Friday, September 11, 2009

A 9/11 Remembrance: One Extraordinary Life Out of Many

http://www.huffingtonpost.com/brian-levin-jd/a-911-remembrance-one-ext_b_283141.html

A 9/11 Remembrance: One Extraordinary Life Out of Many



Brian Levin, J.D.

Brian Levin, J.D.

Posted: September 11, 2009 05:10 AM
On 9/11 the worst terrorist attack perpetrated against America left over 2970 dead, including 343 firefighters and 72 law enforcement officers. The full story, however, is not about hijacked airliners, intelligence failures, fanatic murderers or conspiracy theorists. Its about lives well lived that were cut painfully short and the endurance of the human spirit. One way to begin to understand the magnitude of a numbing mass tragedy like 9/11, is not in numbers, but rather, in stories. Today’s focus here is one story of many that demand to be told. One life. One set of hearts that were unfairly broken. Out of the mosaic of thousands of colorful remembered lives today are countless stories of loves lost and heroes big and small. Too often at the wrenching intersection of good and evil, we expend too much time on the latter—but not today.
The only thing Staten Island native son FDNY Lt. Chuck Margiotta didn’t achieve in his 44 years was a long life. As his young daughter clutched her father’s service helmet at a New York Catholic church eight years ago she heard from another kind of hero, her schoolteacher Uncle Mike, who from that day to this diligently watches over his extended family like a lion over his pride. Mike Margiotta summed up the spirit of this day for many Americans:
According to Webster, "bravery" is defined as combining confidence with firm resolution in the presence of danger. "Courageous" however is more than brave! It adds a moral element. The courageous man steadily encounters perils to which he may be keenly sensitive at the call of duty. At no time do either of these definitions mention being fearless. Fearless is just the inability to recognize danger.
On September 11th, Chuck had fears…recognized them…called home…and then performed his job with Bravery and Courage; as did all our firefighters and police officers. We thank them all and love them all for being heroes every day.
Packed into those compressed decades of Chuck Margiotta’s time on Earth were a love of people and an unquenchable, if not dizzying, zeal for accomplishment. It’s hard to believe everything this veteran firefighter crammed into his way too short life: Ivy League football stand out at Brown University, substitute public school teacher, church leader, philanthropist, youth sports coach, television and movie actor and stuntman (Hannibal, Malcolm X, Law and Order), family man, and don’t forget-gardener and voracious reader. His brother Mike observed to a reporter, “He wasn't happy unless he was doing four things at once, plus one more thing."
It was that one more thing that took him from us. On 9/11 the devoted married father of a beautiful son, 11, and daughter, 13, had just completed a 24 hour shift in Brooklyn filling in for another firefighter. As he was safely headed home, he saw the orange flames engulf the World Trade Center, turned around, and instinctively went to the nearest firehouse. There he immediately hopped on to Staten Island’s Rescue 5 FDNY truck as it sped to save civilians from the chaotic scene. Right before he reached the inferno he phoned his mother to tell her what turned out to be his last words to her: “Ma, it's bad, I love you. I'll call you later."
Even before 9/11 Chuck was a beloved fixture on the family friendly borough of Staten Island. After impressing Staten Islanders with his football prowess at Monsignor Farrell High School, Chuck attended Brown University, easily one of the nation’s most selective universities. After helping Brown win its first of only two Ivy League football championships in 1976, he graduated in 1979 with two degrees—one in English and one in Sociology. He and his team eventually ended up in the Brown Sports Hall of Fame. Like he always promised, he came back to New York to be a firefighter and graduated, not surprisingly, at the top of his 1981 FDNY class.
He left his big footprints all over New York City. Twenty years as a firefighter, fifteen in Harlem, with several years as a running back for the acclaimed FDNY football team. Even after he rose in rank to Lieutenant, he ruffled a few bosses because he was more comfortable with the rank and file folks.
For twenty years, on top of his fire duties, he substitute taught at least two days a week. He was also a private investigator for two decades. He was CYO Athletic Director at his parish and coached kids in four different sports. He was a key organizer of innumerable charity events. He did acting and stunt work across New York in numerous television and movie productions, while still finding time to plant a garden at his firehouse.
As busy as he was, he was devoted to his family. He’d check on his parents—who lived next door, just about every day to make sure they were all right. The hole in his parents’ hearts never really healed. His dad misses the family vacations in the mountains, watching sports on television, as well as the tailgate gatherings at Giants games. His mom even misses cleaning up the constant stream of pretzel crumbs he would leave after helping with chores or home repairs. He adored his wife and kids.
Chuck Margiotta at about 6 feet and over 200 muscled pounds, was simply put, one of those old school New Yorkers who really was bigger than life--the kind of stunningly handsome renaissance guy who is better suited for a lyric by his musical idol, Bruce Springsteen, than this short web posting.
While terrorists, steel, and concrete extinguished his life; Chuck’s spirit, like those of others lost that day, is very much alive in his parents, wife, kids and others. A garden he planted flourished, and years later his bother Mike, raises thousands in a scholarship in his name for a deserving student at his old high school. His children and nephew and niece all went to college and follow Chuck’s zeal for education, music, and public service. Violence harms the innocent, but as shown here it does not define them. As Bobby Kennedy said the night of Martin Luther King’s death, who coincidently shares Chuck’s January 15thbirthday:
Let us dedicate ourselves to what the Greeks wrote so many years ago: to tame the savageness of man and make gentle the life of this world.
Amen.
http://www.chuckmargiotta.com/
http://www.cnn.com/SPECIALS/2001/memorial/lists/by-name/

