive pronoun. [laughter] yay, english teachers. i keep teaching. as i am teaching, something causes me to stop for a minute because now not only is every hand in the air but half of them are stabbing at the sky to try to get your attention and the other half is reaching out to me, begging me, imploringly. please, call on me. i called on a girl. she simply points to my feet. it took me an eternity to look down and see what the entire

class had known about for 10 minutes but i was far too wrapped up in what i was doing to notice. the elastic waistband of my slip had lost all traction. [laughter] there was no purchase. it had given way and hand slid slowly and completely down my leg while i had been teaching, puddling in a horrifying ankle scarf at my feet. [laughter] i will spare you the david blaine like maneuvering, but that moment is seared forever in the minds of those seventh graders. [laughter] you are asking yourself sunni,

hat -- you're asking yourself, how soon as lunch? why on earth does the national teacher start with this story? i started because this story reminds us that sometimes we get so focused on what we're doing, we get so caught up in what we think is the right course of action that we fail to see some really important truth that is staring us right in the face. for too long time, this nation has been obsessed with high- stakes testing and the results they bring. [applause] results which can bring devastating consequences and enormous pride to schools but these test results cannot tell you if my teaching was masterful, if my students are knowledgeable, and they cannot tell us if our schools are strong. they cannot be what drives decision making in education and yet --

[applause] and yet that is what the loudest voices have been clamoring for. that is what nearly every debate has been about. by 2014, every child in america will be proficient in language, arts, mass. -- math. that is a daunting goal, some might think an impossible goal. it is a goal that you and i have spent many sleepless hours trying to attain. why? we have high standards. we understand that when we help a child's reach proficiency at every grade level, we have to change the quality of that child's life and that committee forever -- and that community forever. [applause] aiming for proficiency means that we are creating children that are average and we all know that americans are not average. if every child in america was

proficient, what then? what would we have wished we had spent the last many years, time, attention, energy on? we will have desperately wished we have spent our time and energy on us, the teachers. here i stand, one teacher symbolizing millions. one enthusiastic hard working, humble, dedicated, committed example to stand for the millions of more just like me. one voice to represent us all. it is this voice that has been missing from all of the highly charged conversations in education. [applause] it is this voice that has been told to a whisper where people who have not stepped foot in a classroom make decisions that affect our profession. it is shocking that in our noble desire not to leave one's house behind, we might have

accidently left all the teachers behind instead. -- it is shocking that in our noble desire not to leave one child behind. [applause] if we truly want innovation and reform, we have got to stop talking about testing and start talking more about developing, supporting, and celebrating teachers. teachers are the architects of the change we have been waiting for but we seem to have forgotten what a great teacher can do that a standardized test cannot. i want to telly o you that toda. great teachers design exciting relevant lessons that said kids up for success. kids will learn what we teach them, they will take and are content when we make it relevant for them. -- they will take in content when we make it relevant for them. you design learning opportunities for kids that mirrors their hobbies, interests, concerns, passions. you reach out to kids and help

to meet them exactly where they are and take them to a place they need to be. that means that our kids read and write and think, sing, draw, act, phil make, and a maid, write poetry, solve math problems, uncover scientific discoveries. they do it all by the sides of their dedicated and skillful teachers. [applause] we make the content we teach real, relevant, challenging, and we give kids the time, support to do that. we have given them everything they need to be successful in today's world. the best part is, it is visible, measurable, exciting, and you don't need a number 2 pencil to see it. [applause] great teachers have incredibly high standards.

i understand right now that the conventional wisdom says that if i can lift a child to proficiency, i must be a high the effective educators and my kids must be educated. there is a fierce desire for accountability. to be able to say that a public education is a good investment. i get it but i'm not satisfied with it. i am not satisfied with the means with which i am being measured because it limits us to a very narrow set of parameters and i want more for my students. [applause] you and i want more for our students because the world they will be forced to find work and will demand more from them. it is incumbent upon us to get more out of kids, more creative thinking, more problem-solving, expert communicators, the ability to see patterns, connections, solutions, a master of math and science, and great teachers teach kids resiliency in their quest for success because the road will not be easy.