Thursday, September 10, 2009

Your Mother Should Know: 50 Most P0werful Women in Biz
Charlie Sheen: 9/11 Is A Fraud
Buffalo News: It Was A Hate Crime
MI Black on Muslim Attack Called Hate Crime
Media War Over Gaza Civilian Casualty Report
Report 429 Women/Minors Killed in Gaza War
NGO Monitor Alleges Bias of Group Over Nazi Memorabilia Collector
Full Text of President Obama's Health Care Speech

Complete Segment of Van Jones Intvw on MSNBC Feb. 19, 2003 Abrams Report

WEDGEWOOD: Well, in a common sense way it's very much like assisted suicide. There's a very strong principle in the law of war that whether or not you agree with the purpose of the war, you should still allow the war to be fought the right way, and the distinction between military targets and civilians is fundamental. So, it is a war crime to deliberately place civilians around a military target in order to shield that target. It's not a legitimate way of protesting the purpose of a war.

ABRAMS: Van Jones, what do you make of that?

VAN JONES, ATTY, PEACE AND JUSTICE NETWORK: Well, first of all, I disagree. There are two things that we have to be clear about. First of all, there is no specific provision of the War Crimes Act that these people are violating. So, just because Rumsfeld doesn't like it or somebody in that White House doesn't like it doesn't make it unlawful.

So, first of all, we have to be very clear that they aren't violating any law that pertains to them. The Geneva Accords apply to states. The U.S. War Crimes Act applies to individuals. They aren't violating any provision of that.

Number two, even if there were a law created for this purpose, it would be unconstitutional. These people are expressing their First Amendment rights to the expression of association in travel.

Third, even if such a law were not unconstitutional, which this law doesn't even exist, if one were to create it, and it were to pass constitutional muster, these people have a defense and the defense is the defense of necessity, the necessity to prevent a greater harm, which in this case is the murder of, you know, thousands of innocent Iraqis.

ABRAMS: You know the necessity defense would be rejected, though, right? I mean, let's assume for a minute that you know that no court, no jury would accept the necessity defense...

JONES: But there's no law that they can be charged with violating...

ABRAMS: Separate issue...

JONES: They're not violating...

ABRAMS: Right.

JONES: ... they're not violating any U.S. law now. And one problem that we have...

JONES: ... just to finish -- we -- you know, Rumsfeld wants to throw out the international law to attack Iraq, he wants to throw out domestic law to attack U.S. citizens, and he's wrong on both counts.

ABRAMS: All right, go -- I know both of you want to jump in. Go ahead Jay.

JAY SEKULOW, AMERICAN CTR. FOR LAW & JUSTICE: Yes, let me say this first, there's no First Amendment issue here. I do a lot of work with the First Amendment and this is not a First Amendment case. They're overseas, they're in a hostile territory and basically, they're giving aid and comfort to the enemy, which, by the way, under the definitions of law is treason, so that's number one.

Number two, the Geneva Convention states, and I'm going to read from Article 28, Section 4, in international conflicts civilians may not be used to protect areas from military operations. If...

SEKULOW: If the leadership of these groups is working in hand, toe-to-toe so to speak, with the leadership of Iraq, I think they do have Geneva conflict violations here...

SEKULOW: ... and let me say third, with regard to the issue of enemy combatants here, if, in fact, they take any aggressive action, I mean aggressive, it could be, you know, trying to block tanks entering into Baghdad, U.S. troops involved, they are then putting themselves at risk to be enemy combatants. And as we've talked about on this program before, that raises a whole host of issues and the fact that they're U.S. citizens does not shield them.

JONES: Well first of all, the government has already taken off the table whether or not the human shields are combatants. They've already declared them to be noncombatants, so that's off the table. The other thing, which you have to deal with is you're misreading the Geneva Accords. What you just read applies to states. It does not...

WEDGEWOOD: Dan...

JONES: ... apply to individual...

SEKULOW: But it also applies...

ABRAMS: All right...

ABRAMS: ... let me let the professor answer that one. Hold on -- that issue, I'll get back to you, Mr. Jones, I promise. Ruth Wedgewood, what about that? I mean, people do interpret the Geneva Convention as applying to states and not individuals, so the argument goes, according to...

WEDGEWOOD: That's not right.

ABRAMS: ... Mr. Jones, you can't apply it to individuals.

WEDGEWOOD: Treaties are signed by states, but they govern everybody who's on the territory of the state signatory and you cannot shield a military. Whatever your motivation, however...

WEDGEWOOD: ... conscientious, you can't shield a military target with a human...

JONES: You're leaving the noun out. A state can't do it, but individual...

SEKULOW: No, but individuals working with the state that are working with...

(CROSSTALK)

SEKULOW: ... are violating the Geneva Convention.

ABRAMS: But Jay...

ABRAMS: But Jay, the problem -- we're going to take a break here, but I'm going to ask Jay about this after the break. The problem is and this may sound like a legal technicality, but it's important...

UNIDENTIFIED MALE: It's not.

ABRAMS: ... is how do you relate the fact -- you have to prove that they're working with Iraq as opposed to working with some, you know, group out there who wants to stick these people in these sensitive sites to prevent some war. I think they're going to have a hard time with that. They may not have a hard time, though, charging these -- I think they might have an easier time charging them with treason. Anyway, we're going to come back. More on this topic, human shields, take a break.

(COMMERCIAL BREAK)

ABRAMS: Coming up, why City Council should stop wasting their time passing resolutions about Iraq. And who will be charged with crimes if and when the American human shields get killed in Iraq, and what if they make it back alive? That's coming up.

(COMMERCIAL BREAK)

(BEGIN VIDEO CLIP)

RUMSFELD: These are not tactics of war. They are crimes of war. Deploying human shields is not a military strategy, it's murder, the violation of the laws of armed conflict and a crime against humanity, and it will be treated as such.

(END VIDEO CLIP)

ABRAMS: All right, it's obvious that that applies to Saddam Hussein. If Saddam Hussein uses human shields and he's captured alive, he's going to be tried as a war criminal, as will anyone who works with him in that effort. The question we're asking hereis, what about these Americans, these Europeans who are sending over these American and European human shields?

JONES: They're heroes.

ABRAMS: Could that -- well, all right.

JONES: They're not criminals, they're heroes.

ABRAMS: All right, Van, before I even get to the intro, Van Jones is jumping in, describing them as heroes. But Ruth Wedgewood, look, apart from the fact that almost everyone doesn't view them as heroes at all, and everyone in this country particular views the idea of them getting into soldiers' ways -- soldiers' way in Iraq is extremely disturbing to say the least. Is it a crime, again, Van makes the point that generally this applies to states. I want to know can these organizers, yes or no, be charged with some sort of war crime for sending these people over to Iraq to serve as human shields?

WEDGEWOOD: Well, it's new territory, but what you keep in mind that the actions they're taking are going to be carried out in Iraq. So it's not simply federal, criminal law that would apply, whatever the 1996 War Crimes Act provides or not, there's going to be a war crimes tribunal in Iraq. And the dilemma that they put servicemen in is the attempt to force them to hold their fire on a legitimate military target by putting themselves as a moral target in front of that...

ABRAMS: Yes...

WEDGEWOOD: ... valid military target...

ABRAMS: ... and Jay, you and I talked yesterday about the idea of the human shields themselves. I was just -- I just felt that they should be charged with something if they make it back to this country and they in any way interfere with our soldiers there. But what do you make of this issue of the organizers, the people who are in effect deploying them there?

SEKULOW: I think the reason it could fall within the Geneva Convention and the War Crimes Act generally is the fact that we know that if American citizens go to Iraq that the Iraqi regime under Saddam Hussein is not going to let them just run throughout the land. They're going to control where they are, the government will deploy them, and the leadership, then, of these groups is in cohort. They're working with them and that violates the Geneva Convention.