they will stumble and they will fall, but great teachers teach kids how to get back up and keep trying as they try to make themselves better and move forward. [applause] when great teachers are asked to focus on test scores and pushed them to the forefront of our priority list, we give kids a warped and weird education that honors neither the depth and breadth of human knowledge, but it is an absolute turning of our backs on the uniqueness of each individual child that we teach and i refuse to do that. [applause] we don't do that because we like kids or we are teachers, we do that because many of us on our parents.

i have a child of my own and i would never what than done to him. this is the whole child in matters and we know that, not just the part of the child that can find the right answer on a standardized test. grade teacher's help kids learn things but show us what they know and what to do with that information. we showed kids and we help them find what they're unique capabilities are and then take in information. then, to solve problems and create a better world they will live in. the most important part is that these kids need so much from us, but mostly they need courageous teachers. teachers that will not teach to the test but far beyond it. great teachers do. great teachers teach all children. candn't it be lovely if we pick our students? wouldn't it? if we could create little all start learning teens of kids that could get a perfect scores

and ensure job security? wouldn't that be great? but that is a dreamy luxury that we don't have called private school. [laughter] it is a reality that you will not see in america because american public school classroom is the melting pot described on the side of the statue of liberty. this mirrors america and all this beautiful diversity. we take all comers and all customers are served. [applause] the literate and the illiterate. the english fluent and the english lerner, the ap scholar, the immigrant, the attentive, and the disruptive. they are all hours and we educate them equally.

great teachers seek and accept every child, every child. we believe every child has the potential to learn and we help them tap into their potential and grow in a safe place. walk into any classroom in america and you will see what i'm talking about. great teachers provide the american dream of opportunity for all. [applause] great teachers lead with not just their heads but with their hearts. what we bring is our wisdom about the ways kids learn best. what they bring in, that is something else entirely, isn't it? they bring in hunger, homelessness, learning disabilities, and it mixes with first crushes, the winning touchdown, and worry if they will get passed to the dance. it all comes in. we are expected to handle it with grace come understanding, compassion, on top of the

lessons we're supposed to teach that day. i need to tell you a story about max. his mom was diagnosed with breast cancer and we watched her whether a way to a shadow of her former self. and said i was certain i would lose her when max was in my class. while caring for max's mom, his dad felt at work and was wheelchair-bound for six months. this was a family that had just failed to qualify for medical insurance because maxes' mom had not worked enough hours in her union to qualify. they were doing this on their own time. how on earth does a 12-year-old ray about whether his research paper is in good shape when his entire world crumbles' around him?

[applause] god bless him, but max made his pain visible to me everyway a 12-year-old boy knows how. he acted out, he's out out, he destroyed property, he was a festival of misbehavior. [laughter] i was supposed to be teaching this hit english. what was more important to him was that i understood what was going on. no matter how hard he tried to get me to give up or send him to the principal's office, i was not going to do it. i spent far more minutes counseling him in the hallway that i ever did teaching him english. that kid learn something. he learned when the chips are down quality people hank in there with you. those quality people are your teachers. [applause]

is both you and i know that of all the tools we bring to our classroom the one most essential to the job we do into the development of young people is our love that. great teachers give it freely. just in case you have forgotten about my underwear, i started today by telling you an embarrassing story about my slip. it reminded me that sometimes our focus slips. in our zeal to transform public education we get led to believe it will come from one thing when we realize it is bigger than that and it will come from somewhere else. it will come from what staring me right in the face right now, teachers. if we spend the next 10 years focusing on testing rather than teaching we will have led to an opportunity to change education for the better and none of us