Remember, it was the illegal underground in some of the Nazi cases where the Nazis had not just their armed troops and their uniform troops that were tried in the war crime, the war tribunal...

ABRAMS: Van Jones, that's a very interesting point, and I think a good point, and that is that Saddam Hussein is going to in effect be signing off on wherever these human shields are going and that sounds to me like they're in cahoots with Saddam, war crime.

JONES: Well that's not -- my understanding is that they actually are not in cahoots with Saddam Hussein. Why are these young people there? First of all...

ABRAMS: But that's a separate issue...

ABRAMS: It is a separate issue of why they're there.

JONES: ... the young people are not there to support Saddam Hussein. The young people are not there because they're fans of Saddam Hussein.

ABRAMS: But why they're going is not the issue...

ABRAMS: It is not the issue. If they are there...

ABRAMS: ... and they're interfering with the soldiers, the question I want to know, are the people who are sending them there, who are organizing this, who are deploying them, Jay makes a very good point -- that is Saddam Hussein controls this country. They are not going to be able to walk at their leisure on the streets of Baghdad.

JONES: What we do know about -- right now this is our conjecture -- what we do know about these young people is this. They are the only voice of sanity that we have heard for quite a while in this debate. We have been crushed between the rush to violence by Bush and the rush to violence...

ABRAMS: You're not answering my question...

JONES: And what these young people represent is a third way out for the whole human...

SEKULOW: But this is not a First Amendment case.

SEKULOW: This isn't about the First Amendment.

JONES: Well first of all...

SEKULOW: They're not exercising First Amendment rights in Iraq. I assure you, they don't have a First Amendment freedom of speech protection.

SEKULOW: They're interfering with possible military action, and that is serious and is criminal.

WEDGEWOOD: Dan, if I can add, you're not allowed to veto a war by shielding military targets.

JONES: It's not a question...

WEDGEWOOD: If Saddam is shooting at us, and we can't shoot back because some unhappy young soul has put himself in front of the military target, that is...

JONES: Well Professor Wedgewood...

WEDGEWOOD: ... asymmetric conflict, it's not considered...

JONES: Professor Wedgewood...

JONES: ... when I was a student of yours at Yale, you were a lot more precise with your language than you are on this program. You and I both know that the state of -- the United States has to consider proportionality and necessity when there are civilians who are potentially targets in a U.S. bombing run or...

ABRAMS: Hang on -- wait a second...

ABRAMS: Let him finish.

UNIDENTIFIED MALE: Let's talk law.

JONES: The presence of civilians does not prevent the -- any military action. It does raise the question of proportionality and necessity.

ABRAMS: All right...

JONES: The reality is that the reason that Rumsfeld is so upset is that he knows that he is going to be launching...

ABRAMS: All right...

JONES: ... missiles at civilian targets.

ABRAMS: All right, let me...

ABRAMS: ... let professor...

ABRAMS: Let me let your...

ABRAMS: ... let me let your professor respond because I'm almost out of time. Professor, tell your student what the real deal is here.

WEDGEWOOD: No, in real life, indeed, you have to make a judgment about proportionality, i.e. the relative military value of the target and the relative damage to civilians every time you target. But by trying to up the ante and putting, say, 500 civilians to shield a tank...

JONES: It's not a crime.

WEDGEWOOD: ... it's weighting that unfairly and...

JONES: That's not a crime.

WEDGEWOOD: ... private action is covered under the laws of war. It's customary...

SEKULOW: It's certainly treason.

WEDGEWOOD: ... law as well as treaty law.

SEKULOW: ... giving aid and comfort to the enemy...

SEKULOW: ... which is a standard of treason.

JONES: Not under the...

ABRAMS: I think it may be...

ABRAMS: I -- well, maybe not, but I think...

ABRAMS: ... it may actually become treason...

ABRAMS: I think it may become treason as Jay Sekulow points out. All right, Ruth Wedgewood, Jay Sekulow, Van Jones, thank you all very much...

SEKULOW: Thanks Dan. ABRAMS: ... for coming on the program. We appreciate it. (CROSSTALK)WEDGEWOOD: Bye Dan.

Monday, September 7, 2009

UK Convicts 3, Acquits Other in Sky Terror Plot
Gates Blasts AP Decision to Run Photo of Dying Marine
Victim Family: Black on White Hate Crime Ignored

Full Text of President Obama's Speech to America's School Children

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.