can let that happen. [applause] if we have the courage to do for america oppose the teachers what we do every day for our kids. if we tell them we care. if we support teachers when they struggle, there is simply nothing we cannot do. where the nation may have forgotten how important it is -- it is never too late to shift focus to what really matters. if we want real lasting change, if we want back to the pride and power that is an american education, then the revolution begins with us in great teachers know that. [applause] as i go in around the country talking to educators and

decision makers, the first thing i asked them is to tell me about the teachers they had that there were -- that was their favorite and there is never any hesitation. there is always a name on the tip of every tongue. if there is any hesitation at all it is because they are trying to tell me which one. there is the teacher that plays dodge ball with kids, the teacher that brought the homework to the hospital. there are all these stories. what i heard recently from a friend who teaches at l.a. unified and he told me about his first grade teacher misses wilson. he said in first grade every friday she would be at the lunch table in the cafeteria with a class. if you were good all week you could sit next to her. it was a great honor to be the first grader selected to sit next to her. he got word friday morning he

was the winner. he was sitting next to her and he was so excited just to get to sit with this favor lovely lady. that they were serving chicken legs. he sat and watched her polished off play after play after play of chicken legs. she put the whole thing in her mouth, worked it for a good five minutes and spat -- spit out the bones. [laughter] he had a whole new appreciation for misses wilson. even at my age -- we are 43. he has remembered that for 30 years. the stories tell me something. it tells me kids are watching us. it tells me they are watching everything we do and they are soaking it all up.

every act of support, kindness, and a love that you showed doing the job you love and do so well, they are watching us. remember that. remember that you are going to be remembered. it might be for chicken bones, but you are going to be remembered. all across this country, schoolchildren and grown adults carry their heroes with them. in the recesses of their minds and hearts long after you sat in their class. you are a hero to them and they remember you. you are affecting that even today. when the road gets difficult, remember when the political debate gets a fiery. remember that when the winds of blame and criticism blow most fiercely. you are a hero and he will be remembered. before i go i want to ask you to do a favor. given the size of this group we could be here until christmas.

i will stay here. i think you appreciate that. i know you are all incredible educators but i need you to join with me and be a good steward for our profession by seeking -- speaking positively about it everywhere and anywhere you get the chance. [applause] as much as we would like to say so, we do not have a lock on having a hard job or even a low-paying job. we do not face necessarily more difficult challenges that other people and other professions, but ours gets more scrutiny, more attention and more headlines. it is far too easy to wine and play the victim. don't [applause] is our job difficult? yes.

does that often have challenges? yes. are there factors that impact the results we get with kids? absolutely. let's not dwell there you and i. it prevents us from investing in a more hopeful destiny. for you, for me, for our profession and anybody brave enough to enter it. let's be positive together. share your success stories. post your students' work. called the newspaper. throw open the doors of their classroom to the community and anybody who would want to wander in and watch the magic you make with children. complement a colleague. ask a principle tomorrow what you can do to make your school the best in town. showed the world the beautiful, brilliant, capable hard-working face of our profession. show them who you are and be proud.

you have been born with a gift for teaching. you have been given a gift of working with school children. you have a front row seat to the future and you build it one child at a time. every day you spend in the service of educating another human being is your opportunity to change the world and they get a better place we all live in. you will be remembered for a long after we have left this planet. i am in this journey with you and i could not be more proud of our profession and more honored to be with you this year. thank you very, very much. [cheers and applause]

♪ >> today, your calls in the e- mails live on "washington journal" follows by "newsmakers" with lee saunders. then, we look at the current situation in afghanistan and then we speak with bob diamond -- then we watched bob diamond testify on the barclays scandal. >> one of my favorite is in half

of pigs and cows and turkeys. most of the drugs are to make animals grow faster. this drug means that when an animal is killed, the drug is in their. >> this weekend, marth rosenberg speaks on a "book td" on c- span2. >> coming up, at 7:45 a.m., we look at the 2012 campaign in the battle on state of ohio, pennsylvania, and florida. we are joined by the director of the franklin and marshall college center for politics and public affairs. followed by the food policy research institute. he will exin